WorldWideScience

Sample records for semester students completed

  1. Motivation of first semester undergraduate students

    DEFF Research Database (Denmark)

    Schlichter, Bjarne; Sigvardsen, Kari; Jonsson, Sofia

    in the curriculum. Method - The study is based on interpretative research (Walsham, 2006; Yin, 2003) and the method chosen was a qualitative case study (Myers, 2009). The data for this study was collected through fieldwork and semi-structured interviews. The fieldwork was conducted during the autumn semester 2010...... of first semester undergraduate students. Keywords -Motivation; first year undergraduate students; Management Information Systems; teaching assistants. Paper type - Research paper....... to the processes in a company. 2) Methods for formal modeling of processes, data and occurrences. 3) An introduction to a company's information systems and the relationship of these to business strategies. In addition to the lectures and tutorials, the students have to hand in a prescribed group assignment...

  2. Student related determinants of the first semester academic status ...

    African Journals Online (AJOL)

    Student related determinants of the first semester academic status: the case of 2006/7 first year students at some selected faculties of Jimma university. ... This research, therefore, attempted to unfold the magnitude of academic failure and students related factors predicting academic failure in the first semester of 2006/ 07 ...

  3. Assessing critical thinking in medical sciences students in two sequential semesters: Does it improve?

    Science.gov (United States)

    Athari, Zeinab-Sadat; Sharif, Sayyed-Mostafa; Nasr, Ahmad Reza; Nematbakhsh, Mehdi

    2013-01-01

    Critical thinking is an important outcome criterion of higher education in any discipline. Medical and paramedical students always encounter with many new problems in clinical settings and medicinal laboratory, and critical thinking is an essential skill in obtaining a better approach for problem solving. We performed a pre-and post-test to evaluate the change of critical thinking skills in medical sciences students who enrolled in Isfahan University of Medical Sciences in Iran during the academic years 2008-2010. In a longitudinal design study, the critical thinking skills were compared in medical sciences students in two sequential semesters using the California Critical Thinking Skills Test. The test is divided into two parts (parts 1 and 2), including 17 items in each part. Based on proportional stratified sampling, a groups of students (group 1, n=159) were selected from the university population, who enrolled in medicine, pharmacy, nursing, and rehabilitation colleges. The students in group 1 were asked to complete the part 1 of the test (phase I). After one semester, another group (group 2, n=138) from the same population was randomly selected, and they were asked to complete the part two (phase II). The students' demographic data also were recorded. The California critical thinking skills test was translated and it validity and reliability were approved before. No significant difference was observed between the two groups in the demographic data. The students critical thinking scores in phase II significantly reduced in comparison with phase 1 (pstudents' critical thinking.

  4. INTEGRATING GEOSPATIAL TECHNOLOGIES AND SECONDARY STUDENT PROJECTS: THE GEOSPATIAL SEMESTER

    Directory of Open Access Journals (Sweden)

    Bob Kolvoord

    2012-12-01

    Full Text Available Resumen:El Semestre Geoespacial es una actividad de educación geográfica centrada en que los estudiantes del último curso de secundaria en los institutos norteamericanos, adquieran competencias y habilidades específicas en sistemas de información geográfica, GPS y teledetección. A través de una metodología de aprendizaje basado en proyectos, los alumnos se motivan e implican en la realización de trabajos de investigación en los que analizan, e incluso proponen soluciones, diferentes procesos, problemas o cuestiones de naturaleza espacial. El proyecto está coordinado por la Universidad James Madison y lleva siete años implantándose en diferentes institutos del Estado de Virginia, implicando a más de 20 centros educativos y 1.500 alumnos. Los alumnos que superan esta asignatura de la enseñanza secundaria obtienen la convalidación de determinados créditos académicos de la Universidad de referencia.Palabras clave:Sistemas de información geográfica, enseñanza, didáctica de la geografía, semestre geoespacial.Abstract:The Geospatial Semester is a geographical education activity focused on students in their final year of secondary schools in the U.S., acquiring specific skills in GIS, GPS and remote sensing. Through a methodology for project-based learning, students are motivated and involved in conducting research using geographic information systems and analyze, and even propose solutions, different processes, problems or issues spatial in nature. The Geospatial Semester university management not only ensures proper coaching, guidance and GIS training for teachers of colleges, but has established a system whereby students who pass this course of secondary education gain the recognition of certain credits from the University.Key words:Geographic information system, teaching, geographic education, geospatial semester. Résumé:Le semestre géospatial est une activité axée sur l'éducation géographique des étudiants en derni

  5. The Changing Motivations of Students' Use of Lecture Podcasts across a Semester: An Extended Theory of Planned Behaviour Approach

    Science.gov (United States)

    Moss, Nathan D.; Hamilton, Kyra; White, Katherine M.; Hansen, Julie

    2015-01-01

    We extended the previous work of Moss, O'Connor and White, to include a measure of group norms within the theory of planned behaviour (TPB), to examine the influences on students' decisions to use lecture podcasts as part of their learning. Participants (N?=?90) completed the extended TPB predictors before semester began (Time 1) and mid-semester…

  6. Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.

    Science.gov (United States)

    Higgins-Opitz, Susan B; Tufts, Mark

    2014-06-01

    Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. Copyright © 2014 The American Physiological Society.

  7. Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students

    Science.gov (United States)

    Nielsen, Jacob; Majgaard, Gunver; Sørensen, Erik

    2013-01-01

    How can student self-assessment be used as a tool and become beneficial for both lecturers and students? We used a simple self-assessment tool for pre- and post-testing on a first-semester engineering course. The students graded their knowledge on human-computer interaction based on their ability to understand and explain specific concepts. The…

  8. Identifying strategies to assist final semester nursing students to develop numeracy skills: a mixed methods study.

    Science.gov (United States)

    Ramjan, Lucie M; Stewart, Lyn; Salamonson, Yenna; Morris, Maureen M; Armstrong, Lyn; Sanchez, Paula; Flannery, Liz

    2014-03-01

    It remains a grave concern that many nursing students within tertiary institutions continue to experience difficulties with achieving medication calculation competency. In addition, universities have a moral responsibility to prepare proficient clinicians for graduate practice. This requires risk management strategies to reduce adverse medication errors post registration. To identify strategies and potential predictors that may assist nurse academics to tailor their drug calculation teaching and assessment methods. This project builds on previous experience and explores students' perceptions of newly implemented interventions designed to increase confidence and competence in medication calculation. This mixed method study surveyed students (n=405) enrolled in their final semester of study at a large, metropolitan university in Sydney, Australia. Tailored, contextualised interventions included online practice quizzes, simulated medication calculation scenarios developed for clinical practice classes, contextualised 'pen and paper' tests, visually enhanced didactic remediation and 'hands-on' contextualised workshops. Surveys were administered to students to determine their perceptions of interventions and to identify whether these interventions assisted with calculation competence. Test scores were analysed using SPSS v. 20 for correlations between students' perceptions and actual performance. Qualitative open-ended survey questions were analysed manually and thematically. The study reinforced that nursing students preferred a 'hands-on,' contextualised approach to learning that was 'authentic' and aligned with clinical practice. Our interventions assisted with supporting students' learning and improvement of calculation confidence. Qualitative data provided further insight into students' awareness of their calculation errors and preferred learning styles. Some of the strongest predictors for numeracy skill performance included (1) being an international student, (2

  9. Differences in Student Outcomes between Block, Semester, and Trimester Schedules.

    Science.gov (United States)

    McCreary, Jason; Hausman, Charles

    Despite the popularity of schedule modifications as a cost-effective reform to improve student outcomes, little empirical research on the consequences of alternative schedules has been conducted. The literature has been dominated by anecdotal reports. Even when empirical evidence is examined, causal comparisons of school outcomes between schedules…

  10. The Development and Nature of Problem-Solving among First-Semester Calculus Students

    Science.gov (United States)

    Dawkins, Paul Christian; Epperson, James A. Mendoza

    2014-01-01

    This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate…

  11. Increasing First-Semester Student Engagement: A Residential Community Retention Study

    Science.gov (United States)

    Briggs, Ronald

    2012-01-01

    The purpose of this study was to increase first year residential student engagement and participation in residence hall programs during the 2011 fall semester at the Downtown Phoenix Campus of Arizona State University. Six upperclassmen (Taylor Place Leaders) residing in a residence hall (Taylor Place) were matched by academic major with 17 first…

  12. Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories

    Science.gov (United States)

    Powell, Mary Cynthia Barton

    2010-01-01

    Podcasts covering essential first-semester general chemistry laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones [arrow right] or iPod touches [arrow right]. Research focused in three areas: the extent of podcast…

  13. Computer-Mediated Communication with Distant Friends: Relations with Adjustment during Students' First Semester in College

    Science.gov (United States)

    Ranney, John D.; Troop-Gordon, Wendy

    2012-01-01

    Because of recent technological innovations, college freshmen can readily communicate with friends who they see infrequently (e.g., friends from home). The current study addressed whether computer-mediated communication with these distant friends can compensate for a lack of high-quality on-campus friendships during students' first semester of…

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

    Science.gov (United States)

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

    2016-12-01

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

  15. Depression, stress and anxiety in medical students: A cross-sectional comparison between students from different semesters.

    Science.gov (United States)

    Moutinho, Ivana Lúcia Damásio; Maddalena, Natalia de Castro Pecci; Roland, Ronald Kleinsorge; Lucchetti, Alessandra Lamas Granero; Tibiriçá, Sandra Helena Cerrato; Ezequiel, Oscarina da Silva; Lucchetti, Giancarlo

    2017-01-01

    To compare the prevalence of anxiety, depression, and stress in medical students from all semesters of a Brazilian medical school and assess their respective associated factors. A cross-sectional study of students from the twelve semesters of a Brazilian medical school was carried out. Students filled out a questionnaire including sociodemographics, religiosity (DUREL - Duke Religion Index), and mental health (DASS-21 - Depression, Anxiety, and Stress Scale). The students were compared for mental health variables (Chi-squared/ANOVA). Linear regression models were employed to assess factors associated with DASS-21 scores. 761 (75.4%) students answered the questionnaire; 34.6% reported depressive symptomatology, 37.2% showed anxiety symptoms, and 47.1% stress symptoms. Significant differences were found for: anxiety - ANOVA: [F = 2.536, p=0.004] between first and tenth (p=0.048) and first and eleventh (p=0.025) semesters; depression - ANOVA: [F = 2.410, p=0.006] between first and second semesters (p=0.045); and stress - ANOVA: [F = 2.968, p=0.001] between seventh and twelfth (p=0.044), tenth and twelfth (p=0.011), and eleventh and twelfth (p=0.001) semesters. The following factors were associated with (a) stress: female gender, anxiety, and depression; (b) depression: female gender, intrinsic religiosity, anxiety, and stress; and (c) anxiety: course semester, depression, and stress. Our findings revealed high levels of depression, anxiety, and stress symptoms in medical students, with marked differences among course semesters. Gender and religiosity appeared to influence the mental health of the medical students.

  16. Relationship Between the Perception Curriculum Credit Semester System (Sks) with Academic Achievement Motivation in Students of Sman 78 Jakarta

    OpenAIRE

    Nurhidayah, Fajriati; Widodo, Prasetyo Budi; Desiningrum, Dinie Ratri

    2012-01-01

    School education has a major role in improving the quality of eduvation ,00aitems through the students academic achievement motivation. Students academic achievement motivation can be seen by the student perception of the curriculum semester credit system is applied in schools. This research was conducted to determine the relationship between perceptions of curriculum semester credit system with academic achievement motivation in students of SMAN 78 Jakarta. The population was 324 students w...

  17. Web-Based Alcohol Intervention in First-Year College Students: Efficacy of Full-Program Administration Prior to Second Semester.

    Science.gov (United States)

    Gilbertson, Rebecca J; Norton, Tina R; Beery, Susan H; Lee, Kassandra R

    2018-05-12

    Commercially available, web-based interventions for the prevention of alcohol use are being adopted for universal use with first-year college students, yet few have received empirical evaluation. This randomized controlled trial investigated the effectiveness of a novel, commercially available, personalized web-based alcohol intervention, Alcohol-Wise (version 4.0, 3 rd Millennium Classrooms), on multiple measures of alcohol consumption, alcohol consequences, alcohol expectancies, academic achievement, and adaptation to college in first-year students. Participants received Alcohol-Wise either prior to first semester or were waitlisted and received the intervention second semester. As longitudinal effectiveness was of interest, follow-up surveys were conducted 10 weeks (n = 76) and 24 weeks (n = 64) following the web-based alcohol intervention. Completion of Alcohol-Wise had effects on academic achievement. Specifically, at the 24 week follow-up, academic achievement was higher in participants who received the intervention first semester of their freshman year as compared to the waitlist control. The incremental rise in heavy episodic drinking during the first semester of college was also reduced in waitlisted participants by Alcohol-Wise administration prior to second semester. Conclusion/Importance: Implications for the timing of web-based alcohol interventions to include administration prior to both first and second semesters of the freshman year are discussed.

  18. The Impact of Structural Competence towards Speaking Competence of the Fourth Semester Students of English Department

    Directory of Open Access Journals (Sweden)

    Muhammad Nafi Annury

    2013-11-01

    Full Text Available This paper tries to define any impact of structural competence towards speaking competence. In this research, the writer used descriptive co-relational method. It was used to describe whether there was an impact between two variables, i.e. structural competence (X as independent variable and speaking competence (Y as dependent variable. The subject of study was the fourth semester students of English department of Tarbiyah Faculty IAIN Walisongo Semarang. After the data had been analyzed, it was found that there was significant impact of structural competence especially in appropriateness. It helped students to arrange words into sentences that they utter.

  19. Assessment of burnout in veterinary medical students using the Maslach Burnout Inventory-Educational Survey: a survey during two semesters.

    Science.gov (United States)

    Chigerwe, Munashe; Boudreaux, Karen A; Ilkiw, Jan E

    2014-11-28

    Burnout among veterinary students can result from known stressors in the absence of a support system. The objectives of this study were to evaluate use of the Maslach Burnout Inventory-Educator Survey (MBI-ES) to assess burnout in veterinary students and evaluate the factors that predict the MBI-ES scores. The MBI-ES was administered to first (Class of 2016) and second year (Class of 2015) veterinary medical students during the 2012-2013 academic year in the fall and spring semesters. Factor analysis and test reliability for the survey were determined. Mean scores for the subscales determining burnout namely emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA) were calculated for both classes in the 2 semesters. Multiple regression analysis was performed to evaluate other factors that predict the MBI-ES scores. A non-probability sampling method was implemented consisting of a voluntary sample of 170 and 123 students in the fall and spring semesters, respectively. Scores for EE, DP and PA were not different between the 2 classes within the same semester. Mean ± SD scores for EE, DP and PA for the fall semester were 22.9 ± 9.6, 5.0 ± 4.8 and 32.3 ± 6.7, respectively. Mean ± SD scores for EE, DP and PA the spring semester were 27.8 ± 10.7, 6.5 ± 6.1and 31.7 ± 6.8, respectively. The EE score was higher in spring compared to fall while DP and PA scores were not different between the 2 semesters. Living arrangements specifically as to whether or not a student lived with another veterinary medical students was the only variable significantly associated with the MBI-ES scores. Students in this study had moderate levels of burnout based on the MBI-ES scores. The MBI-ES was an acceptable instrument for assessing burnout in veterinary medical students. The EE scores were higher in the spring semester as compared to the fall semester. Thus students in the first and second years of veterinary school under the current curriculum

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

    Science.gov (United States)

    Dawkins, Paul Christian; Mendoza Epperson, James A.

    2014-08-01

    This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate this blended instruction as a local representative of the US calculus reform movements that helped foster it. These reform movements tended to emphasize problem-solving as well as multiple mathematical registers and quantitative modelling. Our statistical analysis reveals the influence of the blended traditional/reform calculus instruction on students' ability to solve calculus-related, non-routine problems through repeated measures over the semester. The calculus instruction in this study significantly improved students' performance on non-routine problems, though performance improved more regarding strategies and accuracy than it did for drawing conclusions and providing justifications. We identified problem-solving behaviours that characterized top performance or attrition in the course. Top-performing students displayed greater algebraic proficiency, calculus skills, and more general heuristics than their peers, but overused algebraic techniques even when they proved cumbersome or inappropriate. Students who subsequently withdrew from calculus often lacked algebraic fluency and understanding of the graphical register. The majority of participants, when given a choice, relied upon less sophisticated trial-and-error approaches in the numerical register and rarely used the graphical register, contrary to the goals of US calculus reform. We provide explanations for these patterns in students' problem-solving performance in view of both their preparation for university calculus and the courses' assessment structure, which preferentially rewarded algebraic reasoning. While instruction improved students' problem

  1. Performance of First-Year Health Sciences Students in a Large, Diverse, Multidisciplinary, First-Semester, Physiology Service Module

    Science.gov (United States)

    Tufts, Mark; Higgins-Opitz, Susan B.

    2014-01-01

    Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a…

  2. Enhancing Student Performance in First-Semester General Chemistry Using Active Feedback through the World Wide Web

    Science.gov (United States)

    Chambers, Kent A.; Blake, Bob

    2007-01-01

    The World Wide Web recently launched a new interactive feedback system for the instructors, so that can better understanding about their students and their problems. The feedback, in combination with tailored lectures is expected to enhance student performance in the first semester of general chemistry.

  3. The Indirect Effect of Alcohol Use on GPA in First-Semester College Students: The Mediating Role of Academic Effort

    Science.gov (United States)

    Conway, James M.; DiPlacido, Joanne

    2015-01-01

    This study focused on first-semester college students, investigating (a) indirect effects of aggregate alcohol use on grade point average (GPA) through academic effort (skipping class and time on schoolwork) and (b) daily effects of alcohol use on reduced effort. Eighty students reported daily alcohol use and academic effort (skipping class and…

  4. Learning styles and types of multiple intelligences in dental students in their first and tenth semester. Monterrey, Mexico, 2015.

    Directory of Open Access Journals (Sweden)

    Juan Solís-Soto

    2016-04-01

    Full Text Available Introduction: Nowadays the incorporation and validation of learning styles and multiple intelligences enable teachers to obtain positive results in academic performance. This new approach has allowed to appreciate personal differences in dental students and strengthen their underdeveloped aspects, improving teaching and learning skills. Objective: To compare learning styles and multiple intelligences in a sample of Mexican dental students in their first and tenth semester. Materials and Methods: A cross-sectional study using questionnaires on learning styles (Honey-Alonso and Gardner’s multiple intelligences was performed. The study was applied to 123 students in their first semester and 157 in their tenth semester at the School of Dentistry at Universidad Autónoma de Nuevo León, evaluating differences between age and sex. Results: Logical-Mathematical intelligence (p=0.044 and Kinesthetic-Corporal intelligence (p=0.042 showed significant differences between students of both semesters, with intrapersonal and interpersonal intelligences being more prevalent. Within learning styles, the prevalent were Reflexive and Theoretical, showing a significant difference between semesters (p=0.005. Conclusion: The most prevalent learning styles in both groups were Reflexive and Theoretical, with no difference between both sexes. The most prevalent types of multiple intelligences in both sexes and groups were interpersonal and intrapersonal.

  5. Development of depression and deterioration in quality of life in German dental medical students in preclinical semesters.

    Science.gov (United States)

    Burger, P H M; Neumann, C; Ropohl, A; Paulsen, F; Scholz, M

    2016-11-01

    Early intervention to counter mental disorders during the course of studies in dentistry is indicated in view of the pronounced prevalence of burnout in this student collective. To assess the proportion of students in whom these risk states can be quantified in measurable parameters for concrete mental disorders, we conducted surveys among students of dental medicine during the first 2.5 years of their studies. We surveyed a total of 163 students of dental medicine in their first 5 semesters of study. Standardized, validated psychological questionnaires on depressive symptoms (Beck Depression Inventory; BDI-II) and mental and physical quality of life (Short Form Survey; SF-12) were used in the survey, with per-semester participant quotas of around 90%. Regarding depression, the students were within the range of the normal populace at the beginning of the 1st semester. Symptoms of depression then became more pronounced with every succeeding semester. In the fifth semester, the average levels determined were equivalent to a depression with a clinical treatment indication. Hardly any change was registered for physical wellbeing in the quality of life questionnaire. The mental sum scores, however, reflected dramatic downturns in quality of life. Highly significant correlations between the parameters described here - depressivity and mental quality of life - were observed in all semesters. The participating students begin their course of studies at the level of the average populace for the symptoms surveyed, then develop, on average, a clinically manifest depression after 2.5 years. The personal experience of a deterioration of mental quality of life appears to be crucial in the phenomena observed. Copyright © 2016 Elsevier GmbH. All rights reserved.

  6. The understanding of core pharmacological concepts among health care students in their final semester.

    Science.gov (United States)

    Aronsson, Patrik; Booth, Shirley; Hägg, Staffan; Kjellgren, Karin; Zetterqvist, Ann; Tobin, Gunnar; Reis, Margareta

    2015-12-29

    The overall aim of the study was to explore health care students´ understanding of core concepts in pharmacology. An interview study was conducted among twelve students in their final semester of the medical program (n = 4), the nursing program (n = 4), and the specialist nursing program in primary health care (n = 4) from two Swedish universities. The participants were individually presented with two pharmacological clinically relevant written patient cases, which they were to analyze and propose a solution to. Participants were allowed to use the Swedish national drug formulary. Immediately thereafter the students were interviewed about their assessments. The interviews were audio-recorded and transcribed verbatim. A thematic analysis was used to identify units of meaning in each interview. The units were organized into three clusters: pharmacodynamics, pharmacokinetics, and drug interactions. Subsequent procedure consisted of scoring the quality of students´ understanding of core concepts. Non-parametric statistics were employed. The study participants were in general able to define pharmacological concepts, but showed less ability to discuss the meaning of the concepts in depth and to implement these in a clinical context. The participants found it easier to grasp concepts related to pharmacodynamics than pharmacokinetics and drug interactions. These results indicate that education aiming to prepare future health care professionals for understanding of more complex pharmacological reasoning and decision-making needs to be more focused and effective.

  7. On the pedagogy of pharmacological communication: a study of final semester health science students.

    Science.gov (United States)

    Zetterqvist, Ann; Aronsson, Patrik; Hägg, Staffan; Kjellgren, Karin; Reis, Margareta; Tobin, Gunnar; Booth, Shirley

    2015-10-26

    There is a need to improve design in educational programmes for the health sciences in general and in pharmacology specifically. The objective of this study was to investigate and problematize pharmacological communication in educational programmes for the health sciences. An interview study was carried out where final semester students from programmes for the medical, nursing and specialist nursing in primary health care professions were asked to discuss the pharmacological aspects of two written case descriptions of the kind they would meet in their everyday work. The study focused on the communication they envisaged taking place on the concerns the patients were voicing, in terms of two features: how communication would take place and what would be the content of the communication. A phenomenographic research approach was used. The results are presented as outcome spaces, sets of categories that describe the variation of ways in which the students voiced their understanding of communication in the two case descriptions and showed the qualitatively distinct ways in which the features of communication were experienced. The results offer a base of understanding the students' perspectives on communication that they will take with them into their professional lives. We indicate that there is room for strengthening communication skills in the field of pharmacology, integrating them into programmes of education, by more widely implementing a problem-based, a case-oriented or role-playing pedagogy where final year students work across specialisations and there is a deliberate effort to evoke and assess advanced conceptions and skills.

  8. One semester course in wind energy for advanced undergraduate and graduate engineering students

    International Nuclear Information System (INIS)

    Ghosh, K.

    2006-01-01

    The recent increase in energy consumption in India is resulting in high levels of greenhouse gas emissions. Attempts to harness new renewable energy sources such as wind power is creating the need for trained manpower in aerospace engineering and mechanical engineering. The course outline for a one semester course in wind energy for advanced undergraduate and graduate engineering students at the Indian Institute of Technology was presented in this paper. A history of wind energy was also presented along with the approaching global environmental crisis. International efforts and conventions to reduce greenhouse gas emissions were discussed. India's geography and relationship to wind resources were presented in terms of its latitude and geostrophic winds. The course outline also includes a section on measuring instruments (anemometers) and organization of wind data using Weibull distribution as well as the impacts of summer and monsoon winds. The aerodynamics of wind turbines including airfoils, airscrew theory, and its application to wind turbines were discussed. Rural and remote area usage of wind turbines as well as the structural design and construction of wind turbine blades using composite materials are also examined in the course. Last, the course presents a video cassette and a 16 mm film on wind energy and advises students that they are exposed to laboratory and field practices and encouraged to do practical projects. The course contains a discussion of policy issues such as reaching the common people, and industry-academia interaction. 8 refs., 10 figs

  9. One semester course in wind energy for advanced undergraduate and graduate engineering students

    Energy Technology Data Exchange (ETDEWEB)

    Ghosh, K. [Indian Inst. of Technology, Kanpur (India). Aerospace Engineering Dept.

    2006-07-01

    The recent increase in energy consumption in India is resulting in high levels of greenhouse gas emissions. Attempts to harness new renewable energy sources such as wind power is creating the need for trained manpower in aerospace engineering and mechanical engineering. The course outline for a one semester course in wind energy for advanced undergraduate and graduate engineering students at the Indian Institute of Technology was presented in this paper. A history of wind energy was also presented along with the approaching global environmental crisis. International efforts and conventions to reduce greenhouse gas emissions were discussed. India's geography and relationship to wind resources were presented in terms of its latitude and geostrophic winds. The course outline also includes a section on measuring instruments (anemometers) and organization of wind data using Weibull distribution as well as the impacts of summer and monsoon winds. The aerodynamics of wind turbines including airfoils, airscrew theory, and its application to wind turbines were discussed. Rural and remote area usage of wind turbines as well as the structural design and construction of wind turbine blades using composite materials are also examined in the course. Last, the course presents a video cassette and a 16 mm film on wind energy and advises students that they are exposed to laboratory and field practices and encouraged to do practical projects. The course contains a discussion of policy issues such as reaching the common people, and industry-academia interaction. 8 refs., 10 figs.

  10. Interpersonal goals and change in anxiety and dysphoria in first-semester college students.

    Science.gov (United States)

    Crocker, Jennifer; Canevello, Amy; Breines, Juliana G; Flynn, Heather

    2010-06-01

    Two longitudinal studies examined the associations between interpersonal goals (i.e., self-image and compassionate goals) and anxiety and dysphoria (i.e., distress). In Study 1, 199 college freshmen (122 women, 77 men) completed 12 surveys over 12 weeks. Compassionate goals predicted decreased distress, and self-image goals predicted increased distress from pretest to posttest when distress was assessed as anxiety, dysphoria, or a composite, and when the goals were worded as approach goals, avoidance goals, or a composite. In Study 2, 115 first-semester roommate pairs (86 female and 29 male pairs) completed 12 surveys over 12 weeks. Compassionate and self-image goals predicted distress in same-week, lagged-week, and pretest-to-posttest analyses; effects of compassionate goals remained significant when the authors controlled for several known risk factors. Having clear goals consistently explained the association between compassionate goals but not self-image goals and distress. Results supported a path model in which compassionate goals predict increased support given to roommates, which predicts decreased distress. Results also supported a reciprocal association; chronic distress predicted decreased compassionate and increased self-image goals from pretest to posttest, and weekly distress predicted decreased compassionate goals the subsequent week. The results suggest that compassionate goals contribute to decreased distress because they provide meaning and increase support given to others. Distress, in turn, predicts change in goals, creating the potential for upward and downward spirals of goals and distress. (c) 2010 APA, all rights reserved).

  11. Losing Sleep over It: Daily Variation in Sleep Quantity and Quality in Canadian Students' First Semester of University

    Science.gov (United States)

    Galambos, Nancy L.; Dalton, Andrea L.; Maggs, Jennifer L.

    2009-01-01

    Daily covariation of sleep quantity and quality with affective, stressful, academic, and social experiences were observed in a sample of Canadian 17-19-year-olds in their first year of university. Participants (N = 191) completed web-based checklists for 14 consecutive days during their first semester. Multilevel models predicting sleep quantity…

  12. Program Costs and Student Completion

    Science.gov (United States)

    Manning, Terri M.; Crosta, Peter M.

    2014-01-01

    Community colleges are under pressure to increase completion rates, prepare students for the workplace, and contain costs. Colleges need to know the financial implications of what are often perceived as routine decisions: course scheduling, program offerings, and the provision of support services. This chapter presents a methodology for estimating…

  13. A Framework to Manage through Control and Automation a semester long student Project assignment in e-Learning Environment

    OpenAIRE

    Chaumun, Mamade Ajmal

    2013-01-01

    Managing semester-long project assignments is not always an easy task since teachers need to keep track of many elements of the project that will reflect in a proper assessment of the students’ work. Integrating an LMS into the educational process and therefore to assign, track, and assess the project may add to the complication, this can be very challenging and especially when students work in groups. Students expect support and guidance from teachers in all stages of the project...

  14. Fostering internationalization: an American-Danish semester-long undergraduate nursing student exchange program.

    Science.gov (United States)

    Baernholdt, M; Drake, E; Maron, F; Neymark, K

    2013-06-01

    This paper describes the development, implementation and evaluation of a semester-long exchange program between two Bachelor of Science in Nursing programs in the USA and Denmark. Nurses globally need to provide culturally sensitive care for an ethnically diverse population. Competencies on how to do so should start in basic nursing programs. A useful strategy is through immersion into another culture through an exchange program. Little is known about successful strategies for two-way or 360° exchange programs between schools from different countries. Guided by experiential learning theory, we developed an exchange program with the objective of enhancing nursing students' cultural competence through knowledge building, attitudes and behaviour development. Lessons learned and implications for educational institutions and policy are discussed. In internationalization of nursing education, an awareness of underlying cultural values regarding nursing competence and taking appropriate action are important for success. Other areas for a successful exchange program include matching of courses or content across schools, clear objectives and evaluation plans. Finally, flexibility and open communication are key components when setting up a 360° exchange program. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

  15. Protective Effects of Parent-College Student Communication During the First Semester of College

    Science.gov (United States)

    Small, Meg L.; Morgan, Nicole; Abar, Caitlin; Maggs, Jennifer L.

    2011-01-01

    Objective Recent studies suggest that parents maintain influence as their adolescents transition into college. Advances in communication technology make frequent communication between parents and college students easy and affordable. This study examines the protective effect of parent-college student communication on student drinking behaviors, estimated peak blood alcohol concentration (eBAC), and serious negative consequences of drinking. Participants Participants were 746 first-year, first-time, full-time students at a large university in the U.S. Methods Participants completed a baseline and 14 daily web-based surveys. Results The amount of time spent communicating with parents on weekend days predicted the number of drinks consumed, heavy drinking, and peak eBAC consistent with a protective within-person effect. No association between communication and serious negative consequences was observed. Conclusions Encouraging parents to communicate with their college students, particularly on weekend days, could be a relatively simple, easily implemented protective process to reduce dangerous drinking behaviors. PMID:21660810

  16. Burn and earn: a randomized controlled trial incentivizing exercise during fall semester for college first-year students.

    Science.gov (United States)

    Pope, Lizzy; Harvey-Berino, Jean

    2013-03-01

    To examine the viability of monetary incentives to increase fitness-center use and maintain/improve the Body Mass Indexes (BMIs) of first-year students over the fall semester. Randomized-controlled trial with no-treatment and incentive conditions involving 117 first-year students. For 12 weeks, students in the incentive condition received monetary payments ranging from $10 to $38.75 for meeting researcher-set fitness-center use goals that were identical across conditions. Fitness-center use was monitored through electronic ID-card check-in and check-out records at the campus fitness center. 63% of incentive-condition participants met the weekly fitness-center use goals on average compared to only 13% of control-condition participants, a significant difference, pstudents meeting weekly fitness-center use goals. However, the increased fitness-center use by the incentive condition did not prevent an increase in BMI during fall semester. Copyright © 2012 Elsevier Inc. All rights reserved.

  17. Analysis of physical activity in emmetropic and myopic university students during semester and holiday periods: a pilot study.

    Science.gov (United States)

    Battersby, Katherine; Koy, Linda; Phillips, Nicola; Sim, Joanna; Wilk, Jay; Schmid, Katrina L

    2015-11-01

    Previous studies (mostly questionnaire-based in children) suggest that outdoor activity is protective against myopia. There are few studies on young adults investigating both the impact of simply being outdoors versus performing physical activity. The aim was to study the relationship between the refractive error of young adults and their physical activity patterns. Twenty-seven university students, aged 18 to 25 years, wore a pedometer (Omron HJ720ITE) for seven days both during the semester and holiday periods. They simultaneously recorded the type of activity performed, its duration, the number of steps taken (from the pedometer) and their location (indoors/outdoors) in a logbook. Mean spherical refractive error was used to divide participants into three groups (emmetropes: +1.00 to -0.50 D, low myopes: -0.62 to -3.00 D, higher myopes: -3.12 D or greater myopia). There were no significant differences between the refractive groups during the semester or holiday periods; the average daily times spent outdoors, the duration of physical activity, the ratio of physical activity performed outdoors to indoors and amount of near work performed were similar. The peak exercise intensity was similar across all groups: approximately 100 steps per minute, a brisk walk. Up to one-third of all physical activity was performed outdoors. There were some significant differences in activities performed during semester and holiday times. For example, low myopes spent significantly less time outside (49 ± 47 versus 74 ± 41 minutes, p = 0.005) and performed less physical activity (6,388 ± 1,747 versus 6,779 ± 2,746 steps per day; p = 0.03) during the holidays compared to during semester. The fact that all groups had similar low exercise intensity but many were not myopic suggests that physical activity levels are not critical. There were differences in the activity patterns of low myopes during semester and holiday periods. This study highlights the need for a larger longitudinal

  18. Protective Effects of Parent-College Student Communication during the First Semester of College

    Science.gov (United States)

    Small, Meg L.; Morgan, Nicole; Abar, Caitlin; Maggs, Jennifer L.

    2011-01-01

    Objective: Recent studies suggest that parents maintain influence as their adolescents transition into college. Advances in communication technology make frequent communication between parents and college students easy and affordable. This study examines the protective effect of parent-college student communication on student drinking behaviors,…

  19. The Effects of Two Semesters of Secondary School Calculus on Students' First and Second Quarter Calculus Grades at the University of Utah

    Science.gov (United States)

    Robinson, William Baker

    1970-01-01

    The predicted and actual achievement in college calculus is compared for students who had studied two semesters of calculus in high school. The regression equation used for prediction was calculated from the performance data of similar students who had not had high school calculus. (CT)

  20. Strategic Planning Process Exercise: A Semester-Long Experiential Approach to Engage Students

    Science.gov (United States)

    Singh, Jitendra

    2018-01-01

    Strategic planning provides a sense of direction and can have a significant impact on the future of an organization. Students wanting to serve in leadership positions need to demonstrate a firm understanding of the concepts necessary to work on this complex process. Careful planning also ensures students' survival in a competitive business…

  1. Capturing Students' Abstraction While Solving Organic Reaction Mechanism Problems across a Semester

    Science.gov (United States)

    Weinrich, M. L.; Sevian, H.

    2017-01-01

    Students often struggle with solving mechanism problems in organic chemistry courses. They frequently focus on surface features, have difficulty attributing meaning to symbols, and do not recognize tasks that are different from the exact tasks practiced. To be more successful, students need to be able to extract salient features, map similarities…

  2. Engagement vs Performance: Using Electronic Portfolios to Predict First Semester Engineering Student Persistence

    Science.gov (United States)

    Aguiar, Everaldo; Ambrose, G. Alex; Chawla, Nitesh V.; Goodrich, Victoria; Brockman, Jay

    2014-01-01

    As providers of higher education begin to harness the power of big data analytics, one very fitting application for these new techniques is that of predicting student attrition. The ability to pinpoint students who might soon decide to drop out, or who may be following a suboptimal path to success, allows those in charge not only to understand the…

  3. Peer Mentoring During Practicum to Reduce Anxiety in First-Semester Nursing Students.

    Science.gov (United States)

    Walker, Danielle; Verklan, Terese

    2016-11-01

    The clinical setting creates significant anxiety for students that can decrease their ability to learn. This quasi-experimental study examined whether nursing students who participate in peer mentoring during their first clinical experience (n = 18) experienced less anxiety than those in traditional clinical experiences (n = 19). Anxiety was measured using the standardized State Trait Anxiety Index and the Clinical Experiences Anxiety Form (CEAF). Data were analyzed using descriptive and nonparametric statistics. A significant decrease was demonstrated in clinical situation-specific anxiety, as measured by the CEAF, among students who were peer mentored as compared with students who were not. Peer mentoring shows promise as an effective strategy to reduce anxiety among novice nursing students. [J Nurs Educ. 2016;55(11):651-654.]. Copyright 2016, SLACK Incorporated.

  4. A Survey Tool for Assessing Student Expectations Early in a Semester

    Directory of Open Access Journals (Sweden)

    Karl R.B. Schmitt

    2013-08-01

    Full Text Available Quality learning is fostered when faculty members are aware of and address student expectations for course learning activities and assessments. However, faculty often have difficulty identifying and addressing student expectations given variations in students’ backgrounds, experiences, and beliefs about education. Prior research has described significant discrepancies between student and faculty expectations that result from cultural backgrounds (1, technological expertise (2, and ‘teaching dimensions’ as described by Trudeau and Barnes (4. Such studies illustrate the need for tools to identify and index student expectations, which can be used to facilitate a dialogue between instructor and students. Here we present the results of our work to develop, refine, and deploy such a tool.

  5. Isaac Newton and Student College Completion

    Science.gov (United States)

    Tinto, Vincent

    2013-01-01

    Success in college is built upon classroom success, but success in the classroom does not in itself ensure college completion. Completion arises from success in a sequence of classes one after another over time. It does so most frequently when students are presented with coherent course pathways to degree completion, are able to gain degree credit…

  6. Impact of the Second Semester University Modeling Instruction Course on Students' Representation Choices

    Science.gov (United States)

    McPadden, Daryl; Brewe, Eric

    2017-01-01

    Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of…

  7. Compression of Semesters or Intensity of Study: What is it that Increases Student Success?

    Science.gov (United States)

    Spurling, Steven

    This study examined the relationship between intensity of study (defined as more hours per week of class within a subject matter area) and student success. The researcher identified two possible methods for increasing the intensity of study: (1) Compression Hypothesis--shortening the length of terms and increasing the amount of time per week spent…

  8. Suicidal Ideation in College Students Varies across Semesters: The Mediating Role of Belongingness

    Science.gov (United States)

    Van Orden, Kimberly A.; Witte, Tracy K.; James, Lisa M.; Castro, Yessenia; Gordon, Kathryn H.; Braithwaite, Scott R.; Hollar, Daniel L.; Joiner, Thomas E., Jr.

    2008-01-01

    The interpersonal-psychological theory of suicidal behavior (Joiner, 2005) proposes that the need to belong is fundamental; when met it can prevent suicide and when thwarted it can substantially increase the risk for suicide. We investigate one source of group-wide variation in belongingness among college students--changes in the social…

  9. Navigating New Worlds: A Real-Time Look at How Successful and Non-Successful First-Generation College Students Negotiate Their First Semesters

    Science.gov (United States)

    Morales, Erik E.

    2012-01-01

    This study of fifteen first generation American college freshmen documents their initial semester with a focus on factors and dispositions contributing to eventual success or failure. Students were identified prior to campus arrival, allowing for immediate and real-time data collection as they were experiencing the beginning of their college…

  10. Merging Design and Implementation in a First Semester HCI-Course for Engineering Students

    DEFF Research Database (Denmark)

    Nielsen, Jacob; Majgaard, Gunver

    2013-01-01

    requirements, doing conceptual design, physical and interactive prototyping and user evaluation. And they actually implemented quite large programs with multiple screen switching, multiple interfaces, media such as pictures, animations and sound, database connection, web-server connection, integrated sensors...... – such as camera, accelerometer etc. The students did a lot more project iterations and spend more time on the creative designs in real life situations than we expected. This also allowed for the students’ professional reflections on their prototype, usability, interaction and the design process All in all...

  11. A study of depression and anxiety, general health, and academic performance in three cohorts of veterinary medical students across the first three semesters of veterinary school.

    Science.gov (United States)

    Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica

    2012-01-01

    This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors.

  12. Prevalence and associated factors to tadalafil consumption in colombian college students during first semester of 2013

    Directory of Open Access Journals (Sweden)

    Javier Martínez-Torres

    2015-07-01

    Full Text Available The knowledge of sexual practices in young adults is required to run preventive actions aimed at the reduction of transmitted sexual diseases and unwanted pregnancies. To determine the prevalence Sildenafil Citrate consumption and its associated factors in College Students, during the first half-year of 2013. A crosssectional, descriptive study was conducted between April and June of 2013, the sample size was 340, and all of them are male college students, aged 18 to 26 years; all information were collected using a structured survey. The prevalence of Viagra or Sildenafil Citrate was 7,56% (CI95% 4,6%-10,6%; the main predisposing factors for its use is to suffer of Male Erectile Dysfunction (OR 14.72, CI95% 5.29 to 40.96, when it was adjusted by a multivariate model this association increases about 50% (OR 21.67, CI95% 6.27 to 74.89 and curiosity about this drug (OR 4 21 CI95% 1.63 to 11.3 is the second one. Although Sildenafil Citrate consumption has low prevalence; it is mainly related with men who have suffered erectile dysfunction and curiosity to experience its effects.

  13. The role of self-regulated learning in explaining examination performance of college students in first-semester general chemistry

    Science.gov (United States)

    Beckley, Scott

    Many college students struggle with first-semester general chemistry. Prior studies have shown that a student's prior knowledge of chemistry, a cognitive factor, does not account for the total variance when measured by examination scores. This study explored the role of self-regulated learning (SRL) to identify the degree of success or failure of students with two outcome variables (i.e., American Chemical Society Comprehensive First-Term General Chemistry Examination (Form 2009) and hour-examination averages). The SRL construct consists of three interrelated components (i.e., cognitive, metacognitive, and motivational). SRL theory focuses on the idea of reciprocal determinism, in which the impact of one component of self-regulation affects the other two components. In the quantitative portion of this mixed methods study, eight measures of SRL were used to determine the `level' of self-regulation for each student. SRL variables were used in regression analysis and provided additional and unique variances. Cluster analysis techniques identified two distinct groups of students (i.e., adaptive and maladaptive). Generally, adaptive learners were associated with higher levels of SRL and success in the course; maladaptive learners had lower levels of SRL and struggled with the course demands. For the qualitative portion of the study, student volunteers (n = 8) were interviewed to gauge their views on the role of instruction in influencing their examination performances. The findings indicated that perceptions of teaching methods, demands of the course, course structure, feedback, and assessments were associated with the students' levels of self-regulation. Interviews revealed four SRL styles. Rote memorizers tended to fragment instruction and then memorize each fragment, while algorithmic memorizers tended to imitate the step-by-step problem-solving strategies of the instructor or the textbook. Globalizers were intrinsically motivated to learn the material but tended to

  14. Turning Points: Improving Honors Student Preparation for Thesis Completion

    Science.gov (United States)

    Patino, Cynthia

    2012-01-01

    This dissertation is an action research study that had as its primary goal to increase retention of honors college students at Arizona State University by implementing an additional advising session during the fifth semester of their academic career. Introducing additional, strategically-timed support for the honors thesis and demystifying the…

  15. Does Burnout Begin with Student-Teaching? Analyzing Efficacy, Burnout, and Support during the Student-Teaching Semester

    Science.gov (United States)

    Fives, Helenrose; Hamman, Doug; Olivarez, Arturo

    2007-01-01

    The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? "Education", 105, 254-257]. Data from 49 student-teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher…

  16. Success rate of 10th semester dental students of Tehran University of Medical students in infra alveolar nerve block injection technique

    Directory of Open Access Journals (Sweden)

    Hoseinitodashki H.

    2009-03-01

    Full Text Available "nBackground and Aim: Inducing anesthesia is one of the important tasks in dentistry. Among various techniques for injection, the Inferior Alveolar Nerve Block (IANB technique is one of the most practical and prevalent methods. However, according to some proofs in reference books, the success rate for this technique is some how low. Therefore the success rate of IANB performed by 10th-semester undergraduare students from Faculty of Dentistry of Tehran University of Medical Sciences was assessed in this study. "nMaterials and Methods: In this cross-sectional study from patients referring to oral and maxillofacial surgery ward, 20 patients with predefined conditions were selected. For each of them, two IANB injections were done in two separated days; one by a student and the other by an attend (or resident of maxillofacial surgery ward. Success or failure of each injection was examined by Pin Prick test. In this study, the non-parametric Willcoxon test was used. "nResults: In this study, the success rate of IANB was 70% and 90%, respectively for students and attends (or resident. "nConclusion: Significant statistically difference was seen between the two groups, we hope that through further practical education, this differences rsduce in following similar studies.

  17. Continual evolution: the experience over three semesters of a librarian embedded in an online evidence-based medicine course for physician assistant students.

    Science.gov (United States)

    Kealey, Shannon

    2011-01-01

    This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed.

  18. USING QUESTION GENERATING TECHNIQUE IN TEACHING READING COMPREHENSION FOR THE THIRD SEMESTER STUDENTS AT ENGLISH STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU

    Directory of Open Access Journals (Sweden)

    Washlurachim Safitri Safitri

    2016-04-01

    Full Text Available The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class  that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was  4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880. There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu.  Key Words : Question Generating Technique, Reading comprehension,

  19. ROUNTABLE AS A TECHNIQUE IN TEACHING WRITING A NARRATIVE TEXT: A QUALITATIVE RESEARCH ON THE FOURTH SEMESTER STUDENTS OF THE ENGLISH EDUCATION DEPARTMENT OF IKIP PGRI SEMARANG

    Directory of Open Access Journals (Sweden)

    Siti Musarokah

    2017-04-01

    Full Text Available This study mainly aims at applying Roundtable technique in teaching writing narrative text for the fourth semester students of English Education Department of IKIP PGRI Semarang in the academic year 2012-2013. This study also aims at finding out the problems faced by the students and the lecturer when the technique is applied in teaching learning process. The design of this study is a qualitative research. Observation and interview were used to collect the data. In analyzing the data, there are three steps done, namely data reduction, data display, and drawing conclusion. The result of the study is that to apply Roundtable technique in teaching narrative text, there are some steps done: 1 the students were grouped into six each of which consisted of 5 to 6 students, 2 the groups were given the same topic, 3 the lecturer gave a paper and a pen to each group, 4 roles were labeled to each student based on the generic structure of narrative text, 5 students in each group wrote narrative text based on the roles got, 6 each group submitted their work, 7 each group evaluated and corrected the other group’s work, and 8 each group reported their group evaluation to the whole class. There were some problems faced by the students when the technique applied: 1 the students seemed to face difficulty when they had to continue their friend’s work, and 2 the students tend to ask their friends in individual work because of their lack of vocabulary mastery, 3 chaos happened in some groups due to different perspective they had toward the story. Instead of the problems faced by the students, the lecturer also faced the difficulties in running this technique: 1 the lecturer got involved to deep in the group management and 2 the lecturer found it difficult in giving guidance to the students.

  20. Exploring Diverse Students' Trends in Chemistry Self-Efficacy throughout a Semester of College-Level Preparatory Chemistry

    Science.gov (United States)

    Villafañe, Sachel M.; Garcia, C. Alicia; Lewis, Jennifer E.

    2014-01-01

    Chemistry self-efficacy has been defined as a student's beliefs about his or her own capability to perform a given chemistry task. These chemistry self-efficacy beliefs can be influenced by students' experiences in a course, and eventually, these beliefs could affect students' decisions to continue into STEM related-careers. In this study, we…

  1. The Mindful Way Through the Semester: An Investigation of the Effectiveness of an Acceptance-Based Behavioral Therapy Program on Psychological Wellness in First-Year Students.

    Science.gov (United States)

    Danitz, Sara B; Orsillo, Susan M

    2014-07-01

    First-year students in higher education deal with an increasing number of mental health issues. Cost-effective and time-efficient programs that ease transitions and reduce risk of depression are needed. To date, programs informed by both cognitive-behavioral and acceptance-based-behavioral therapy (ABBT) approaches have produced some positive outcomes, but methodological limitations limit their utility. The aim of the present study was to address some of these limitations, by developing and preliminary testing the efficacy of a one-session ABBT intervention with first-year undergraduates and first-year law students. Ninety-eight first-year students were randomly assigned to receive either a single-session 90-min ABBT workshop within their first month of school or to a waitlist control condition. Students who received the intervention reported significantly less depression and more acceptance. Moreover, increase in acceptance over the course of the semester was associated with reductions in depression. Implications of these findings for future interventions are discussed. © The Author(s) 2014.

  2. An Exploratory Study of Students' Weekly Stress Levels and Sources of Stress during the Semester

    Science.gov (United States)

    Pitt, Adele; Oprescu, Florin; Tapia, Geraldine; Gray, Marion

    2018-01-01

    Studying at university can be a very stressful experience. Although the literature provides some information regarding different sources of stress among students, studies have not addressed the issue of changes over the course progression. This study aimed to obtain a deeper understanding of the sources of stress for first-year students and…

  3. The Academic Journey of University Students on Facebook: An Analysis of Informal Academic-Related Activity over a Semester

    Science.gov (United States)

    Vivian, Rebecca; Barnes, Alan; Geer, Ruth; Wood, Denise

    2014-01-01

    This paper reports on an observation of 70 university students' use of their personal social network site (SNS), Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being…

  4. The Implementation of Role Play to Improve EFL Speaking Skill of the Second Semester Students of Akademi Bahasa Asing Balikpapan

    Directory of Open Access Journals (Sweden)

    Muhammad Rochman

    2014-08-01

    Full Text Available Speaking is an important skill learned by English student although English covers four skills namely speaking, listening, speaking and writing. Speaking is the main bridge for the students to master English. Unfortunately the fact has shown that the students were quite difficult to improve their speaking skill because they were accustomed to use their native language language in their daily life than using English. The above facts signify that the lecturer should apply the techniques that can motivate students to speak and engage students in encouraging activities. One of the techniques that encourage students to speak is role play. Role play is the choice implemented by the researcher in improving the speaking skill of the first year students at ABA Balikpapan since using role play, the students can express their idea, opinion, and feeling well in their performance without being worried to make mistake. Based on the result of the study, it can be concluded that the result of this research was satisfying. This research claims that it was successful in the effort in improving students’ English speaking skill through Role-Play. Role-Play activity could increase the students’ motivation in joining the teaching and learning activity. Their motivation is reflected in their efforts in preparing the Role-Play.

  5. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    Science.gov (United States)

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  6. [The supervisor has a crucial role in the medical student's degree projects. Experiences from seven semesters at Karolinska Institutet].

    Science.gov (United States)

    Möller, Riitta; Shoshan, Maria; Ponzer, Sari

    2015-01-13

    In Sweden degree projects have a central role in evaluation of higher education, wherefore significant resources are spent on developing students' research competence. The undergraduate medical program at Karolinska Institutet introduced its degree project course in 2010. This paper gives an overview of the course and summarizes experiences from the first seven terms. In order to finalize their projects within one term, most students need substantial support. A highly structured course and frequent progress monitoring are advantageous. Other crucial factors are the quality of the supervision and students' verbal skills as well as support in scientific writing. In addition, increased awareness of the learning outcomes already at the beginning of the course may help students to achieve the expected results. Finally, students need to recognize their own responsibility for learning. 

  7. What Works for Doctoral Students in Completing Their Thesis?

    Science.gov (United States)

    Lindsay, Siân

    2015-01-01

    Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

  8. The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester

    Directory of Open Access Journals (Sweden)

    Rebecca Vivian

    2014-08-01

    Full Text Available This paper reports on an observation of 70 university students’ use of their personal social network site (SNS, Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being discussed. The findings reported in the paper reveal that students used their personal SNSs to discuss academic-related topics, particularly to share experiences about doing work or procrastinating, course content and grades. Mapping academic-related activity frequencies over the 22 weeks illustrated that around certain points in the academic calendar, particularly times when students’ assignments or exams were nearing, academic activity increased, suggesting that SNSs may play an important role in a students’ academic experience.The findings suggest that many students today may be leaving traces of their academic journey online and that academics should be aware that these interactions may also exist in their own students’ online social spaces. This study offers opportunities for future research, particularly research which seeks to determine differences between individuals' academic activity, the extent that intensive SNSs use supports or distracts students from learning, as well as the extent to which universities should or can harness SNSs to improve the student experience.

  9. The Use and Evaluation of Scaffolding, Student Centered-Learning, Behaviorism, and Constructivism to Teach Nuclear Magnetic Resonance and IR Spectroscopy in a Two-Semester Organic Chemistry Course

    Science.gov (United States)

    Livengood, Kimberly; Lewallen, Denver W.; Leatherman, Jennifer; Maxwell, Janet L.

    2012-01-01

    Since 2002, infrared spectroscopy (IR) and nuclear magnetic resonance (NMR) spectrometry have been introduced at the beginning of the first-semester organic chemistry lab course at this university. Starting in 2008, each individual student was given 20 unique homework problems that consisted of multiple-choice [superscript 1]H NMR and IR problems…

  10. Changes in nursing students' perceptions of research and evidence-based practice after completing a research course.

    Science.gov (United States)

    Keib, Carrie N; Cailor, Stephanie M; Kiersma, Mary E; Chen, Aleda M H

    2017-07-01

    Nurses need a sound education in research and evidence-based practice (EBP) to provide patients with optimal care, but current teaching methods could be more effective. To evaluate the changes in nursing students 1) perceptions of research and EBP, 2) confidence in research and EBP, and 3) interest in research participation after completing a course in research and EBP. A pre-post assessment design was utilized to compare changes in students. This project was conducted at a small, private liberal arts institution with Bachelor of Science (BSN) students. Two cohorts of third-year BSN students (Year 1 N=55, Year 2 N=54) who were taking a required, semester-long Nursing Research and EBP course. Students' perceptions of and confidence in research and EBP were assessed pre- and post-semester using the Confidence in Research and EBP survey, which contained 7 demographic items, 9 Research Perceptions items, and 19 Confidence in Research items (5-point Likert scale; 1=Not at all confident, 5=Extremely confident). Two years of data were collected and analyzed in SPSS v.24.0. Wilcoxon signed-ranks tests and Mann-Whitney-U tests were utilized to examine the data. Students had significant improvements in perceptions of and confidence in research and EBP (pnursing practice. Copyright © 2017. Published by Elsevier Ltd.

  11. Can Completing a Mental Health Nursing Course Change Students' Attitudes?

    Science.gov (United States)

    Hastings, Todd; Kroposki, Margaret; Williams, Gail

    2017-05-01

    Nursing program graduates rarely choose mental health nursing as a career. A quasi-experimental study was conducted to examine attitudes of 310 nursing students towards persons with mental illness. Students completed surveys on the first and last days of their program's psychiatric mental health nursing course. The pre- and post-test survey analysis indicated that students improved their attitude, knowledge and preparedness to care for persons with mental illness. However, students maintained little interest in working as a mental health nurse. Modifications in mental health nursing courses could be made to improve students' interest in choosing a career in mental health nursing.

  12. Drinking, Drug Use, and Related Consequences Among University Students Completing Study Abroad Experiences: A Systematic Review.

    Science.gov (United States)

    Aresi, Giovanni; Moore, Simon; Marta, Elena

    2016-12-05

    University students who complete study abroad experiences are potentially exposed to behaviors, in particular alcohol and drug use, that place their health at risk. There is a need to identify risk and protective factors and highlight knowledge gaps. A systematic review adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. Relevant bibliographic databases and online repositories were systematically searched for both qualitative and quantitative peer-reviewed studies. Eighteen articles were eligible for inclusion. Degree mobility students (DMSs-students pursuing a full bachelor or master degree in a foreign country) and Credit Mobility Students (CMSs-students participating in short term or semester study abroad programmes) show different patterns of at-risk behaviors compared to pre-departure, and to domestic or non-study abroad students. DMSs mostly consumed less alcohol and illicit substances compared to domestic students, but little information on pre-travel behavior and predictors of at-risk behaviors while abroad was available on DMSs. Most studies indicated that CMSs increased their alcohol use while abroad and reduced it when they returned home. However, there is no evidence of an increase in the negative consequences associated with alcohol misuse while abroad. Different pre-departure and abroad factors (e.g., perceptions of peer drinking norms, psychological and sociocultural adjustment abroad) were related to at-risk behaviors in the host country. University students who study abroad are understudied and potentially at risk from alcohol and drug use. Knowledge gaps are discussed in relation to possible future qualitative, mixed methods and longitudinal research.

  13. Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

    Science.gov (United States)

    Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

    2013-01-01

    The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…

  14. The Correlation Between Parenting Parents' and Students' Motivation in Learning English on 4rd Semester at the Faculty of Teacher Training and Education (Fkip) University Batanghari Jambi Academic Year 2016/2017

    OpenAIRE

    dewi, kartika

    2017-01-01

    Parenting parents is very important for children to provide encouragement or motivation in learning. With parenting a good influence for children, although many types of parenting applied parents' of children dependent parents' upbringing is applied parents to children.. The purpose in this research want to know whether there is any correlation between Parenting Parents' and Students Motivation in learning English on43rd Semester at the Faculty of Teacher Training and Education (FKIP) Univers...

  15. TASK BASED APPROACH IN WRITING ARTICLE (A Field Study: The Seventh Semester Students of PBI 2008 D of STKIP Ponorogo in Academic Year 2011/2012

    Directory of Open Access Journals (Sweden)

    Tintin Susilowati

    2012-06-01

    Full Text Available Abstrak: Menulis adalah salah satu skill dari keterampilan bahasa yang masih menjadi masalah serius  bagi mahasiswa secara umum bahkan bagi mahasiswa semester tujuh jurusan pendidikan bahasa Inggris. Berdasarkan data ditemukan bahwa banyak mahasiswa semester tujuh memiliki keterbatasan pengetahuan tentang struktur paragrap terkait dengan esensi dan proposi dalam penulisan pendahuluan, tubuh dari paragrap untuk mengembangkan ide, serta kesimpulan bahkan mereka juga masih mengalami kesulitan dalam menulis sebuah paragrap. Paragrap seharusnya telah dikuasai oleh mahasiswa semester atas. Sebagai mahasiswa semester tujuh, mereka seharusnya telah mampu untuk menghasilkan tulisan jurnalistik seperti artikel. Penulisan artikel artikel, diterapkan dalam pembelajaran di kelas  menulis. Dalam materi menulis, diuraikan melalui serangkaian kegiatan dari langkah awal sampai produk akhir secara sisematis menggunakan “Task-Based Approach”. Implementasi dari pembelajaran ini menggunakan pendekatan kualitatif. Data diambil dari hasil tulisan mahasiswa dan di analisa menggunakan skala rubrik. Dengan Task-Based Approach, mahasiswa diarahkan untuk mampu menulis artikel. Pembelajaran dilakukan berbasis tugas dengan fokus yang berbeda untuk tiap pertemuan namun tujuan akhirnya mahasiswa mampu menulis artikel secara utuh setelah melakukan  tugas-tugas yang diberikan.

  16. Fostering Distance Training Programme (DTP) Students' Access to Semester Examination Results via SMS at University of Rwanda-College of Education

    Science.gov (United States)

    Nizeyimana, Gerard; Yonah, Zaipuna O.; Nduwingoma, Mathias

    2015-01-01

    This paper presents a situation analysis and implementation of Distance Training Programme (DTP) Semester Examination Results Access (SERA) through Short Message Service (SMS) available anytime and anywhere. "Texting" or SMS mobile phone messaging is rapidly increasing communication in business and community service. The prompting…

  17. Group Supervision and Japanese Students' Successful Completion of Undergraduate Theses

    Science.gov (United States)

    Yamada, Kiyomi

    2013-01-01

    This paper explores, from a sociocultural perspective, the nature and functions of "zemi" or seminars in which Japanese undergraduate students received group supervision for research and thesis writing. The study also investigates how the "zemi" contributed to completion of their theses. It was found that the "zemi"…

  18. Positive Effects of Restricting Student Note-Taking in a Capstone Psychology Course: Reducing the Demands of Divided Attention in the Classroom

    Science.gov (United States)

    Long, Gerald M.

    2014-01-01

    Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions…

  19. Rendezvous with the World: Missouri Southern State University's Themed Semesters

    Science.gov (United States)

    Stebbins, Chad

    2011-01-01

    Although most universities emphasize study abroad as the primary vehicle to internationalize the campus, in reality only a small percentage of students actually participate in this endeavor. The internationally themed semesters at Missouri Southern State University (MSSU) reach virtually every student, and provide a global perspective and cultural…

  20. Student Success in Top 20 Courses of an Online Institution: Demographic Differences in a Multi-Semester Cross-Curricular Study

    Science.gov (United States)

    Gibson, Angela M.; Kupczynski, Lori; Ice, Phil

    2010-01-01

    Student success is vitally important. Without academic achievement student self-efficacy is lost, persistence is blocked, and matriculation is unachievable. Exponential growth at online institutions necessitates the inquiry into factors that play a role in student success. In this study, approximately 15,000 cases from the Top 20 enrolled courses…

  1. First Impressions and Professor Reputation: Influence on Student Evaluations of Instruction

    Science.gov (United States)

    Buchert, Stephanie; Laws, Eric L.; Apperson, Jennifer M.; Bregman, Norman J.

    2008-01-01

    We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in 19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester. Both groups then completed the course evaluation again at the end of the semester. Unlike…

  2. A Semester-Long Project for Teaching Basic Techniques in Molecular Biology Such as Restriction Fragment Length Polymorphism Analysis to Undergraduate and Graduate Students

    Science.gov (United States)

    DiBartolomeis, Susan M.

    2011-01-01

    Several reports on science education suggest that students at all levels learn better if they are immersed in a project that is long term, yielding results that require analysis and interpretation. I describe a 12-wk laboratory project suitable for upper-level undergraduates and first-year graduate students, in which the students molecularly locate and map a gene from Drosophila melanogaster called dusky and one of dusky's mutant alleles. The mapping strategy uses restriction fragment length polymorphism analysis; hence, students perform most of the basic techniques of molecular biology (DNA isolation, restriction enzyme digestion and mapping, plasmid vector subcloning, agarose and polyacrylamide gel electrophoresis, DNA labeling, and Southern hybridization) toward the single goal of characterizing dusky and the mutant allele dusky73. Students work as individuals, pairs, or in groups of up to four students. Some exercises require multitasking and collaboration between groups. Finally, results from everyone in the class are required for the final analysis. Results of pre- and postquizzes and surveys indicate that student knowledge of appropriate topics and skills increased significantly, students felt more confident in the laboratory, and students found the laboratory project interesting and challenging. Former students report that the lab was useful in their careers. PMID:21364104

  3. Perceived autonomy in the first semester of mathematics studies

    OpenAIRE

    Liebendörfer, Michael; Hochmuth, Reinhard

    2015-01-01

    International audience; We focus on the perceived autonomy of mathematics students in their first semester at university. According to self-determination theory by Deci and Ryan (1985), students have to satisfy their need for autonomy in order to develop intrinsic motivation. Using two facets of autonomy, we analyse interview data to explore which situations foster or hinder the students' perceived autonomy. The main factors affecting students' autonomy are briefly discussed.

  4. A Study on the Ability in Listening Comprehension on Descriptive Text by the 2nd Semester Students of English Study Program Fkip-ur

    OpenAIRE

    Ristanti, Septia Ristanti Septiana; ', Eliwarti Eliwarti; Sumbayak, Desri Maria Sumbayak Maria

    2016-01-01

    English is the most popular and most spoken language in the world which has been used effectively in many developing countries. One of the first skills that students should be learnt in English is listening. In learning language, students use listening to began the process of learning to comprehend and produce language. The problems that usually faced by students while listening are lack of control over the speed at which speakers speak, inability to concentrate (topic, effort, technical prob...

  5. The Influence of Self-Esteem and Selected Demographic Characteristics on First Semester Academic Achievement of Students Enrolled in a College of Agriculture

    Science.gov (United States)

    Gaspard, Mae B.; Burnett, Michael F.; Gaspard, Camile P.

    2011-01-01

    The primary purpose of this study was to determine the influence of self-esteem and selected demographic characteristics on academic achievement among students at the freshman level in the College of Agriculture at Louisiana State University. The sample of the study was all students at Louisiana State University enrolled in the Introduction to…

  6. Znaczenie semestralnego rozkładu zajęć w prawidłowym żywieniu studentów = The importance of semester timetable in correct student’s nutrition

    Directory of Open Access Journals (Sweden)

    Ewelina Kozłowska

    2016-08-01

        Słowa kluczowe: żywienie, studenci, rozkład zajęć. Keywords: nutrition, students, timetable.   Streszczenie Wprowadzenie i cel pracy: Grupą społeczną szczególnie narażoną na uleganie antyzdrowotnym zachowaniom żywieniowym są studenci, których dzień zdeterminowany jest narzuconym przez uczelnię semestralnym planem zajęć. Celem podjętych badań było określenie wpływu satysfakcji z semestralnego rozkładu zajęć na sposób żywienia młodzieży akademickiej. Materiał i metoda:  Badanie przeprowadzono wśród stu wybranych studentów Uniwersytetu Medycznego w Lublinie posługując się autorskim kwestionariuszem ankiety. Analizę statystyczną wykonano nieparametrycznym testem statystycznym χ2 Pearsona. Wyniki: 70% studentów  jest  niezadowolonych z obecnego planu zajęć, biorąc pod uwagę możliwość zdrowego odżywiania się. Najliczniejszą grupę studentów oceniających plan zajęć jako dostosowany do ich potrzeb żywieniowych stanowią osoby mieszkające w akademikach. Stwierdzono istotną statystycznie zależność między niezadowoleniem z planu zajęć, a brakiem czasu na samodzielne przygotowanie pełnowartościowych posiłków (p=0,000653. Plan zajęć nie wpływa istotnie na częstotliwość pojadania między posiłkami, jednakże studenci niezadowoleni z niego częściej jedzą w pośpiechu. Wnioski: Młodzież akademicka napotyka na utrudnienia w stosowaniu zaleceń zdrowego odżywiania, które wynikają bezpośrednio z nieodpowiadającego im planu zajęć. Osoby odpowiedzialne za  tworzenie rozkładów zajęć w trosce o zdrowie studentów powinni mieć na uwadze ich potrzeby żywieniowe.     Abstract Introduction and work aim: Social group particularly exposed to anti-health nutritional behaviour are students, whose day is determined by the University imposed semester timetable. An aim of the study was to define the impact of satisfaction from a semester timetable on nutrition of the university students

  7. Reforms in VUmc School of Medical Sciences Amsterdam: Student engagement, a Minor elective semester and stakeholder collaboration in improving the quality of assessments.

    Science.gov (United States)

    Kusurkar, Rashmi A; Daelmans, Hester E; Horrevoets, Anton; de Haan, Marian; van der Meijde, Margreeth; Croiset, Gerda

    2018-03-07

    At VUmc School of Medical Sciences, major curricular reforms occurred in 2005 and 2015, related to the introduction of a Bachelor-Master structure, a new legislation from the Ministry of Education, the changing societal context, and taking note of students' and teachers' needs. Summary of work: Along with the introduction of the Bachelor-Master system, the period between 2005 and 2009 saw the movement from traditional lecture-based teaching to small group teaching in a competency-based curriculum, in which the students were responsible for their learning. Student engagement grew through students' designing learning modules and conducting some of the teaching. In the Bachelor program, an elective "Minor", was designed to broaden and deepen the knowledge of our students beyond the core learning outcomes, in a discipline of their choice. The examination board (EB), responsible for maintaining the quality of assessment, was split into the General EB, which handled overall strategy issues, and the Executive EB, which handled student requests and monitored the quality of assessments. Students develop a sense of what education is about if they are provided opportunities in designing teaching and conducting it. A Minor elective in the medical study can provide the students with an opportunity to learn outside the medical field. Collaborative working between different stakeholders in a medical school is crucial for safeguarding the quality of assessments. Curricular reforms need time to be accepted and integrated into the culture of the medical school. The educational vision needs to be refreshed regularly in alignment with the changing societal context.

  8. Development and Implementation of a Two-Semester Introductory Organic-Bioorganic Chemistry Sequence: Conclusions from the First Six Years

    Science.gov (United States)

    Goess, Brian C.

    2014-01-01

    A two-semester second-year introductory organic chemistry sequence featuring one semester of accelerated organic chemistry followed by one semester of bioorganic chemistry is described. Assessment data collected over a six-year period reveal that such a course sequence can facilitate student mastery of fundamental organic chemistry in the first…

  9. Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

    Science.gov (United States)

    Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

    2018-04-01

    The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

  10. Holistic Wellness and Its Impact on First-Semester Grades

    Science.gov (United States)

    Cereola, Sandy J.; Snyder, Cathleen S.; Cereola, Ronald J.; Horton, Brett W.

    2014-01-01

    Students enrolled in a first-semester, critical-thinking course assessed their perception of their own wellness using a 52-question survey. Within the survey, holistic wellness was measured along seven dimensions: (a) physical, (b) intellectual, (c) social, (d) occupational, (e) spiritual, (f) emotional, and (g) environmental. Individual…

  11. The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

    Science.gov (United States)

    Bahr, Peter Riley

    2013-01-01

    Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

  12. Undergraduates in a Sustainability Semester: Models of Social Change for Sustainability

    Science.gov (United States)

    Miller, Hannah K.

    2016-01-01

    Interdisciplinary sustainability programs are emerging globally, but little is known about the learning in these educational contexts. This qualitative case study examined undergraduates' experience in a Sustainability Semester, using the agency/structure dialectic as a theoretical lens. Before the semester, students' models of change for…

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

    Science.gov (United States)

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

    2011-01-01

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

  14. AUTOESTIMA EN ESTUDIANTES DE PRIMER SEMESTRE DEL PROGRAMA DE PSICOLOGÍA DE UNA UNIVERSIDAD PRIVADA DE LA COSTA CARIBE COLOMBIANA -- SELF-ESTEEM OF FIRST-SEMESTER STUDENT FROM THE PSYCHOLOGY PROGRAM AT A PRIVATE UNIVERSITY IN THE COLOMBIAN CARIBBEAN COAST

    OpenAIRE

    LILIA ANGéLICA CAMPO TERNERA; YADIRA MARTÍNEZ DE BIAVA

    2009-01-01

    Studied the level of self-esteem of students entering first semester psychology program, to then determine the effect of an intervention plan, and that self-esteem directly influences then behavior of individuals, will put the question: Which is the level of self-esteem in young people who enter the program in psychology?; for this descriptive study was organized with 128 university students of differents sexes. They were selected intencionally and were applied Coopersmith self esteem invento...

  15. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    OpenAIRE

    F. J. Kontur; K. de La Harpe; N. B. Terry

    2015-01-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only fo...

  16. Changes in Generic and Degree Completion Dental Hygiene Student Characteristics.

    Science.gov (United States)

    Carr, Sandra; Rubinstein, Linda

    1989-01-01

    A study compared the characteristics of dental hygiene students in two programs (bachelor's degree and two-year professional dental hygiene training) in 1978 and 1987 to assess changes over time. Results are presented and the implications for enrollment management are discussed. (MSE)

  17. Successful Student Goal Completion: A Community College Case Study

    Science.gov (United States)

    Cady, Sara C.

    2013-01-01

    Research studies have shown that one half of all students who begin college fail to realize their goals. This case study of one community college provided a comprehensive examination of best practices developed over several years through strategic enrollment planning. Additionally, this dissertation examined the decision-making processes that…

  18. Student Access and Completion: A Regional Strategic Enrollment Partnership

    Science.gov (United States)

    Peterson, Angela

    2014-01-01

    "Albert" told his story to special visitor Dr. Jill Biden in order to bring notice to a very unique tuition assistance program provided to Valencia College's homeless students. Not only was Albert homeless, his background was indicative of failure and through education he turned his life around and helped others with similar backgrounds.…

  19. Applying cheerful disco learning for improving of motivation and learning result of PKn in grade viii c students junior high school 1 Kebumen in second semester 2013/2014 academic years

    Directory of Open Access Journals (Sweden)

    Siti Makmuroh

    2017-06-01

    Full Text Available The aim of this classroom action research is to improve students’ learning motivation, learning result of PKn on Basic Competence of Describing Indonesian Government System and the Roles of the State Institutions as the Sovereignty Executive and the characters of Grade VIII C Students of Junior High School 1 of Kebumen in Second Semester of Academic Year 2013/2014 by applying CHEERFUL DISCO learning method. The research is a classroom action research conducted in two cycles; each cycle of which includes planning, conducting, observation, and reflection. The result of the research shows that the learning method was able to improve the students’ learning motivation in learning activities from 62.37% in pre cycle to 73.74% in the first cycle, then from 78.91% in the second cycle, improved the PKn learning achievement in mastering concept of the ability to describe Indonesian Government System and the Roles of the State Institutions as the Sovereignty Executive, which can be seen that the students’ achievement test result is improving in average from 78.18 with 54.55% of mastery learning in pre cycle to 83.23 with 72.73% of mastery learning in the first cycle, then it was improved to 86.59 in average with 81.82% of mastery learning in the second cycle.

  20. Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program

    Science.gov (United States)

    Corsi, Gianluca

    2011-12-01

    Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p virtual reality platforms and digital animations. Future research is encouraged to investigate possible correlations between socio-demographic attributes and academic success of students enrolled in online science programs in reference to lab completion.

  1. Understanding MOOC Students: Motivations and Behaviours Indicative of MOOC Completion

    Science.gov (United States)

    Pursel, B. K.; Zhang, L.; Jablokow, K. W.; Choi, G. W.; Velegol, D.

    2016-01-01

    Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional courses, as this course delivery model is very different from traditional, fee-based models, such as…

  2. Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

    Science.gov (United States)

    Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.

    2015-01-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…

  3. Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

    Science.gov (United States)

    Lim, Janine M.

    2016-01-01

    Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

  4. A real CDIO mechanical engineering project in 4th semester

    DEFF Research Database (Denmark)

    Lauritsen, Aage Birkkjær

    In the past 6 years at the mechanical engineering study at the Engineering College of Aarhus we have been practicing project work on 4th Semester in the design of energy technology systems. In my presentation, I will give a description of the project, and the thoughts behind; pedagogic......-6 students, and will partly support the general theory being taught in the courses, but will also provide students with skills in teamwork, project work and system building. The pedagogical considerations behind the development of the project are quite simply that students learn best through active work...

  5. Catwalk: First-Semester Calculus.

    Science.gov (United States)

    Speiser, Bob; Walter, Chuck

    1994-01-01

    Describes the use of time-lapse photographs of a running cat as a model to investigate the concepts of function and derivative in a college calculus course. Discusses student difficulties and implications for teachers. (MKR)

  6. The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

    Science.gov (United States)

    Ford, Danielle J.; Fifield, Steve; Madsen, John; Qian, Xiaoyu

    2013-10-01

    We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course.

  7. Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory : Part II-research-based laboratory-a semester-long research approach using malate dehydrogenase as a research model.

    Science.gov (United States)

    Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A; Provost, Joseph J

    2010-09-01

    Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments for the entire semester. This style of laboratory replaces a variety of shorter labs in favor of an in depth research-based learning experience. The concept is to allow students to function in independent research groups. The research projects are focused on a series of wild-type and mutant clones of malate dehydrogenase. A common research theme for the laboratory helps instructors administer the course and is key to delivering a research opportunity to a large number of students. The outcome of this research-based learning laboratory results in students who are much more confident and skilled in critical areas in biochemistry and molecular biology. Students with research experience have significantly higher confidence and motivation than those students without a previous research experience. We have also found that all students performed better in advanced courses and in the workplace. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

  8. Students' Perceptions of Journaling in Undergraduate Classes

    Science.gov (United States)

    Fritson, Krista K.; Nelson, Destinee A.; Vontz, Hannah; Forrest, Krista D.

    2013-01-01

    Students' perceptions of journaling are examined with the hypothesis that students perceive reflective journaling as a beneficial tool that aids in their overall success in their courses. Students completed seven, one-page journals throughout the semester. A content analysis of the final journal reveals that students enjoy the process of…

  9. Lecture Notes in Statistics. 3rd Semester

    DEFF Research Database (Denmark)

    The lecture note is prepared to meet the requirements for the 3rd semester course in statistics at the Aarhus School of Business. It focuses on multiple regression models, analysis of variance, and log-linear models.......The lecture note is prepared to meet the requirements for the 3rd semester course in statistics at the Aarhus School of Business. It focuses on multiple regression models, analysis of variance, and log-linear models....

  10. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    Directory of Open Access Journals (Sweden)

    F. J. Kontur

    2015-02-01

    Full Text Available We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

  11. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    Science.gov (United States)

    Kontur, F. J.; de La Harpe, K.; Terry, N. B.

    2015-06-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

  12. 34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

    Science.gov (United States)

    2010-07-01

    ... Institutional and Financial Assistance Information for Students § 668.48 Report on completion or graduation... Management and Budget under control number 1845-0004) (Authority: 20 U.S.C. 1092) [60 FR 61788, Dec. 1, 1995...

  13. First-Generation Female College Students' Financial Literacy: Real and Perceived Barriers to Degree Completion

    Science.gov (United States)

    Eitel, Susan J.; Martin, Jennifer

    2009-01-01

    First-generation female college students (FGFCS) make up a large portion of the diversity in higher education. Unfortunately "access" to education does not translate to success. Persistence and degree completion for these students is often undermined by seemingly insurmountable obstacles. The purposes of this study were to identify the financial…

  14. Why Do Students Choose Not to Follow All Instructions When Completing Assessment Tasks?

    Science.gov (United States)

    Fleet, Wendy

    2013-01-01

    As academics we often assume that allocating marks to a task will influence student decision-making when it comes to completing that task. Marks are used by lecturers to indicate the relative importance of each of the criteria used for marking the assessment task and we expect the student to respond to the marks' allocation. This Postcard suggests…

  15. WKU Student Teachers Benefit from International Experience. F.E.A. Research and Policy Brief

    Science.gov (United States)

    Carter, Fred

    2010-01-01

    Although only 20 percent of teacher education students nationwide who completed their training and were certified during the 2009 spring semester were employed as teachers during the 2009 fall semester (U.S. Department of Education ED Review statistics, Nov. 20, 2009), 100 percent of Western Kentucky University (WKU) teacher education spring 2009…

  16. Networks for Success: Preparing Mexican American AVID College Students for Credentials, Completion, and the Workforce

    Science.gov (United States)

    Kirk, Richard; Watt, Karen M.

    2018-01-01

    This qualitative study examines how Mexican American students participating in an AVID for Higher Education course perceived their preparation for the workforce and efficacy of completing a college credential. A focus group approach was used to explore how social and cultural networks (networks for success) contribute to college completion. The…

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

    Science.gov (United States)

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

    2015-01-01

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

  18. PENINGKATAN KETERAMPILAN BERBICARA BAHASA INGGRIS DENGAN METODE SUGGESTOPEDIA PADA MAHASISWA SEMESTER II-E TBI STAIN PAMEKASAN

    Directory of Open Access Journals (Sweden)

    Sumihatul Ummah

    2015-11-01

    Full Text Available There are two problems in the result of research that will be discussed in this article. They are (1 how are the steps of the implementation of suggestopedia method in learning speaking English at the second semester students of E class TBI STAIN Pamekasan and (2 How are the increasing of speaking English skill for the second semester students of E class TBI STAIN Pamekasan in learning speaking English by using the suggestopedia method. The research method is classroom action research by using research strategy of Kemmis and Mc Taggert Model which consist of four (4 steps, namely planning, acting, observing, and reflecting. The result of research provided that classically for the 1st, 2nd, and 3rd cycle indicated the increasing of students learning completeness scores, each of them are 38.23%, 67.54%, and 82.35%. While the students performance for each aspects are increasing from the 1st cycle up to 3rd cycle. The students performance of speaking English activities in the classroom from each aspects that more appear was grammar with score 85.2%. for the 2nd cycle was comprehensibility with score 88.2% and vocabulary with score 88.2%, and for the 3rd  cycle that more appear was fluency with score 91.2%.  Besides, for the frequency percentage of students performance from each cycles are more increasing, by the 1st  cycle 55% (enough, the 2nd cycle 70% (good, and the 3rd cycle 85% (very good. Finally, the suggestopedia method in learning speaking English can increase the result of students learning. In fact, the students look like be enthusiastic in learning speaking English. The students were active to joint with this subject from each cycle. By the good atmosphere, conducive situation of the classroom, and soft music made the students to be relax in learning the subject. It also was increase imagination, concentration, and liveliness for the students.

  19. A semester-long project-oriented biochemistry laboratory based on Helicobacter pylori urease.

    Science.gov (United States)

    Farnham, Kate R; Dube, Danielle H

    2015-01-01

    Here we present the development of a 13 week project-oriented biochemistry laboratory designed to introduce students to foundational biochemical techniques and then enable students to perform original research projects once they have mastered these techniques. In particular, we describe a semester-long laboratory that focuses on a biomedically relevant enzyme--Helicobacter pylori (Hp) urease--the activity of which is absolutely required for the gastric pathogen Hp to colonize the human stomach. Over the course of the semester, students undertake a biochemical purification of Hp urease, assess the success of their purification, and investigate the activity of their purified enzyme. In the final weeks of the semester, students design and implement their own experiments to study Hp urease. This laboratory provides students with an understanding of the importance of biochemistry in human health while empowering them to engage in an active area of research. © 2015 The International Union of Biochemistry and Molecular Biology.

  20. Optimalisasi Prestasi Belajar Materi Elektromagnet dengan Menggunakan Pendekatan Eksperimen dalam Pembelajaran IPA pada Peserta Didik Kelas IX A SMP Negeri 3 Teras Semester Gasal Kabupaten Boyolali Tahun Pelajaran 2011/2012

    OpenAIRE

    Budiharjo Budiharjo

    2015-01-01

    This research purpose is to describe about effort to increase learning achievement giving task autonomous structure in learning electromagnet material of the student’s class IX A SMP Negeri 3 Teras Boyolali regency semester 2011/2012. Subject and data source of the research the students class IX A sum 40 students. Collecting data method uses observation, documentation and test. Analysis data uses critic and comparative. Reaching indicator uses KKM 63 and complete target 100%. Research procedu...

  1. Isoniazid completion rates for latent tuberculosis infection among college students managed by a community pharmacist.

    Science.gov (United States)

    Hess, Karl; Goad, Jeffery; Wu, Joanne; Johnson, Kathleen

    2009-01-01

    The authors' objective was to document 9-month and previously recommended 6-month treatment completion rates for latent tuberculosis infection (LTBI) in a pharmacist-managed LTBI clinic in a community pharmacy on a college campus, and to describe patient characteristics. Participants were university students diagnosed with LTBI. The authors conducted a retrospective review of pharmacy records from 2000 to 2006. Main outcome measures included 6-month and 9-month LTBI treatment completion rates, total isoniazid (INH) tablets taken, characteristics of completers versus noncompleters, average time to treatment completion, and reported adverse drug events. The 9-month completion rate was 59%, and the 6-month completion rate was 67%. Among those not completing treatment, 15.2% experienced fatigue and 2.2% experienced a rash (p=.04 and p=.03, respectively). LTBI clinics are a unique niche for community pharmacies and can provide individualized patient care to ensure LTBI treatment adherence, monitoring for disease progression, and safety of INH.

  2. Cyclic efforts to improve completion rates of masters’ degree students in nursing

    Directory of Open Access Journals (Sweden)

    Lizeth Roets

    2012-12-01

    Full Text Available Supervisors at Higher Education Institutions are challenged to shorten throughput of Master’s degree students in nursing as researchers are needed to improve the art and science of the nursing profession. Globally the completion time for a postgraduate degree in the health sciences varies between 4.7 and 5.5 years. The purpose of the study was to describe strategies that were implemented to shorten completion time and attrition rate of postgraduate students. A cyclic technical, scientific collaborative mode within an action research methodology was used to identify factors impeding completion time in this study. Contrary to other studies, supervision was not an inhibiting factor in this study. Physical, technical, academic and financial aspects were identified by postgraduate students through questionnaires and informal discussion groups with supervisors as well as progress reports. Strategies were implemented to address these. Following implementation of all strategies, 42% of the postgraduate students in the School of Nursing completed their Master’s degree within two years. This implies a 34% improvement. Although the completion rate improved it was still unsatisfactory and new challenges were identified during the second cycle, for example, the number of inexperienced supervisors increased and they needed mentoring. Speed mentoring is a possible solution to the problem.

  3. On flipping first-semester calculus: a case study

    Science.gov (United States)

    Petrillo, Joseph

    2016-05-01

    High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are 'flipping' (or inverting) their classrooms. By flipping, we mean administering course content outside of the classroom and replacing the traditional in-class lectures with discussion, practice, group work, and other elements of active learning. This paper presents the major results from a three-year study of a flipped, first-semester calculus course at a small, comprehensive, American university with a well-known engineering programme. The data we have collected help quantify the positive and substantial effects of our flipped calculus course on failure rates, scores on the common final exam, student opinion of calculus, teacher impact on measurable outcomes, and success in second-semester calculus. While flipping may not be suitable for every teacher, every student, and in every situation, this report provides some evidence that it may be a viable option for those seeking an alternative to the traditional lecture model.

  4. A Semester-Long Project-Oriented Biochemistry Laboratory Based on "Helicobacter pylori" Urease

    Science.gov (United States)

    Farnham, Kate R.; Dube, Danielle H.

    2015-01-01

    Here we present the development of a 13 week project-oriented biochemistry laboratory designed to introduce students to foundational biochemical techniques and then enable students to perform original research projects once they have mastered these techniques. In particular, we describe a semester-long laboratory that focuses on a biomedically…

  5. Beyond the Tourist Gaze? Cultural Learning on an American "Semester Abroad" Programme in London

    Science.gov (United States)

    Janes, Dominic

    2008-01-01

    Is the short-term study abroad experience, particularly when undertaken with a self-contained group of international students such as on a "semester abroad programme" accredited by a US university, little more than glorified tourism? This study investigates some of the ways in which a group of American students developed their…

  6. Social Modeling Influences and Alcohol Consumption during the First Semester of College: A Natural History Study

    Science.gov (United States)

    Talbott, Laura L.; Moore, Charity G.; Usdan, Stuart L.

    2012-01-01

    The authors examine both the alcohol consumption pattern of freshmen students during their first semester and the degree to which social modeling of peer behavior impacts consumption. A total of 534 students, residing on campus, were prospectively examined at four 30-day intervals. Data were evaluated on the basis of age, gender, and the effects…

  7. Isoniazid Completion Rates for Latent Tuberculosis Infection among College Students Managed by a Community Pharmacist

    Science.gov (United States)

    Hess, Karl; Goad, Jeffery; Wu, Joanne; Johnson, Kathleen

    2009-01-01

    Objective: The authors' objective was to document 9-month and previously recommended 6-month treatment completion rates for latent tuberculosis infection (LTBI) in a pharmacist-managed LTBI clinic in a community pharmacy on a college campus, and to describe patient characteristics. Participants: Participants were university students diagnosed with…

  8. Topologies of an Effective Mentoring Model: At the Intersection of Community Colleges, Underrepresented Students, and Completion

    Science.gov (United States)

    Leslie, Janet Lee

    2012-01-01

    This evidenced-based study was conducted using a systemic review of the literature to verify scholarly consensus about the effectiveness of mentoring as an intervention to impact college completion for underrepresented students in a community college setting. The study explored the impact of having access to mentors for the target population:…

  9. Texas Student Success Council: Finding Common Ground to Increase Community College Completion

    Science.gov (United States)

    Collins, Michael Lawrence

    2014-01-01

    In 2011, a prominent Texas business group erected provocative billboards condemning low completion rates at the state's community colleges and questioning the value of tax dollars spent there. The Texas Association of Business put up the signs to prod community colleges to do more to increase student success and help create a better educated…

  10. The Benefits and Challenges Hospitality Management Students Experience by Working in Conjunction with Completing Their Studies

    Science.gov (United States)

    Schoffstall, Donald G.

    2013-01-01

    Previous researchers have suggested that in order to be successful in the hospitality industry, students need to obtain work experience in addition to completing their degrees. Although the benefit of gaining such experience from the industry viewpoint has been well documented, few studies have assessed the benefits and challenges faced by…

  11. Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course

    Science.gov (United States)

    Pettijohn, Terry F., II; Walzer, Amy S.

    2008-01-01

    Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We…

  12. Predicting High School Completion Using Student Performance in High School Algebra: A Mixed Methods Research Study

    Science.gov (United States)

    Chiado, Wendy S.

    2012-01-01

    Too many of our nation's youth have failed to complete high school. Determining why so many of our nation's students fail to graduate is a complex, multi-faceted problem and beyond the scope of any one study. The study presented herein utilized a thirteen-step mixed methods model developed by Leech and Onwuegbuzie (2007) to demonstrate within a…

  13. Value Education Through Distance Learning: Opinions of Students who already Completed Value Education

    Directory of Open Access Journals (Sweden)

    Handan DEVECI

    2015-01-01

    Full Text Available Individuals in a society should be systematically trained on value education so that they can appreciate values such as love, respect, tolerance, and honesty. Employment of value training approaches within Anadolu University Open and Distance Learning System will make it possible to educate many people on values. The purpose of this research is to determine the opinions of university students about providing value education through distance learning system. This study has been completed via use of semi-structured interview technique based on qualitative research approach. The participants are registered students studying at Social Studies Teacher Training Program, Faculty of Education, Anadolu University during the fall term of 2013-2014 academic years. Based on the selection criteria, 15 students who had already completed value education course and who were familiar with Anadolu University’s open and distance learning system partook in the study. Research data was analyzed through content analysis. Participating students believe that value education is a necessary component of social life and that students within distance learning system should be provided with value education. Furthermore, participants stated that value education could be integrated into distance learning. Based on the findings, it is possible to conclude that offering value education to students through distance learning system may significantly contribute to social life as it facilitates maintaining social order and raising effective citizens.

  14. An Investigation of the Impact of Instructional Fading Using Completion Problems on Student Performance in Principles of Accounting Instruction

    Science.gov (United States)

    Kingry, Mary Ann

    2012-01-01

    The effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely…

  15. Completion of an Online Library Module Improves Engineering Student Performance on Information Literacy Skills Tests

    Directory of Open Access Journals (Sweden)

    Rachel E. Scott

    2016-12-01

    Full Text Available A Review of: Zhang, Q., Goodman, M., & Xie, S. (2015. Integrating library instruction into the Course Management System for a first-year engineering class: An evidence-based study measuring the effectiveness of blended learning on students’ information literacy levels. College & Research Libraries, 76(7, 934-958. http://dx.doi.org/10.5860/crl.76.7.934 Objective – To assess the efficacy of an online library module and of blended learning methods on students’ information literacy skills. Design – Multi-modal, pre- and posttests, survey questionnaire, and focus groups. Setting – Public research university in London, Ontario, Canada. Subjects – First-year engineering students. Methods – Of 413 students enrolled in Engineering Science (ES 1050, 252 volunteered to participate in the study. Participants were asked to complete the online module, a pretest, a posttest, an online follow-up survey, and to take part in a focus group. Researchers generated a pretest and a posttest, each comprised of 15 questions:; multiple choice, true or false, and matching questions which tested students’ general and engineering-specific information literacy skills. The pretest and posttest had different, but similarly challenging, questions to ensure that students involved in the study would not have an advantage over those who had opted out. While all components of the study were voluntary, the posttest was a graded course assignment. In-person tutorials were offered on 4 occasions, with only 15 students participating. Both tutorial and module content were designed to cover all questions and competencies tested in the pretest and the posttest, including Boolean operators, peer review, identifying plagiarism, engineering standards, engineering handbooks, search strategies, patents, article citations, identifying reliable sources, and how to read journal articles. The posttest survey was delivered in the CMS immediately after the posttest was completed. It

  16. Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort (Signature Report No. 12)

    Science.gov (United States)

    Shapiro, Doug; Dundar, Afet; Wakhungu, Phoebe Khasiala; Yuan, Xin; Nathan, Angel; Hwang, Youngsik

    2016-01-01

    This fifth annual report on national college completion rates offers a look at the six-year outcomes for students who began postsecondary education in fall 2010, toward the end of the Great Recession. It looks at the various pathways students took toward degree completion, as well as the completion rates through May 2016 for the different student…

  17. Toward a More Complete Picture of Student Learning: Assessing Students' Motivational Beliefs

    Directory of Open Access Journals (Sweden)

    Ronald A. Beghetto

    2004-08-01

    Full Text Available The purpose of this article is to provide an overview of the assessment of students' motivational beliefs. The..body of the article is focused on a particular type of motivational belief, namely, beliefs involving..achievement goal orientations. I explain why these beliefs are an important aspect of academic learning,..and suggest how teachers can incorporate assessments of them within existing classroom routines.

  18. Toward a More Complete Picture of Student Learning: Assessing Students' Motivational Beliefs

    OpenAIRE

    Ronald A. Beghetto

    2004-01-01

    The purpose of this article is to provide an overview of the assessment of students' motivational beliefs. The..body of the article is focused on a particular type of motivational belief, namely, beliefs involving..achievement goal orientations. I explain why these beliefs are an important aspect of academic learning,..and suggest how teachers can incorporate assessments of them within existing classroom routines.

  19. Identifying Important Career Indicators of Undergraduate Geoscience Students Upon Completion of Their Degree

    Science.gov (United States)

    Wilson, C. E.; Keane, C. M.; Houlton, H. R.

    2012-12-01

    a second pilot testing with Spring 2012 graduates from 45 departments across the United States. These graduating students from undergraduate and graduate programs answered questions about their earth science education experiences at the high school, community college, and university levels; their quantitative skills; their research and internship experiences and their immediate plans after graduation. Out of the 294 complete responses to the survey, 233 were from undergraduate students. This presentation will focus on the responses of these undergraduate students. AGI hopes to fully deploy this survey broadly to geosciences departments across the country in Spring 2013. AGI will also begin longitudinally participants from the previous Exit Survey efforts in order to understand their progression through their chosen career paths.

  20. Assessment of Written Expression Skills of University Students in Terms of Text Completion Technique

    Directory of Open Access Journals (Sweden)

    Abdulkadir KIRBAŞ

    2017-12-01

    Full Text Available Writing is to transfer the visualised ideas on the paper. Writing, one of the language skills, is a significant tool of communication which provides the permanency of information conveying emotions and thoughts. Since writing has both cognitive and physical aspects, it makes writing the hardest and the latest language skill to improve. The studies show that writing activity is the most difficult skill students have difficulty. In higher education, in order to improve writing skills of students and give basic information and skills about writing skills written expression, composition and writing education lessons are taught both in the department of Turkish Language and Literature and in the departments of Turkish Language in the Faculties of Education. One of the aims of these lessons is to teach students written expression techniques together with the purposes and practices. One of the written expression techniques is text completion skill that improves student’s creativity and enhances her/his imaginary world. The purpose of this study is to assess students’ skills of using text completion technique with reference to the writing studies of students in higher education. the sample of the study consists of 85 college students studying in the department of Turkish Language and Literature in Gümüşhane University in 2016-2017 academic year. The data of the study were obtained from the written expression studies of the students. The introduction part of the article ‘On Reading’ by F. Bacon was given to the students and they were required to complete the text. ‘Text Completion Rating Scale in Writing Expression’ was developed to assess the data of the study by taking opinions of lecturers and Turkish education experts. The data of the study were presented with percentage and frequency rates. At the end of the study, it was concluded that students had weakness in some skills such as writing an effective body part about the topic given

  1. Third Semester and Master’s Thesis Ideas 2016

    DEFF Research Database (Denmark)

    The following pages contain a list of project ideas proposed by the scientific staff at the Department of Civil Engineering, Aalborg University, and a number of companies. The project ideas in this catalogue may form the basis for long and short master projects as well as regular 3rd semester...... overview of the purpose as well as the main activities. Further, a weighting between theoretical analysis, experimental work and computer modelling has been proposed. Usually, this weighting can be changed slightly in accordance with the wishes of the students. The contact persons listed will usually act...... in this catalogue can reveal the expertise and research areas of the different supervisors. Many private engineering companies have a homepage on which they state that they would like to collaborate with students on a master project. Find out more on the individual company home pages....

  2. Undergraduate nursing students' level of assertiveness in Greece: a questionnaire survey.

    Science.gov (United States)

    Deltsidou, Anna

    2009-09-01

    A number of studies of nursing and midwifery have found stress and bullying to be frequent problems. Those suffering from bullying and stress need to have high levels of assertiveness to resist and to cope successfully. Hence, it was considered vital to assess the assertiveness level of nursing students throughout their training curriculum. The study population was composed of nursing students in different semesters at one school in Central Greece (n=298) who agreed to complete a questionnaire on assertiveness level assessment, which had been translated into Greek and adapted to this population. All students present in class completed the questionnaire, representing 80% of the total population of active students. Mean assertiveness scores between semesters were compared by ANOVA and comparisons between the responses of the first semester students and responses of advanced semester students were done by Pearson's chi square. The main finding of this study was that the assertiveness levels displayed by students increase slightly in advanced semesters by comparison to those displayed by first-semester students. Assertive behavior should be encouraged through learning methods. Nurses should preferably obtain this training throughout their studies. Instructors have an essential role in the improvement and achievement of assertiveness training curriculums for undergraduate nursing students.

  3. AUTOESTIMA EN ESTUDIANTES DE PRIMER SEMESTRE DEL PROGRAMA DE PSICOLOGÍA DE UNA UNIVERSIDAD PRIVADA DE LA COSTA CARIBE COLOMBIANA -- SELF-ESTEEM OF FIRST-SEMESTER STUDENT FROM THE PSYCHOLOGY PROGRAM AT A PRIVATE UNIVERSITY IN THE COLOMBIAN CARIBBEAN COAST

    Directory of Open Access Journals (Sweden)

    LILIA ANGéLICA CAMPO TERNERA

    2009-06-01

    Full Text Available Studied the level of self-esteem of students entering first semester psychology program, to then determine the effect of an intervention plan, and that self-esteem directly influences then behavior of individuals, will put the question: Which is the level of self-esteem in young people who enter the program in psychology?; for this descriptive study was organized with 128 university students of differents sexes. They were selected intencionally and were applied Coopersmith self esteem inventory (1959 in an adaptation approved J.Prewitt-Diaz (1984. The main results show that men have a better acceptance and valuation of himself that the group of women, while self-esteem in relation to family, social and educational best performance was observed in the group of women, equally although differences are not significant, the group of children has a tendency towards better performance in the areas evaluated.

  4. Communication skills program in the first semester: An experience report

    Directory of Open Access Journals (Sweden)

    Rafaela Liberali

    2016-01-01

    Full Text Available Since 2001, Brazilian Guidelines for undergraduate medical education highlighted the need to include communication skills (CS in the curriculum. At the Federal University of Santa Catarina (South Brazil, CS were taught in the third year in theoretical classes as an overview of physician-patient relationships, and in a nonsystematic way in practical classes. In 2013, theory and practice were aligned, mediated by reflection, by adding three classes: CS overview; responding to strong emotions; and giving bad news. Two Portuguese translation of modules from DocCom, a web-based audiovisual learning resource on CS in Healthcare (AACH, DUCOM, 2005- 2015, were used. In 2015, we started to teach CS to the 53 students registered in the first semester of our medical course. We report on the program in the first semester of the course and students’ perceptions of it. The CS program consisted of seven 1.5-hr face-to-face sessions with all students, co-taught by the authors, a PhD student and a medical school professor. The content included CS overview and importance in healthcare; relationship-centered care, building relationships and gathering information; students’ experiences in the medical course; and Myers-Briggs Type Indicator (MBTI. To encourage continuous reflection and align theory with practice, before or after theoretical brief presentations, additional resources were used: exercises to raise awareness of verbal and nonverbal communication, drawings on medical students’ life experiences, reflections about the poem “After a While” by Veronica Shoffstall and after listening to Bach’s Brandenburg concerto #1; DocCom modules #6 “Build a relationship” and #8 “Gather information” (viewed online to prepare for class followed by face-toface small group discussions (6-7 students in each about CS learned and theirs practice in role-play; peers’ and patients’ interviews; students’ MBTI identification (at distance and group dynamics

  5. Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

    Science.gov (United States)

    LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

    2012-04-01

    Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

  6. Combining program visualization with programming workspace to assist students for completing programming laboratory task

    Directory of Open Access Journals (Sweden)

    Elvina Elvina

    2018-06-01

    Full Text Available Numerous Program Visualization tools (PVs have been developed for assisting novice students to understand their source code further. However, none of them are practical to be used in the context of completing programming laboratory task; students are required to keep switching between PV and programming workspace when they need to know how their code works. This paper combines PV with programming workspace to handle such issue. Resulted tool (which is named PITON has 13 features extracted from PythonTutor, PyCharm, and student’s feedbacks about PythonTutor. According to think-aloud and user study, PITON is more practical to be used than a combination of PythonTutor and PyCharm. Further, its features are considerably helpful; students rated these features as useful and frequently used.

  7. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  8. Distinguishing between Exogenous and Endogenous Intent-to-Transfer Students

    Science.gov (United States)

    Okun, Morris A.; Karoly, Paul; Martin, Jessica L.; Benshoff, Annja

    2009-01-01

    In this article, we distinguish between 2 types of students who intend to transfer and graduate from another institution. During the fall of 2006, 507 first-semester students attending a state university completed a survey. Seventy-six percent of the students indicated that they planned on graduating from the University (intent-to-persist), 16%…

  9. PENERAPAN METODE PETA PIKIRAN DALAM MENULIS ESAI MAHASISWA SEMESTER V STKIP YDB LUBUK ALUNG

    Directory of Open Access Journals (Sweden)

    Irawati Rahman

    2016-06-01

    Full Text Available Abstract This research is based on several problems found in students’ writing; (1 the structure of students’ essay is not complete; (2 the use of languge is not communicative; (3 the paragraph development is not coherent; and (4 the title of the essay is not appropriate. This reseach aims at implementing mind mapping technique in writing an essay. Mind mapping is a technique of teaching writing to help students map their idea in writing an essay. This research used quantitative research. The research sample was the fifth semester students of STKIP YBD Lubuk Alung registered in 2015/2016 academic year. The result of this research shows that mind mapping technique could increase students’ writing. This is indicated by the increase of students’ score after applying mind mapping technique. 25 students (92.6% got very good score and 2 others (7.43% got good score. Based on this finding, it is suggested for English teachers to use mind mapping technique to improve students’ writing skill. Kata Kunci: penerapan, teknik mind mapping, keterampilan menulis esai

  10. Increasing Completion Rate of an M4 Emergency Medicine Student End-of-Shift Evaluation Using a Mobile Electronic Platform and Real-Time Completion

    Directory of Open Access Journals (Sweden)

    Matthew C. Tews

    2016-06-01

    Full Text Available Introduction: Medical students on an emergency medicine rotation are traditionally evaluated at the end of each shift with paper-based forms, and data are often missing due to forms not being turned in or completed. Because students’ grades depend on these evaluations, change was needed to increase form rate of return. We analyzed a new electronic evaluation form and modified completion process to determine if it would increase the completion rate without altering how faculty scored student performance. Methods: During fall 2013, 29 faculty completed paper N=339 evaluations consisting of seven competencies for 33 students. In fall 2014, an electronic evaluation form with the same competencies was designed using an electronic platform and completed N=319 times by 27 faculty using 25 students’ electronic devices. Feedback checkboxes were added to facilitate collection of common comments. Data was analyzed with IBM® SPSS® 21.0 using multi-factor analysis of variance with the students’ global rating (GR as an outcome. Inter-item reliability was determined with Cronbach alpha. Results: There was a significantly higher completion rate (p=0.001 of 98% electronic vs. 69% paper forms, lower (p=0.001 missed GR rate (1% electronic. vs 12% paper, and higher mean scores (p=0.001 for the GR with the electronic (7.0±1.1 vs. paper (6.8±1.2 form. Feedback checkboxes were completed on every form. The inter-item reliability for electronic and paper forms was each alpha=0.95. Conclusion: The use of a new electronic form and modified completion process for evaluating students at the end of shift demonstrated a higher faculty completion rate, a lower missed data rate, a higher global rating and consistent collection of common feedback. The use of the electronic form and the process for obtaining the information made our end-of-shift evaluation process for students more reliable and provided more accurate, up-to-date information for student feedback and when

  11. Software Engineering Frameworks: Textbooks vs. Student Perceptions

    Science.gov (United States)

    McMaster, Kirby; Hadfield, Steven; Wolthuis, Stuart; Sambasivam, Samuel

    2012-01-01

    This research examines the frameworks used by Computer Science and Information Systems students at the conclusion of their first semester of study of Software Engineering. A questionnaire listing 64 Software Engineering concepts was given to students upon completion of their first Software Engineering course. This survey was given to samples of…

  12. A semester-long soil mapping project for an undergraduate pedology course

    Science.gov (United States)

    Brown, David J.

    2015-04-01

    Most students taking a pedology course will never work as soil mappers. But many will use soil maps at some point in their careers. At Montana State University, students spent 3 "lab" hours a week, complementing two lectures a week, in the field learning how to study soils literally from the ground up. The only prerequisites for enrollment were completion of an introductory soil science class and 3rd year standing at the university. The area to be mapped, just a km from campus, included a steep mountain backslope, and a complex footslope-toeslope area with diverse soils. Students were divided into teams of 3-4, with approximately 40 students altogether split over two sections that overlapped in the field by one hour. In the first lab session, groups completed a very basic description of just one soil profile. In subsequent weeks, they rotated through multiple pits excavated in a small area, and expanded their soil profile descriptions and interpretations. As students developed proficiency, they were assigned more dispersed locations to study, working for the most part independently as I hiked between pits. Throughout this process, every pit was geolocated using a GPS unit, and every profile description was copied and retained in a designated class file. Student groups delineated map units using stereo air photography, then used these delineations to guide the selection of their final locations to describe. At the end of the course, groups used all of the combined and georeferenced profile descriptions to construct a soil map of the study area complete with map unit descriptions. Most students struggled to make sense of the substantial variability within their map units, but through this struggle -- and their semester of field work -- they gained an appreciation for the value and limitations of a soil map that could not be obtained from even the most entertaining lecture. Both the class and particularly the field sessions received consistently high student reviews

  13. Improving completion rates of students in biomedical PhD programs: an interventional study.

    Science.gov (United States)

    Viđak, Marin; Tokalić, Ružica; Marušić, Matko; Puljak, Livia; Sapunar, Damir

    2017-08-25

    Analysis of graduation success at the University of Split School of Medicine PhD programs conducted in 2011 revealed that only 11% of students who enrolled and completed their graduate coursework between 1999 and 2011 earned a doctoral degree. In this prospective cohort study we evaluated and compared three PhD programs within the same medical school, where the newest program, called Translational Research in Biomedicine (TRIBE), established in the academic year 2010/11, aimed to increase the graduation rate through an innovative approach. The intervention in the new program was related to three domains: redefined recruitment strategy, strict study regulations, and changes to the curriculum. We compared performance of PhD students between the new and existing programs and analyzed their current status, time to obtain a degree (from enrolment to doctorate), age at doctorate, number of publications on which the thesis was based and the impact factor of journals in which these were published. These improvement strategies were associated with higher thesis completion rate and reduced time to degree for students enrolled in the TRIBE program. There was no change in the impact factor or number of publications that were the basis for the doctoral theses. Our study describes good practices which proved useful in the design or reform of the PhD training program.

  14. Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

    Science.gov (United States)

    Shepard, Joan M.

    This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

  15. Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project

    Science.gov (United States)

    Strasser, Georg; Wolfe, Marketa Halova

    2014-01-01

    The authors describe their experience with integrating a semester-long economic analysis project into an intermediate macroeconomic theory course. Students work in teams of "economic advisors" to write a series of nested reports that analyze the current state of the economy, and propose and evaluate policies for a decision-maker. The…

  16. Design and Evaluation of a One-Semester General Chemistry Course for Undergraduate Life Science Majors

    Science.gov (United States)

    Schnoebelen, Carly; Towns, Marcy H.; Chmielewski, Jean; Hrycyna, Christine A.

    2018-01-01

    The chemistry curriculum for undergraduate life science majors at Purdue University has been transformed to better meet the needs of this student population and prepare them for future success. The curriculum, called the 1-2-1 curriculum, includes four consecutive and integrated semesters of instruction in general chemistry, organic chemistry, and…

  17. Motivation, Academic Assessments and First-Semester Success at a Midwestern Technical College

    Science.gov (United States)

    Dillon, Sarah A.

    2017-01-01

    This study examined college admission criteria and college readiness in an effort to reduce barriers in college admission. The Academic Motivation Scale (AMS) was administered to a convenience sample of 74 participants among 503 students during their first semester at a two-year college. Scale scores were compared to demographic characteristics,…

  18. Academic literacy diagnostic assessment in the first semester of first year at university

    Directory of Open Access Journals (Sweden)

    Lorinda Palmer

    2014-03-01

    Full Text Available One vital aspect of the first semester of the first year at university is how academic literacy expectations are made explicit though teaching and assessment practices at the disciplinary level. This paper describes how an academic literacy diagnostic process, and the MASUS tool, was used to ascertain the academic literacy profile of a cohort of undergraduate nursing students [N=569] at the beginning and end of their first semester. Key findings of this quantitative descriptive case study were that only just over half of commencing students possessed appropriate academic literacy skills in all four aspects of the diagnostic and nearly 20% scored in the lowest band—suggesting difficulty with multiple aspects of academic literacy. By the end of semester, 77% of the students who had scored in the lowest band of the MASUS at the beginning of the semester had improved their scores to the middle or highest band, and 73% of them eventually attained a pass or higher grade for the course. The findings of this study suggest that large-scale academic literacy diagnostic assessment, when embedded and contextualized within a course of study, is an effective means of providing the early feedback and targeted support that many commencing university students need.

  19. Team-Based Learning Reduces Attrition in a First-Semester General Chemistry Course

    Science.gov (United States)

    Comeford, Lorrie

    2016-01-01

    Team-based learning (TBL) is an instructional method that has been shown to reduce attrition and increase student learning in a number of disciplines. TBL was implemented in a first-semester general chemistry course, and its effect on attrition was assessed. Attrition from sections before implementing TBL (fall 2008 to fall 2009) was compared with…

  20. Semester-Long Inquiry-Based Molecular Biology Laboratory: Transcriptional Regulation in Yeast

    Science.gov (United States)

    Oelkers, Peter M.

    2017-01-01

    A single semester molecular biology laboratory has been developed in which students design and execute a project examining transcriptional regulation in "Saccharomyces cerevisiae." Three weeks of planning are allocated to developing a hypothesis through literature searches and use of bioinformatics. Common experimental plans address a…

  1. Predicting College Success: Achievement, Demographic, and Psychosocial Predictors of First-Semester College Grade Point Average

    Science.gov (United States)

    Saltonstall, Margot

    2013-01-01

    This study seeks to advance and expand research on college student success. Using multinomial logistic regression analysis, the study investigates the contribution of psychosocial variables above and beyond traditional achievement and demographic measures to predicting first-semester college grade point average (GPA). It also investigates if…

  2. Complexities and Challenges of Researching Student Completion and Non-Completion of HE Programmes in Europe: A Comparative Analysis between England and Norway

    Science.gov (United States)

    Thomas, Liz; Hovdhaugen, Elisabeth

    2014-01-01

    There is a growing interest in policy research on student completion and non-continuation and bodies such as the European Commission and OECD are focusing on the subject. There is also increasing national interest in the issue in many countries and they are looking to each other for input on effective policies. However, there are significant…

  3. Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

    Science.gov (United States)

    Tsokris, Maureen

    2010-01-01

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

  4. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    Science.gov (United States)

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

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

    Science.gov (United States)

    Duke-Benfield, Amy Ellen; Saunders, Katherine

    2016-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  7. Penerapan Model Pembelajaran Complete Sentence dalam Meningkatkan Keterampilan Menulis Karangan

    Directory of Open Access Journals (Sweden)

    Cucu Wartini

    2017-12-01

    Full Text Available This research is motivated by the presence of serious problems in the aspect of essay writing skill. The purpose of this study is to know the improvment of student activity and student learning outcomes of writing essay skill material at 5th grade students of SDN Panyingkiran III Kabupaten Sumedang second semester in academic year 2015/2016, using complete sentenselearning.The research method used is classroom action research. Data collected through observation and tests. The result of this study for student activity, on first cycle 48% of students got very good criteria, second cycle 80% and third cycle 96%. For student learning outcomes, on first cycle just 40% students who pass the evaluation, second cycle 72% and third cycle 92%. Therefore, the process and learning outcomes got increased by using complete sentense on writing essay skill based experience.

  8. In-group and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics.

    Science.gov (United States)

    White, Katherine M; O'Connor, Erin L; Hamilton, Kyra

    2011-06-01

    Although class attendance is linked to academic performance, questions remain about what determines students' decisions to attend or miss class. In addition to the constructs of a common decision-making model, the theory of planned behaviour, the present study examined the influence of student role identity and university student (in-group) identification for predicting both the initiation and maintenance of students' attendance at voluntary peer-assisted study sessions in a statistics subject. University students enrolled in a statistics subject were invited to complete a questionnaire at two time points across the academic semester. A total of 79 university students completed questionnaires at the first data collection point, with 46 students completing the questionnaire at the second data collection point. Twice during the semester, students' attitudes, subjective norm, perceived behavioural control, student role identity, in-group identification, and intention to attend study sessions were assessed via on-line questionnaires. Objective measures of class attendance records for each half-semester (or 'term') were obtained. Across both terms, students' attitudes predicted their attendance intentions, with intentions predicting class attendance. Earlier in the semester, in addition to perceived behavioural control, both student role identity and in-group identification predicted students' attendance intentions, with only role identity influencing intentions later in the semester. These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning. ©2010 The British Psychological Society.

  9. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  10. Risk for Sleep Disorder Measured during Students' First College Semester May Predict Institutional Retention and Grade Point Average over a 3-Year Period, with Indirect Effects through Self-Efficacy

    Science.gov (United States)

    Gaultney, Jane F.

    2016-01-01

    The present study used a validated survey to assess freshmen college students' sleep patterns and risk for sleep disorders and then examined associations with retention and grade point average (GPA) over a 3-year period. Students at risk for a sleep disorder were more likely to leave the institution over the 3-year period, although this…

  11. Bringing research into a first semester organic chemistry laboratory with the multistep synthesis of carbohydrate-based HIV inhibitor mimics.

    Science.gov (United States)

    Pontrello, Jason K

    2015-01-01

    Benefits of incorporating research experiences into laboratory courses have been well documented, yet examples of research projects designed for the first semester introductory organic chemistry lab course are extremely rare. To address this deficiency, a Carbohydrate-Based human immunodeficiency virus (HIV) Inhibitor project consisting of a synthetic scheme of four reactions was developed for and implemented in the first semester organic lab. Students carried out the synthetic reactions during the last 6 of 10 total labs in the course, generating carbohydrate-based dimeric target molecules modeled after published dimers with application in HIV therapy. The project was designed to provide a research experience through use of literature procedures for reactions performed, exploration of variation in linker length in the target structure, and synthesis of compounds not previously reported in the scientific literature. Project assessment revealed strong student support, indicating enhanced engagement and interest in the course as a direct result of the use of scientific literature and the applications of the synthesized carbohydrate-based molecules. Regardless of discussed challenges in designing a research project for the first semester lab course, the finding from data analysis that a project implemented in the first semester lab had significantly greater student impact than a second semester project should provide motivation for development of additional research projects for a first semester organic course. © 2015 The International Union of Biochemistry and Molecular Biology.

  12. Can Earth Materials BE Adequately Covered in a - or Two-Semester Course?

    Science.gov (United States)

    Hefferan, K. P.; O'Brien, J.

    2007-12-01

    Traditional geology programs offer courses in mineralogy, optical mineralogy, igneous petrology, metamorphic petrology, sedimentology and economic geology. At many universities this suite of mineralogy/petrology courses has been supplanted by a one-semester or two-semester Earth Materials course. This interactive poster poses five questions to faculty and students related to the means by which Earth Materials can be delivered: 1) Available online syllabi demonstrate a wide variation in the topics addressed in Earth Materials courses; is there a standard core of key topics that must be covered and in what level of detail? 2) Can a one-semester or two- semester Earth Materials course adequately cover these topics? 3) Excellent textbooks exist in both mineralogy and in petrology; what textbooks, if any, adequately encompass Earth Materials? 4) How has the online environment changed the way in which we use textbooks in the classroom? 5) Given the evolution of geology programs, higher education and the global economy in the past twenty years, what additional changes can be anticipated with respect to delivery and demand of Earth Materials topics? Answers-- or at least related discussions-- to these questions are encouraged via verbal dialogue among participants and/or by comments written on the poster. Our goal is to solicit faculty, student and industry feedback to create a textbook, curricula and online materials that support an Earth Materials course.

  13. Reply to "Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course""

    Science.gov (United States)

    Kontur, F. J.; de La Harpe, K.; Terry, N. B.

    2016-01-01

    We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

  14. The moral courage of nursing students who complete advance directives with homeless persons.

    Science.gov (United States)

    Nash, Woods; Mixer, Sandra J; McArthur, Polly M; Mendola, Annette

    2016-11-01

    Homeless persons in the United States have disproportionately high rates of illness, injury, and mortality and tend to believe that the quality of their end-of-life care will be poor. No studies were found as to whether nurses or nursing students require moral courage to help homeless persons or members of any other demographic complete advance directives. We hypothesized that baccalaureate nursing students require moral courage to help homeless persons complete advance directives. Moral courage was defined as a trait of a person or an action that overcomes fears or other challenges to achieve something of great moral worth. The hypothesis was investigated through a qualitative descriptive study. Aside from the pre-selection of a single variable to study (i.e. moral courage), our investigation was a naturalistic inquiry with narrative hues insofar as it attended to specific words and phrases in the data that were associated with that variable. A total of 15 baccalaureate nursing students at a public university in the United States responded to questionnaires that sought to elicit fears and other challenges that they both expected to experience and actually experienced while helping homeless persons complete advance directives at a local, non-profit service agency. The study was approved by the Internal Review Board of the authors' university, and each participant signed an informed consent form, which stated that the study involved no reasonably foreseeable risks and that participation was voluntary. Before meeting with homeless persons, participants reported that they expected to experience two fears and a challenge: fear of behaving in ways that a homeless person would deem inappropriate, fear of discussing a homeless person's dying and death, and the challenge of adequately conveying the advance directive's meaning and accurately recording a homeless person's end-of-life wishes. In contrast, after their meetings with homeless persons, relatively few participants

  15. What Did You Try Last Semester? How Did It Work?

    Science.gov (United States)

    Moore, John W.

    1999-02-01

    As I write this, the end of the semester is less than a week away. This is a good time to reflect on what I tried this time that I had not done before, how well it worked, and how that applies to the process of change and reform in chemical education. Nearly a year ago, a good friend gave me a copy of a brief note by the Executive Director of the National Science Teachers Association, Gerald Wheeler (1). Its title was "Why doesn't change stick?" Quoting the Red Queen from Alice in Wonderland, Wheeler suggested that it might be taking all the running we could do just to maintain the status quo. He asked readers to look systematically at "the failed reform efforts begun in the 1960s" and questioned whether those efforts had actually changed anything. Although the reform efforts Wheeler questioned were aimed at the pre-college level, his point is a good one for college as well as high school teachers to consider, especially at a time when new projects are aiming to reform science education systemically. (See pages 158-160 and page 163 for more information on these projects.) If reform efforts are typically meteoric, burning brightly for but a short time and then disappearing, what might we do to make them less so? I think that the power to make reform less meteoric lies within all of us. It involves incremental, rather than revolutionary, change. My model for reform is one in which each of us continually experiments with manageable changes in courses and pedagogy, evaluating their effectiveness, casting out the less than successful ones, retaining and refining those that help students learn more effectively, and keeping the rest of the community informed about what works and what does not. This model requires continual work and dedication from all of us, but not superhuman effort that is impossible to sustain over the long term. A meteor shower definitely gets our attention, but far more light is shed by the fixed stars, and they'll still be there next week. The

  16. University of the Free State allied health professions students ...

    African Journals Online (AJOL)

    Physiotherapy, Occupational Therapy and Dietetics students taking a two semester physiology course completed voluntary questionnaires at the first and last contact sessions of the year. These data as well as students' June and November examination results were included in a database and analysed. In more than 90

  17. Effects of Clicker Use on Calculus Students' Mathematics Anxiety

    Science.gov (United States)

    Batchelor, John

    2015-01-01

    This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

  18. The Student Storm Survey©: College Students' Thoughts on Their University's Response to a Natural Disaster

    Science.gov (United States)

    Rosenthal, Gary T.; Boudreaux, Monique; Boudreaux, Dwight L.; Soignier, R. D.; Folse, Earl; Frias, Tracey; Soper, Barlow

    2014-01-01

    Hurricanes Gustav and Ike devastated the region that our University serves. Near the start of the semester, only one of the ten scheduled class days could be completed and administrators asked students and faculty to "continue the learning process" online via Blackboard©, our Electronic Delivery System (EDS). The Student Storm Survey©…

  19. PhD Students' Excellence Scholarships and Their Relationship with Research Productivity, Scientific Impact, and Degree Completion

    Science.gov (United States)

    Lariviere, Vincent

    2013-01-01

    This paper examines the relationship between excellence scholarships and research productivity, scientific impact, and degree completion. Drawing on the entire population of doctoral students in the province of Quebec, this pa- per analyzes three distinct sources of data: students, excellence scholarships, and scientific publications. It shows…

  20. A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program.

    Science.gov (United States)

    Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

    A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…

  1. Determinants of timely completion : the impact of Bachelor's degree programme characteristics and student motivation on study progress

    NARCIS (Netherlands)

    Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

    2013-01-01

    Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law

  2. Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning

    Science.gov (United States)

    Almeda, Ma. Victoria; Zuech, Joshua; Utz, Chris; Higgins, Greg; Reynolds, Rob; Baker, Ryan S.

    2018-01-01

    Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reason, there has been considerable interest in predicting which students will succeed in online courses and which will receive poor grades or drop out prior to completion. Effective intervention depends…

  3. From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

    Science.gov (United States)

    Lavine, Marc H.; Roussin, Christopher J.

    2012-01-01

    The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

  4. Group Projects in Social Work Education: The Influence of Group Characteristics and Moderators on Undergraduate Student Outcomes

    Science.gov (United States)

    Postlethwait, Ariana E.

    2016-01-01

    This study examined the impact of group size, group formation, group conflict, and division of labor on student outcomes in a group project for a sample of 112 BSW research seminar students at a large university in the Midwest. Students completed surveys on their experiences with the group project at the end of the semester. Multiple regression…

  5. Longitudinal evaluation of the importance of homework assignment completion for the academic performance of middle school students with ADHD.

    Science.gov (United States)

    Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe; Schultz, Brandon K; Evans, Steven W

    2016-04-01

    The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate time points and school grades were collected quarterly. Results showed that agreement between teachers with respect to students assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. Factors Determining Student Retention of Economic Knowledge after Completing the Principles-of-Microeconomics Course.

    Science.gov (United States)

    Kohen, Andrew I.; Kipps, Paul H.

    1979-01-01

    Reports results of a study of economics students to test the effect of time and other factors affecting retention, to develop an instrument to measure the rate of depreciation of the student's stock of economic knowledge, and to explore the implications of findings for the student's academic planning. (Author/KC)

  7. Typewriting--Less-Than-a-Semester Credit Basis

    Science.gov (United States)

    Schramm, Dwayne

    1974-01-01

    Five advantages to be gained in teaching typing in a time structure less rigid than the traditional semester are itemized. The implications for typewriting teachers as a more individualized approach is used are considered. (AG)

  8. Impact of the second semester University Modeling Instruction course on students’ representation choices

    Directory of Open Access Journals (Sweden)

    Daryl McPadden

    2017-11-01

    Full Text Available Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students’ use of scientific models, has made representation use a primary learning goal with explicit class time devoted to introducing and coordinating representations as part of the model building process. However, because of the semester break, the second semester course, Modeling Instruction-Electricity and Magnetism (MI-EM, contains a mixture of students who are returning from the Modeling Instruction-mechanics course (to whom we refer to as “returning students” and students who are new to Modeling Instruction with the MI-EM course (to whom we refer to as “new students”. In this study, we analyze the impact of MI-EM on students’ representation choices across the introductory physics content for these different groups of students by examining both what individual representations students choose and their average number of representations on a modified card-sort survey with a variety of mechanics and EM questions. Using Wilcoxon-signed-rank tests, Wilcoxon-Mann-Whitney tests, Cliff’s delta effect sizes, and box plots, we compare students’ representation choices from pre- to postsemester, from new and returning students, and from mechanics and EM content. We find that there is a significant difference between returning and new students’ representation choices, which serves as a baseline comparison between Modeling Instruction and traditional lecture-based physics classes. We also find that returning students maintain a high representation use across the MI-EM semester, while new students see significant growth in their representation use regardless of content.

  9. Opinions of Students Completing Master Thesis in Turkish Education Field about Academic Writing and Thesis Formation Process

    OpenAIRE

    Mustafa Onur KAN; Fatma Nur GEDİK

    2016-01-01

    The overall aim of this research is to evaluate opinions of students completing master thesis in the field of Turkish education about academic writing and process of forming thesis. The study has been devised using phenomenological design within the qualitative research methods. The study group of research is consisted of 9 participants completed master thesis in the field of Turkish education at Mustafa Kemal University Instıtute of Social Sciences in 2015. In this study, semi-structured int...

  10. Improving Homework Completion and Motivation of Middle School Students through Behavior Modification, Graphing, and Parent Communication

    Science.gov (United States)

    Hein, Dawn L.; Wimer, Sandra L.

    2007-01-01

    An action research project report was complete to discuss how homework completion and motivation is an ongoing issue and debate within the public schools. This is especially true in the middle school setting. The teacher researchers of this project chose to conduct a study in order to increase homework completion and motivation of middle school…

  11. The Role of Goal Importance in Predicting University Students' High Academic Performance

    Science.gov (United States)

    Kyle, Vanessa A.; White, Katherine M.; Hyde, Melissa K.; Occhipinti, Stefano

    2014-01-01

    We examined goal importance, focusing on high, but not exclusive priority goals, in the theory of planned behaviour (TPB) to predict students' academic performance. At the beginning of semester, students in a psychology subject (N = 197) completed TPB and goal importance items for achieving a high grade. Regression analyses revealed partial…

  12. School Adjustment, Social Support, and Mental Health of Mainland Chinese College Students in Hong Kong

    Science.gov (United States)

    Chui, Raymond Chi-Fai; Chan, Chi-Keung

    2017-01-01

    We investigated the relationship of school adjustment and social support with the mental health of mainland Chinese college students studying in Hong Kong. During the spring semester in 2011, 384 mainland Chinese college students across the postsecondary institutions in Hong Kong completed a questionnaire. Results showed that better school…

  13. Conceptual Change in Psychology Students' Acceptance of the Scientific Foundation of the Discipline

    Science.gov (United States)

    Amsel, Eric; Ashley, Aaron; Baird, Todd; Johnston, Adam

    2014-01-01

    Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors'…

  14. Practice Makes Perfect: Improving Students' Skills in Understanding and Avoiding Plagiarism with a Themed Methods Course

    Science.gov (United States)

    Estow, Sarah; Lawrence, Eva K.; Adams, Kathrynn A.

    2011-01-01

    To address the issue of plagiarism, students in two undergraduate Research Methods and Analysis courses conducted, analyzed, and wrote up original research on the topic of plagiarism. Students in an otherwise identical course completed the same assignments but examined a different research topic. At the start and end of the semester, all students…

  15. Exploring Self-Efficacy among Entry-Level and Advanced BSW Students

    Science.gov (United States)

    Simmons, Christopher; Fisher, Amy Killen; Barnard, Marie; Allen, Susan C.

    2017-01-01

    This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a…

  16. Digital Storytelling: A Method for Engaging Students and Increasing Cultural Competency

    Science.gov (United States)

    Grant, Natalie S.; Bolin, Brien L.

    2016-01-01

    Digital storytelling is explored as a method of engaging students in the development of media literacy and cultural competency. This paper describes the perceptions and experiences of 96 undergraduate students at a large Midwestern university, after completing a digital storytelling project in a semester-long diversity course. Digital storytelling…

  17. Perceptions of Ghanaian medical students completing a clinical elective at the University of Michigan Medical School.

    Science.gov (United States)

    Abedini, Nauzley C; Danso-Bamfo, Sandra; Moyer, Cheryl A; Danso, Kwabena A; Mäkiharju, Heather; Donkor, Peter; Johnson, Timothy R B; Kolars, Joseph C

    2014-07-01

    International medical electives typically represent a unidirectional flow of students from economically advantaged countries in the global "North" to resource-poor nations in the global "South." Little is known about the impact of bilateral exchanges on students from less affluent nations. Since 2007, students from the University of Michigan Medical School (UMMS) and medical schools in Ghana have engaged in a bilateral clinical exchange program. A 45-item online survey was distributed to all 73 Ghanaian medical students who had rotated at UMMS from 2008 to 2010 to assess perspectives on the value and impact of their participation. Incoming Ghanaian students outnumbered outgoing UMMS students 73 to 33 during the study period. Of eligible Ghanaian students, 70% (51/73) participated in the survey, with 40 of 51 providing valid data on at least 50% of questions. Ninety-seven percent (37/38) reported that the UMMS rotation was valuable to their medical training, 90% (35/39) reported changes in how they approach patient care, and 77% (24/31) reported feeling better equipped to serve patients in their home community. Eighty-five percent of students (28/33) felt more inclined to pursue training opportunities outside of their home country after their rotation at UMMS. More studies are needed to determine the feasibility of bidirectional exchanges as well as the short-term and long-term impact of rotations on students from underresourced settings and their hosts in more resource-rich environments.

  18. Collaboration between students and teachers to accumulate a collection of anatomical preparations of high quality in order to loan them to students

    Directory of Open Access Journals (Sweden)

    Friker, Jutta

    2005-04-01

    Full Text Available In 2002 the Veterinary Medicine Faculty of Munich University (Ludwig-Maximilians-Universität a project was started to involve students to build up a collection of anatomical preparations. The goal of this plan was to obtain long term preserved preparations for storage in boxes of plastic in order to loan them to students. The question to solve was whether it is possible and efficient to engage students. The cadavers were provided from the section hall. We used only material from animals without clinical symptoms. The students were provided with a list of themes to choose from, or they could submit a proposal. Before starting the preparation, as a first step, the basic material was conserved in a special non-toxic solution, developed at the institute of anatomy. Students could perform the preparations during the semester as well as in semester holidays. Scientific assistants helped the students throughout the project. The period specified to assemble the preparations was one semester plus semester holiday. Over the last two years we have received preparations of different quality. About one third of the preparations were of high quality and suitable for long term preservation. Approximately thirty percent of the students required two semesters to finish their preparations. The remaining preparations had to be rejected because students did not complete their project or the preparations were unsuitable for use. Students are very fascinated with this project. Every semester we accept only half of the applicants due to the overwhelming student interest. In summary, it is shown that the collaboration between the students and teachers can help to expand the learning and teaching tools. Students and teachers benefit from this teamwork. Although some preparations have to be eliminated, the students are able to apply their knowledge while gaining experience with the scalpel and tweeters.

  19. The Effects of Automated Prompting and Self-Monitoring on Homework Completion for a Student with Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Blicha, Amy; Belfiore, Phillip J.

    2013-01-01

    This study examined the effects of an intervention consisting of automated prompting and self-monitoring on the level of independent homework task completion for an elementary-age student with attention deficit hyperactivity disorder (ADHD). Instituting a single subject, within series ABAB design, the results showed a consistent increase and…

  20. Benefits Access for College Completion: Innovative Approaches to Meet the Financial Needs of Low-Income Students

    Science.gov (United States)

    Center for Postsecondary and Economic Success, 2014

    2014-01-01

    Benefits Access for College Completion (BACC) was designed to help colleges develop new policies that increase low-income students' access to public benefits, easing their financial burden to allow them to finish school and earn postsecondary credentials. Colleges participating in BACC have developed and institutionalized scalable, sustainable…

  1. Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course"

    Science.gov (United States)

    Rieger, G. W.; Reinsberg, S. A.; Wieman, C. E.

    2016-01-01

    We present a comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course", by F. J. Kontur, K. de La Harpe, and N. B. Terry PRST-PER 11, 010105 (2015). Our data show that the conclusions Kontur and coworkers draw from their data may not be generally applicable.

  2. The analysis of probability task completion; Taxonomy of probabilistic thinking-based across gender in elementary school students

    Science.gov (United States)

    Sari, Dwi Ivayana; Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    Formulation of mathematical learning goals now is not only oriented on cognitive product, but also leads to cognitive process, which is probabilistic thinking. Probabilistic thinking is needed by students to make a decision. Elementary school students are required to develop probabilistic thinking as foundation to learn probability at higher level. A framework of probabilistic thinking of students had been developed by using SOLO taxonomy, which consists of prestructural probabilistic thinking, unistructural probabilistic thinking, multistructural probabilistic thinking and relational probabilistic thinking. This study aimed to analyze of probability task completion based on taxonomy of probabilistic thinking. The subjects were two students of fifth grade; boy and girl. Subjects were selected by giving test of mathematical ability and then based on high math ability. Subjects were given probability tasks consisting of sample space, probability of an event and probability comparison. The data analysis consisted of categorization, reduction, interpretation and conclusion. Credibility of data used time triangulation. The results was level of boy's probabilistic thinking in completing probability tasks indicated multistructural probabilistic thinking, while level of girl's probabilistic thinking in completing probability tasks indicated unistructural probabilistic thinking. The results indicated that level of boy's probabilistic thinking was higher than level of girl's probabilistic thinking. The results could contribute to curriculum developer in developing probability learning goals for elementary school students. Indeed, teachers could teach probability with regarding gender difference.

  3. Why Do Students Have Difficulties Completing Homework? The Need for Homework Management

    Science.gov (United States)

    Xu, Jianzhong

    2013-01-01

    Homework is a common and widespread educational activity. Yet, as homework often takes place amidst the pull of more attractive and competing after-school activities, doing homework presents multiple challenges for many students, even for those students who find their assignments meaningful and interesting. In this article, I first examine five…

  4. ADHD Coaching with College Students: Exploring the Processes Involved in Motivation and Goal Completion

    Science.gov (United States)

    Prevatt, Frances; Smith, Shannon M.; Diers, Sarah; Marshall, Diana; Coleman, Jennifer; Valler, Emilee; Miller, Nathan

    2017-01-01

    College students with attention-deficit/hyperactivity disorder (ADHD) often experience increased academic difficulties, which can negatively impact graduation rates, employment, self-esteem, and mental health. ADHD coaching assists students with ADHD to reduce such difficulties. The present study evaluated the processes involved in ADHD coaching…

  5. Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

    Science.gov (United States)

    Mechling, Linda C.; Gast, David L.; Seid, Nicole H.

    2009-01-01

    In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its…

  6. The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

    Science.gov (United States)

    Mayasari, F.; Raharjo; Supardi, Z. A. I.

    2018-01-01

    This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

  7. Impact of Delivery Modality, Student GPA, and Time-Lapse since High School on Successful Completion of College-Level Math after Taking Developmental Math

    Science.gov (United States)

    Acosta, Diane; North, Teresa Lynn; Avella, John

    2016-01-01

    This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College…

  8. Using Online Blogs to Develop Student Teachers' Behaviour Management Approaches

    Science.gov (United States)

    Reupert, Andrea; Dalgarno, Barney

    2011-01-01

    This paper reports on a study involving 74 third and 17 fourth year student teachers enrolled in a Bachelor of Education (Primary) course at an Australian regional, multi-campus university. These pre-service primary teachers completed the single semester, compulsory subject Managing the Learning Environment, which involves the application of…

  9. SetonWorldWide: A Case Study of Student Success

    Science.gov (United States)

    DiSalvio, Philip

    2009-01-01

    This case study offers a strategic model of methods and services resulting in relatively high student success rates as defined by course completion of introductory first and second semester online courses. This strategic model is presented in the context of Sloan-C's "Five Pillars of Quality Online Education."

  10. What Do Students Really Do in Learning Groups

    Science.gov (United States)

    Considine, Jennifer R.

    2013-01-01

    This article describes an activity in which upon completion of this semester-long project, students should be able to: analyze and reflect upon their own communication behaviors in a group setting, and explain the importance of examining actual communication practices as opposed to retrospective self-report of communication practices. This project…

  11. Evaluating Augmented Reality to Complete a Chain Task for Elementary Students with Autism

    Science.gov (United States)

    Cihak, David F.; Moore, Eric J.; Wright, Rachel E.; McMahon, Don D.; Gibbons, Melinda M.; Smith, Cate

    2016-01-01

    The purpose of this study was to examine the effects of augmented reality to teach a chain task to three elementary-age students with autism spectrum disorders (ASDs). Augmented reality blends digital information within the real world. This study used a marker-based augmented reality picture prompt to trigger a video model clip of a student…

  12. International Students' Motivation to Pursue and Complete a Ph.D. in the U.S.

    Science.gov (United States)

    Zhou, Ji

    2015-01-01

    This study explores what motivates 19 international students to pursue a Ph.D. at a public research university in the U.S. and, more importantly, what motivates them to persist despite unsatisfying socialization. Based on value-expectancy achievement motivation theory, four motivations emerged: intrinsic interest in research, intrinsic interest in…

  13. A Study of Student Completion Strategies in a Likert-Type Course Evaluation Survey

    Science.gov (United States)

    Gee, Nick

    2017-01-01

    This article investigates the motivations and strategies employed by respondents to a Likert-style course evaluation at a UK university. These attitude surveys, generating large amounts of quantitative data, are commonly used in quality assurance procedures across UK higher education institutions. Similar student survey results are now scrutinised…

  14. SSR: Its Effects on Students' Reading Habits after They Complete the Program.

    Science.gov (United States)

    Wiesendanger, Katherine D.; Bader, Lois

    1989-01-01

    Studies the effect of sustained silent reading (SSR) on recreational reading habits after termination of instruction. Finds that SSR students read more than those not in the program, and that SSR has no impact on above average readers, great impact on average readers, and little impact on below average readers. (RS)

  15. Predictive factors of premedical student retention and degree completion within a private undergraduate university

    Science.gov (United States)

    Carter, Frances E.

    Undergraduate retention and eventual graduation is of paramount importance to universities globally. Approximately 58% of students who began their college career at a four-year institution with the intention of receiving a bachelor's degree actually received that degree in a 6-year timeframe, according to the National Center for Education Statistics (NCES) annual report The Condition of Education 2009 (Planty, 2009). In certain subgroups of the undergraduate population, this graduation rate is even lower. This dissertation presents research into the academic integration of students in premedical programs subgroup based on Vincent Tinto's Integrationist Model of Student Departure. Pre-entry factors of interest for this study included incoming high school grade point average (GPA), incoming SAT total test scores, while post-matriculation factors included grade in organic chemistry, and the initial calculus course taken. A sample of 519 students from a private coeducational institution in the southeastern United States was examined. A logistic regression was performed to determine the effect of high school GPA, SAT total scores, organic chemistry grades, and calculus-readiness on graduation. A significant regression equation was found. The findings suggest that of the four predictor variables, high school GPA and organic chemistry grade were the only variables that showed significant predictive ability based on a significance level of p < .05. Further research should involve the examination of additional indicators of academic integration as well as information on the social integration of the student. Additionally, institutional leaders should continue to evaluate the premedical curriculum based on potential changes in medical school requirements.

  16. The Effect of Emotional Intelligence on Program Completion among Adult Basic Education Students

    Science.gov (United States)

    Batiste, Mildred M.

    2014-01-01

    Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual's ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been…

  17. Overseas Student Teaching and National Identity: Why Go Somewhere You Feel Completely Comfortable?

    Science.gov (United States)

    Doppen, Frans H.

    2010-01-01

    One of the major goals of teacher education programs is to prepare globally competent teachers who hold inspiring dreams for the future and who contribute to the betterment of our world and planet (Cushner & Brennan, 2007). This study presents the emerging perceptions of national identity held by preservice teachers who completed their student…

  18. The Use of Gap Analysis to Increase Student Completion Rates at Travelor Adult School

    Science.gov (United States)

    Gil, Blanca Estela

    2013-01-01

    This project applied the gap analysis problem-solving framework (Clark & Estes, 2008) in order to help develop strategies to increase completion rates at Travelor Adult School. The purpose of the study was to identify whether the knowledge, motivation and organization barriers were contributing to the identified gap. A mixed method approached…

  19. Web-Enhanced General Chemistry Increases Student Completion Rates, Success, and Satisfaction

    Science.gov (United States)

    Amaral, Katie E.; Shank, John D.; Shibley, Ivan A., Jr.; Shibley, Lisa R.

    2013-01-01

    General Chemistry I historically had one of the highest failure and withdrawal rates at Penn State Berks, a four-year college within the Penn State system. The course was completely redesigned to incorporate more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system…

  20. A study of empathy decline in physician assistant students at completion of first didactic year.

    Science.gov (United States)

    Mandel, Ellen D; Schweinle, William E

    2012-01-01

    This research investigated empathy trends among physician assistant (PA) students through their education and included gender differences and specialty job interest. This research partially replicates similar studies of medical and other health professions students. The Jefferson Scale on Physician Empathy (SPE) was administered to PA students three times: (1) during matriculation, (2) near the end of their didactic training and (3) during their clinical education phase. Data were analyzed using both parametric (ANOVA) and nonparametric (binomial) methods. A total of 328 survey responses (270 females, 57 males, and one nonindicator) from the graduating classes of 2009 through 2014 at a northeastern university were collected and analyzed. Reliability for the JSPE was .80 (Cronbach) in this sample. Sixty-two percent had lower median JSPE empathy scores toward the end of their didactic training than at the time of matriculation (P = .0001), while the difference between empathy scores from years two and three was not significant (P = .37). Women were significantly more empathetic (mean = 5.05) at the time of matriculation than men (mean = 4.70, P = .0003), while both genders appeared to lose empathy in a parallel fashion during didactic training (P = .76). There was no association between empathy scores and prospective job category interest. These findings illustrate a decline in empathy among both genders during PA training, similar to other health care providers' educations, and support the need for further conversation regarding a role for empathy assessment and curricula in PA education.

  1. GLORIOUS DISCOURSES AND COMPLETE IGNORANCE: STUDENT PERCEPTION ON CANTEMIR’S WORK

    Directory of Open Access Journals (Sweden)

    Maria CERNAT

    2014-05-01

    Full Text Available Although the works of Dimitrie Cantemir and his son Antiloh are consideed among the most important in the fields of history and litterature, nowadays it is hard to find a research initiative or a research program specialized in the study of Dimitrie Cantemir’s work. It is the indisputable merit of a Romanian born historian like Stefan Lemny to offer a very complex and profound account on the life and work of Dimitrie and Antioh Cantemir. But, like other remarkable efforts, this is an individual research. It is my intention to focus on the recent works regarding the life and work of Dimitrie Cantemir in order to prove that beside the moments of celebration there is little or no interest in the work of this remarkable Romanian intellectual. I parallel this situation with the information students have on Dimitrie Cantemir. In the first section of my article I shall focus on how much information on Cantemir do our students rely have. Thus I shall make an empirical research questioning the students of the first year on the most common facts about Cantemir’s work and life. In the second section of my article, I shall try to answer questions like how many volumes having as main subject matter the works of Cantemir have been published recently. In what branches of science the works of Cantemir have been mostly analyzed? What is the ratio between the works concerning his personality and those concerning specific topics in specific works of Dimitrie Cantemir.

  2. Do different medical curricula influence self-assessed clinical thinking of students?

    Science.gov (United States)

    Gehlhar, Kirsten; Klimke-Jung, Kathrin; Stosch, Christoph; Fischer, Martin R

    2014-01-01

    As a fundamental element of medical practice, clinical reasoning should be cultivated in courses of study in human medicine. To date, however, no conclusive evidence has been offered as to what forms of teaching and learning are most effective in achieving this goal. The Diagnostic Thinking Inventory (DTI) was developed as a means of measuring knowledge-unrelated components of clinical reasoning. The present pilot study examines the adequacy of this instrument in measuring differences in the clinical reasoning of students in varying stages of education in three curricula of medical studies. The Diagnostic Thinking Inventory (DTI) comprises 41 items in two subscales ("Flexibility in Thinking" and "Structure of Knowledge in Memory"). Each item contains a statement or finding concerning clinical reasoning in the form of a stem under which a 6-point scale presents opposing conclusions. The subjects are asked to assess their clinical thinking within this range. The German-language version of the DTI was completed by 247 student volunteers from three schools and varying clinical semesters. In a quasi-experimental design, 219 subjects from traditional and model courses of study in the German state of North Rhine-Westphalia took part. Specifically, these were 5(th), 6(th) and 8(th) semester students from the model course of study at Witten/Herdecke University (W/HU), from the model (7(th) and 9(th) semester) and traditional (7(th) semester) courses of study at the Ruhr University Bochum (RUB) and from the model course of study (9(th) semester) at the University of Cologne (UoC). The data retrieved were quantitatively assessed. The reliability of the questionnaire in its entirety was good (Cronbach's alpha between 0.71 and 0.83); the reliability of the subscales ranged between 0.49 and 0.75. The different groups were compared using the Mann-Whitney test, revealing significant differences among semester cohorts within a school as well as between students from similar

  3. 3rd Semester and Master’s Thesis Ideas 2011

    DEFF Research Database (Denmark)

    The report contain a list of project ideas proposed by the scientific staff at the Department of Civil Engineering, Aalborg University, and a number of companies. Most of the project ideas in this catalogue may form the basis for long and short candidate projects as well as regular 3rd semester...

  4. 3rd Semester and Master’s Thesis Ideas 2012

    DEFF Research Database (Denmark)

    Clausen, Johan

    The report contain a list of project ideas proposed by the scientific staff at the Department of Civil Engineering, Aalborg University, and a number of companies. Most of the project ideas in this catalogue may form the basis for long and short candidate projects as well as regular 3rd semester...

  5. Distance education in dental hygiene bachelor of science degree completion programs: As perceived by students and faculty

    Science.gov (United States)

    Tsokris, Maureen

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took their core BS dental hygiene (BSDH) courses completely online were compared and contrasted with the perceptions of dental hygiene students who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. Furthermore, this study compared and contrasted the perceptions of faculty on these same four dimensions based on the position held by the faculty member and the course format they are teaching in: online or a combination of online and a traditional face-to-face classroom setting. This study revealed several important differences and similarities between students who had taken their courses online and those who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. The results showed students who had taken their courses online described factors related to the instructor as important to the quality of the learning experience such as: the experience and qualifications of the professor, the examples they provided and the instructors prompt response to questions. Students who had taken courses in both formats described factors related to the amount of effort they put into the course, their classmates' preparedness, the course materials and assignments as important to the quality of the learning experience. Although students who completed courses online reported difficulty participating in group activities, they were more positive regarding the level of interaction they experienced with their classmates online Findings indicated students who had taken their courses in both formats would have liked more opportunities to interact

  6. Does the Arrangement of Embedded Text versus Linked Text in Homework Systems Make a Difference in Students Impressions, Attitudes, and Perceived Learning?

    Science.gov (United States)

    Zumalt, Caitlin J.; Williamson, Vickie M.

    2016-01-01

    Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question…

  7. An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

    Science.gov (United States)

    Arra, Christopher T.

    2010-01-01

    The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

  8. Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.

    Science.gov (United States)

    McAuley, James W; Backo, Jennifer Lynn; Sobota, Kristen Finley; Metzger, Anne H; Ulbrich, Timothy

    To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process. Copyright © 2016 Elsevier Inc. All rights reserved.

  9. IMPROVING THE ELASTICITY OF HIP MUSCLES AMONG THE POPULATION OF DEBRECEN UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Agnes Nagy

    2011-06-01

    Full Text Available Decreasing tendency of daily physical activity can be observed in the population of Debrecen University students. We started a physical education at the University of Debrecen which was called spine gymnastic. At the beginning of the semester we surveyed the health status and the health behaviour of the students focused on physical activity. The elasticity of hip muscles was also measured at the beginning and the end of the semester. After completing a 14-week spine gymnastic course, which included auto stretching and strengthening exercises, we found that all measured hip muscles improved.

  10. Failure of college students to complete an online alcohol education course as a predictor of high-risk drinking that requires medical attention.

    Science.gov (United States)

    Abrams, Gina Baral; Kolligian, John; Mills, Douglas Lane; DeJong, William

    2011-11-01

    AlcoholEdu® for College and other computer-based education programs have been developed to reduce alcohol use and related problems among students. This study investigated whether the failure of incoming first-year students to complete AlcoholEdu predicts future high-risk drinking that requires medical attention. A review of clinical records kept by a single university's health service identified 684 undergraduates (classes of 2007-2011) who had presented for an alcohol event (September 2003 through June 2008). We used survival analysis to determine whether students who partially completed the course or failed to take it were disproportionately represented among student patients who presented with elevated blood alcohol concentration (BAC). Students who failed to take the online course were 4.64 times more likely than those who completed it to experience an alcohol event (p students who had partially completed the course were 1.52 times more likely (p alcohol education and gender were not significantly related to students' measured BAC level. Students who had completed AlcoholEdu were less likely to present for an alcohol event than were students who partially completed or failed to take the course. Campus administrators should consider whether students who fail to complete an online alcohol course should be flagged for more focused interventions (e.g., brief motivational interview, mandatory education classes). This is the first study to show a relationship between first-year college students' non-completion of an online alcohol course and subsequent high-risk drinking that requires medical attention.

  11. Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

    Science.gov (United States)

    Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

    2012-01-01

    The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

  12. Accounting for Non-Accounting Students: What Affects Their Performance?

    OpenAIRE

    Suhaiza Ismail; Nurkamariah Kasim

    2012-01-01

    This study aims to examine the factors affecting the examination performance of non-accounting students in completing an accounting course, that is, Management Accounting. A questionnaire survey was administered to a total of 147 non-accounting students who enrolled in a Management Accounting course for a semester. The factors considered are gender, prior academic performance, year of study and learning approaches adopted which include deep, surface and strategic approaches. Using multiple re...

  13. USING THINK-PAIR-SHARE TO IMPROVE SPEAKING ACHIEVEMENT OF THE SECOND SEMESTER ENGLISH STUDY PROGRAM OF TRIDINANTI UNIVERSITY PALEMBANG

    Directory of Open Access Journals (Sweden)

    Jenny Elvinna Manurung

    2017-09-01

    Full Text Available The study aimed at improving the speaking achievement of the second semester students of Tridinanti Palembang by using Think-Pair-Share strategy (TPR. This study was an action research study. The steps in conducting the study were planning, actions and observation of action and reflections. The population of the study was all of the second semester students of Tridinanti University in the academic year 2016/2017. The sample used one class (10students. The data collections used by the researcher were tests and observation. The learning improvement indicators included in two things; (1 learning achievement, (2 teaching and learning process. In the study, the implementation was conducted into two cycles. The results showed that the average score of students’ speaking achievement was 66 in cycle I and the observation result was 62.82. The result had not been reached the target yet that was >70. At least more than 85% students could achieve the score above 70. Thus, cycle II was necessary to be implemented. In cycle II, the average score of speaking test was 81and the observation result was 81.06. The students had reached the target and the cycle was stopped. In conclusion, the implementation of TPR had brought significant improvement to the students’ speaking achievement.

  14. The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade

    Directory of Open Access Journals (Sweden)

    Endik Deni Nugroho

    2017-07-01

    Full Text Available Based on the early observation by researchers of the two Science textbooks 7thGrade about biological material, 1stand 2ndsemester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.

  15. Third Semester and Master’s Thesis Ideas 2017

    DEFF Research Database (Denmark)

    The following pages contain a list of project ideas proposed by the scientific staff at the Department of Civil Engineering, Aalborg University, and a number of companies. The project ideas in this catalogue may form the basis for long and short master projects as well as regular 3rd semester...... as supervisors. Questions regarding details about each proposed project should be directed at the contact persons. The contact details can be found via a person search on the university home page. Furthermore, other ideas for projects may be discussed with a potential supervisor. In this aspect the proposals...

  16. Opinions of Students Completing Master Thesis in Turkish Education Field about Academic Writing and Thesis Formation Process

    Directory of Open Access Journals (Sweden)

    Mustafa Onur KAN

    2016-12-01

    Full Text Available The overall aim of this research is to evaluate opinions of students completing master thesis in the field of Turkish education about academic writing and process of forming thesis. The study has been devised using phenomenological design within the qualitative research methods. The study group of research is consisted of 9 participants completed master thesis in the field of Turkish education at Mustafa Kemal University Instıtute of Social Sciences in 2015. In this study, semi-structured interview form developed by the researcher was used to collect data. In order to ensure the reliability of the scope and structure, table of specification was constituted and expert views were consulted. For analyzing data descriptive analysis method was used. According to results of the research, it was obtained that participants experience various diffuculties in writing the basic sections of the thesis. In addition, it was seen that participants can not benefit enough from the studies written in foreign language. Participants reported that they find themselves more enough about academic writing and process of forming thesis after postgraduate education, but also they stated that academic writing courses should take part in program.

  17. Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public High Schools. REL 2018-289

    Science.gov (United States)

    Stoker, Ginger; Mellor, Lynn; Sullivan, Kate

    2018-01-01

    This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the time when Texas students, beginning with the 2007/08 grade 9 cohort, were required to take four courses each in English, math (including Algebra II), science, and social studies (called the…

  18. Improving the Comprehension of Students with Significant Developmental Disabilities: Systematic Instruction on the Steps for Completing and Using a Graphic Organizer

    Science.gov (United States)

    Britt, Alexander P.

    2015-01-01

    A single-subject, multiple-baseline across participants design was used to examine the functional relation between systematic instruction and the ability to complete a graphic organizer and recall facts about informational texts by students with significant development disabilities. Four high school students enrolled in an adapted academic program…

  19. A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program. Year 2 Report.

    Science.gov (United States)

    Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

    A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…

  20. A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program. Year Summary Report.

    Science.gov (United States)

    Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

    A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…

  1. Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation

    Science.gov (United States)

    D'Lima, Gabrielle Maria; Winsler, Adam; Kitsantas, Anastasia

    2014-01-01

    Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students…

  2. Optimal Strategy in the "Price Is Right" Showcase Showdown: A Module for Students of Calculus and Probability

    Science.gov (United States)

    Swenson, Daniel

    2015-01-01

    We walk through a module intended for undergraduates in mathematics, with the focus of finding the best strategies for competing in the Showcase Showdown on the game show "The Price Is Right." Students should have completed one semester of calculus, as well as some probability. We also give numerous suggestions for further questions that…

  3. Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

    2015-05-25

    To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

  4. AN ANALYSIS OF STUDENTS’ SPEAKING ABILITY IN ENGLISH CONVERSATION CLUB (ECC PROGRAM AT THE 3rd SEMESTER

    Directory of Open Access Journals (Sweden)

    M. Fadhly Farhy Abbas

    2017-07-01

    Full Text Available This research is based on students’ speaking ability who had followed the EnglishConversation Club (ECC program especially for the third semester of English Department. Thepurpose of this study was to analyze the students’ speaking ability at the 3rd semester in the EnglishConversation Club FKIP UNILAK Pekanbaru. The type of the research was mixed method in typeof explanatory design. The number of participant was 53 students. The researcher used twoinstruments, those were test and interview. In analyzing the data, it used in descriptive statistics.The result of the analysis showed that the average score of 3rd semester students’ speaking abilitywas 45.42. It can be concluded that the students’ speaking ability was categorized into failed . Thescore of Standard Deviation was 7.02, Variance was 49.30, and Range was 36 points . It meansthat the students’ speaking ability was homogeneous. According to the Z-Score, it can be seen that49.06% students’ ability was higher than average and 50.94% students ability was below theaverage. In conclusion, the students’ ability in learning speaking English was failed, it had beenaffected by some factors, those were lack of vocabulary, grammar and motivation. It was supportedby the interview, eventhough the students’ perception to English Conversation Club (ECCprogram was positive, but in fact, the students’ frequency to speak English was seldom, they wereless practice speaking English everyday.Keywords : Speaking , English Conversation Club (ECC

  5. The relationship between teacher burnout and student motivation.

    Science.gov (United States)

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

    2015-12-01

    Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being. This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers' burnout and students' autonomous motivation over one-semester physical education classes. A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Students and physical education teachers completed questionnaires assessing relevant psychological constructs. There were two time points for collecting students' data. One was at the beginning of a fall semester, and the other was at the end of that semester. Hierarchical linear modelling analyses were conducted. It was revealed that teachers' emotional exhaustion was negatively related to students' perceived teacher autonomy support (TAS); in turn, there was a negative relationship between teachers' feeling of depersonalization and students' autonomous motivation development even when controlling for inadequate TAS. The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation. © 2015 The British Psychological Society.

  6. Student-Centered Instruction in a Theoretical Statistics Course

    Science.gov (United States)

    Bates Prins, Samantha C.

    2009-01-01

    This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…

  7. Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty

    Science.gov (United States)

    Lark, Adam

    Scientific Community Laboratories, developed by The University of Maryland, have shown initial promise as laboratories meant to emulate the practice of doing physics. These laboratories have been re-created by incorporating their design elements with the University of Toledo course structure and resources. The laboratories have been titled the Scientific Learning Community (SLC) Laboratories. A comparative study between these SLC laboratories and the University of Toledo physics department's traditional laboratories was executed during the fall 2012 semester on first semester calculus-based physics students. Three tests were executed as pre-test and post-tests to capture the change in students' concept knowledge, attitudes, and understanding of uncertainty. The Force Concept Inventory (FCI) was used to evaluate students' conceptual changes through the semester and average normalized gains were compared between both traditional and SLC laboratories. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was conducted to elucidate students' change in attitudes through the course of each laboratory. Finally, interviews regarding data analysis and uncertainty were transcribed and coded to track changes in the way students understand uncertainty and data analysis in experimental physics after their participation in both laboratory type. Students in the SLC laboratories showed a notable an increase conceptual knowledge and attitudes when compared to traditional laboratories. SLC students' understanding of uncertainty showed most improvement, diverging completely from students in the traditional laboratories, who declined throughout the semester.

  8. Dealing with Complex and Ill-Structured Problems: Results of a Plan-Do-Check-Act Experiment in a Business Engineering Semester

    Science.gov (United States)

    Riis, Jens Ove; Achenbach, Marlies; Israelsen, Poul; Kyvsgaard Hansen, Poul; Johansen, John; Deuse, Jochen

    2017-01-01

    Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training students in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning…

  9. Understanding student early departure from a Master of Public Health programme in South Africa

    Directory of Open Access Journals (Sweden)

    T Dlungwane

    2017-10-01

    Full Text Available Background. Student departure from university without completing a qualification is a major concern in higher education. Higher Education South Africa reported that in undergraduate studies, 35% of students depart after the first year and only 15% of students who enrol complete their degree within the minimum permissible time. At postgraduate level, the departure from Masters programmes in South Africa (SA ranged from 30% to 67% in 2010. Early departure refers to students who leave an academic programme within the first semester of commencing their studies. At one SA university, there were a total of 109 first-time Master of Public Health (MPH student registrations in 2013 and 2014. By the end of the first semester in the respective years, a total of 27 students actively deregistered from the programme and 11 students did not sit the first-semester examinations, representing an aggregate 35% rate of early departure. The factors associated with early departure at the University of KwaZulu-Natal are not well understood. Objective. To understand factors associated with early departure in the MPH programme at the University of KwaZulu-Natal. Method. A mixed-methods design was implemented. Students who departed within the first semester of commencing the MPH programme in 2013/2014 were followed up. Data were collected using self-administered questionnaires and in-depth interviews. Results. Failure to balance work and academic obligations with poor time management, stress and academic demands related to the programme, and insufficient academic progress were found to be associated with student early departure from the MPH programme. Conclusion. Student early departure from the MPH programme was influenced by multifaceted factors. Senior students can mentor new students as early as possible in their programme. The orientation block should include development activities such as time management, stress management and effective study skills to assist

  10. Factors Influencing Academic Performance of Students Enrolled in a Lower Division Cell Biology Core Course

    Science.gov (United States)

    Soto, Julio G.; Anand, Sulekha

    2009-01-01

    Students' performance in two semesters of our Cell Biology course was examined for this study. Teaching strategies, behaviors, and pre-course variables were analyzed with respect to students' performance. Pre-semester and post-semester surveys were administered to ascertain students' perceptions about class difficulty, amount of study and effort…

  11. Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

    Science.gov (United States)

    Sole, M L; Lindquist, M

    2001-01-01

    Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

  12. Some participants may be better than others: sustained attention and motivation are higher early in semester.

    Science.gov (United States)

    Nicholls, Michael E R; Loveless, Kellie M; Thomas, Nicole A; Loetscher, Tobias; Churches, Owen

    2015-01-01

    Many studies use multiexperiment designs where experiments are carried out at different times of semester. When comparing between experiments, the data may be confounded by between-participants effects related to motivation. Research indicates that course-credit participants who engage in research early in semester have different personality and performance characteristics compared to those tested late in semester. This study examined whether the semester effect is caused by internal (inherent motivation of the participant) or external (looming exams, essays) factors. To do this, sustained attention and intrinsic/extrinsic motivation was measured in groups of course-credit (n = 40) and paid (n = 40) participants early and late in semester. While there was no difference in sustained attention between the groups early in semester, the course-credit group performed significantly worse late in semester. The course-credit group also showed a significant decrease in intrinsic motivation with time whereas the paid participants showed no change. Because changes were not seen for both groups, the semester difference cannot be due to external factors. Instead, the data demonstrate that course-credit participants who engage early have high sustained attention and intrinsic motivation compared to their late counterparts, who leave their participation to the last minute. Researchers who use multiexperimental designs across semester need to control for these effects--perhaps by using paid participants who do not vary across semester.

  13. Perfectionism, Stress, and Social (Dis)Connection: A Short-Term Study of Hopelessness, Depression, and Academic Adjustment among Honors Students

    Science.gov (United States)

    Rice, Kenneth G.; Leever, Brooke A.; Christopher, John; Porter, J. Diane

    2006-01-01

    This study tested models of perfectionism predicting psychological distress and academic adjustment and moderators and mediators of those associations in 2 successive cohorts of high-achieving university honors students (N = 499). Participants completed measures earl and late in the semester. Adaptive (high standards) and maladaptive…

  14. Analyzing Student Aid Packaging To Improve Low-Income and Minority Student Access, Retention and Degree Completion. AIR 1999 Annual Forum Paper.

    Science.gov (United States)

    Fenske, Robert H.; Porter, John D.; DuBrock, Caryl P.

    This study examined the persistence of and financial aid to needy students, underrepresented minority students, and women students, especially those majoring in science, engineering, and mathematics at a large public research university. An institutional student tracking and student financial aid database was used to follow four freshmen cohorts…

  15. A one-semester course in modeling of VSLI interconnections

    CERN Document Server

    Goel, Ashok

    2015-01-01

    Quantitative understanding of the parasitic capacitances and inductances, and the resultant propagation delays and crosstalk phenomena associated with the metallic interconnections on the very large scale integrated (VLSI) circuits has become extremely important for the optimum design of the state-of-the-art integrated circuits. More than 65 percent of the delays on the integrated circuit chip occur in the interconnections and not in the transistors on the chip. Mathematical techniques to model the parasitic capacitances, inductances, propagation delays, crosstalk noise, and electromigration-induced failure associated with the interconnections in the realistic high-density environment on a chip will be discussed. A One-Semester Course in Modeling of VLSI Interconnections also includes an overview of the future interconnection technologies for the nanotechnology circuits.

  16. A quantitative analysis of factors that influence and predict students' intention to major in and complete an undergraduate program in STEM or non-STEM

    Science.gov (United States)

    Yang, Xuemei

    2005-11-01

    The goal of this study was to explore and understand the factors that influence students' intention to major in and complete an undergraduate program in a science, technology, engineering, or mathematics (STEM) discipline, in a non-STEM field, and how students' gender directly and indirectly affects their success in college. A quantitative study of three thousand four (3004) ACT-tested students who entered a Midwestern, land-grant university as freshmen in fall, 1999 was conducted based on their ACT Assessment information and their enrollment and graduation status after five years. A wide variety of variables were considered and logistic regression, factor analysis, and path analysis were used to analyze the data. The results show that students who intended to major in or completed STEM programs generally have better academic qualifications than their counterparts who intended to major in non-STEM fields. Students who intended to major in or completed STEM programs came from lower income families and smaller communities than those who intended to major in or graduated from non-STEM programs. In this study, gender's direct effect on students' college achievement is eleven times the total of gender's indirect effects through several major factors for students in both STEM fields and non-STEM fields. Perhaps nature has favored females when students' achievement is measured as their college GPA. The results also show that the overall high dropout rate is strongly associated with students' inadequate preparation in high school and family income. Out-of-school accomplishment in community service is a negative influence on their completion of a college degree. ACT scores are not necessary for prediction of college graduation.

  17. GANGGUAN CEMAS PADA MAHASISWA SEMESTER I DAN VII PROGRAM STUDI PENDIDIKAN DOKTER FAKULTAS KEDOKTERAN UNIVERSITAS UDAYANA

    Directory of Open Access Journals (Sweden)

    Dyah Chandratika

    2015-05-01

    Full Text Available Penting untuk dilakukan penelitian mengenai gangguan cemas pada mahasiswa kedokteran karena tingginya tingkat stres mahasiswa terutama pada tahun pertama perkuliahan. Tujuan penelitian ini adalah untuk mengetahui prevalensi dan perbedaan skor  gangguan  cemas  pada mahasiswa  semester  I dan  VII serta untuk  mengetahui perbedaan skor gangguan cemas antara mahasiswa laki-laki dan perempuan di Fakultas Kedokteran Universitas Udayana. Desain penelitian ini adalah cross sectional analitik. Pengambilan sampel dilakukan secara random sampling. Sampel mengisi identitas, kuesioner L-MMPI, kuesioner Hamilton Anxiety Rating Scale (HARS. Kemudian dihitung prevalensi gangguan cemas tiap kelompok serta data dianalisis menggunakan uji t-independen. Terdapat 15 orang (25,0% mahasiswa semester I dan 7 orang (11,7% mahasiswa semester VII yang mengalami gangguan cemas. Dari hasil uji t-independen antara skor gangguan cemas mahasiswa semester I dan VII diperoleh nilai p = 0,001 (<0,05. Sedangkan diperoleh p = 0,080 antara mahasiswa laki-laki dan perempuan pada semester I dan p = 0,744 antara mahasiswa laki-laki dan perempuan pada semester VII. Prevalensi gangguan cemas pada mahasiswa semester I yaitu 25,0% sedangkan 11,7% pada mahasiswa semester VII. Terdapat perbedaan bermakna antara skor gangguan cemas mahasiswa semester I dan VII. Tidak ditemukan perbedaan bermakna skor gangguan cemas antara laki-laki dan perempuan.   

  18. Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication.

    Science.gov (United States)

    Fayaz, Amir; Mazahery, Azita; Hosseinzadeh, Mohammad; Yazdanpanah, Samane

    2015-03-01

    Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.

  19. The Relationship between the Employment of Part-Time Faculty and Student Degree and/or Certificate Completion in Two-Year Community Colleges

    Science.gov (United States)

    Yu, Hongwei; Campbell, Dale; Mendoza, Pilar

    2015-01-01

    Prior research studies associated the employment of part-time faculty with student degree and/or certificate completion (Benjamin, 2002; Ehrenberg & Zhang, 2005; Jacoby, 2006; Leslie & Gappa, 2002; Umbach, 2008; Umbach & Wawrzynski, 2005). To date, institutional-level data have been utilized to investigate whether such employment…

  20. The Effects of a Self-Monitoring Package on Homework Completion and Accuracy of Students with Disabilities in an Inclusive General Education Classroom

    Science.gov (United States)

    Falkenberg, Carol Ann; Barbetta, Patricia M.

    2013-01-01

    This study used a multiple baseline design across subjects to investigate the effects of a self-monitoring package on the math and spelling homework completion and accuracy rates of four fourth-grade students (two boys and two girls) with disabilities in an inclusive general education classroom. Throughout baseline and intervention, participants…

  1. The current status of education and career paths of students after completion of medical physicist programs in Japan: a survey by the Japanese Board for Medical Physicist Qualification.

    Science.gov (United States)

    Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Yamada, Syogo

    2015-07-01

    To standardize educational programs and clinical training for medical physics students, the Japanese Board for Medical Physicist Qualification (JBMP) began to accredit master's, doctorate, and residency programs for medical physicists in 2012. At present, 16 universities accredited by the JBMP offer 22 courses. In this study, we aimed to survey the current status of educational programs and career paths of students after completion of the medical physicist program in Japan. A questionnaire was sent in August 2014 to 32 universities offering medical physicist programs. The questionnaire was created and organized by the educational course certification committee of the JBMP and comprised two sections: the first collected information about the university attended, and the second collected information about characteristics and career paths of students after completion of medical physicist programs from 2008 to 2014. Thirty universities (16 accredited and 14 non-accredited) completed the survey (response rate 94 %). A total of 209, 40, and 3 students graduated from the master's, doctorate, and residency programs, respectively. Undergraduates entered the medical physicist program constantly, indicating an interest in medical physics among undergraduates. A large percentage of the students held a bachelor's degree in radiological technology (master's program 94 %; doctorate program 70 %); graduates obtained a national radiological technologist license. Regarding career paths, although the number of the graduates who work as medical physicist remains low, 7 % with a master's degree and 50 % with a doctorate degree worked as medical physicists. Our results could be helpful for improving the medical physicist program in Japan.

  2. Late Hebrew Immersion at Mt. Scopus College, Melbourne: Towards Complete Hebrew Fluency for Jewish Day School Students.

    Science.gov (United States)

    Lorch, S. C.; And Others

    1992-01-01

    This paper describes and evaluates a Hebrew immersion program for Jewish day school students at Mt. Scopus College in Melbourne, Australia. Specific sections address the following: (1) the first year; (2) the second year; (3) designing the evaluation of the program; (4) results of the evaluation (including academic outcomes, student and parent…

  3. Self-Reported Student Confidence in Troubleshooting Ability Increases after Completion of an Inquiry-Based PCR Practical

    Science.gov (United States)

    Cook, Anthony L.; Snow, Elizabeth T.; Binns, Henrica; Cook, Peta S.

    2015-01-01

    Inquiry-based learning (IBL) activities are complementary to the processes of laboratory discovery, as both are focused on producing new findings through research and inquiry. Here, we describe the results of student surveys taken pre- and postpractical to an IBL undergraduate practical on PCR. Our analysis focuses primarily student perceptions of…

  4. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

    Science.gov (United States)

    Pinney, Brian Robert John

    The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including

  5. Providing Students with Interdisciplinary Support to Improve Their Organic Chemistry Posters

    Science.gov (United States)

    Widanski, Bozena; Thompson, Jo Ann; Foran-Mulcahy, Katie; Abafo, Amy

    2016-01-01

    A two-semester-long interdisciplinary support effort to improve student posters in organic chemistry lab is described. In the first semester, students' literature search report is supported by a workshop conducted by an Instruction Librarian. During the subsequent semester, a second workshop is presented by the Instruction Librarian, an English…

  6. Writing throughout the Biochemistry Curriculum: Synergistic Inquiry-Based Writing Projects for Biochemistry Students

    Science.gov (United States)

    Mertz, Pamela; Streu, Craig

    2015-01-01

    This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant…

  7. Exercises in statistics for HA & HA(dat.) & BSc(B), 3rd semester

    DEFF Research Database (Denmark)

    The booklet contains excercises to be used for the tutorials related to the 3rd semester course in statistics on the bachelors progarmme at the Aarhus School of Business.......The booklet contains excercises to be used for the tutorials related to the 3rd semester course in statistics on the bachelors progarmme at the Aarhus School of Business....

  8. The European Project Semester at ISEP: The Challenge of Educating Global Engineers

    Science.gov (United States)

    Malheiro, Benedita; Silva, Manuel; Ribeiro, Maria Cristina; Guedes, Pedro; Ferreira, Paulo

    2015-01-01

    Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European…

  9. College cafeteria snack food purchases become less healthy with each passing week of the semester.

    Science.gov (United States)

    Wansink, Brian; Cao, Ying; Saini, Prerna; Shimizu, Mitsuru; Just, David R

    2013-07-01

    Snacks, stress and parties all contribute to the weight gain – the elusive ‘Freshman 15’ – that some college-goers unfortunately experience. The present study examines how a` la carte snack choice changes on a university campus during each progressing week of the academic calendar. How a` la carte snack choices change on a university campus with each progressing week of the academic calendar was examined. The data were collected from three large cafeterias (or dining halls) on Cornell University’s campus during four semesters (Fall 2006, Spring 2007, Fall 2007 and Spring 2008), for 18 weeks in each semester. After the a` la carte snack items were divided into healthy snacks and unhealthy snacks, the percentage share for each food category was calculated. Within each semester, the unhealthy snack food choices increased consistently by 0?4% per week (b50?00418, P,0?01). Furthermore, a sharp (8 %) increase occurred in the final two weeks of the semester. In contrast, healthy snack food choices decreased by almost 4% (b520?0408, P,0?01) in the final two weeks during the fall semester. These results demonstrate an increased demand for hedonic, or unhealthy, snack foods as the college semester progresses and in particular at the very end of the semester. To counter this tendency towards unhealthy snacking, cafeterias and stores should make extra effort to promote healthy alternatives during the later weeks of the semester.

  10. Many Labs 3 : Evaluating participant pool quality across the academic semester via replication

    NARCIS (Netherlands)

    Ebersole, Charles R.; Atherton, Olivia E.; Belanger, Aimee L.; Skulborstad, Hayley M.; Allen, Jill M.; Banks, Jonathan B.; Baranski, Erica; Bernstein, Michael J.; Bonfiglio, Diane B. V.; Boucher, Leanne; Brown, Elizabeth R.; Budiman, Nancy I.; Cairo, Athena H.; Capaldi, Colin A.; Chartier, Christopher R.; Chung, J.M.H.; Cicero, David C.; Coleman, Jennifer A.; Conway, John G.; Davis, William E.; Devos, Thierry; Fletcher, Melody M.; German, Komi; Grahe, Jon E.; Hermann, Anthony D.; Hicks, Joshua A.; Honeycutt, Nathan; Humphrey, Brandon; Janus, Matthew; Johnson, David J.; Joy-Gaba, Jennifer A.; Juzeler, Hannah; Keres, Ashley; Kinney, Diana; Kirshenbaum, Jacqeline; Klein, Richard A.; Lucas, Richard E.; Lustgraaf, Christopher J. N.; Martin, Daniel; Menon, Madhavi; Metzger, Mitchell; Moloney, Jaclyn M.; Morse, Patrick J.; Prislin, Radmila; Razza, Timothy; Re, Daniel E.; Rule, Nicholas O.; Sacco, Tdonald F.; Sauerberger, Kyle; Shrider, Emily; Shultz, Megan; Siemsen, Courtney; Sobocko, Karin; Sternglanz, R. Weylin; Summerville, Amy; Tskhay, Konstantin O.; van Allen, Zack; Vaughn, Leigh Ann; Walker, Ryan J.; Weinberg, Ashley; Wilson, John Paul; Wirth, James H.; Wortman, Jessica; Nosek, Brian A.

    2016-01-01

    The university participant pool is a key resource for behavioral research, and data quality is believed to vary over the course of the academic semester. This crowdsourced project examined time of semester variation in 10 known effects, 10 individual differences, and 3 data quality indicators over

  11. Semester-long inquiry-based molecular biology laboratory: Transcriptional regulation in yeast.

    Science.gov (United States)

    Oelkers, Peter M

    2017-03-04

    A single semester molecular biology laboratory has been developed in which students design and execute a project examining transcriptional regulation in Saccharomyces cerevisiae. Three weeks of planning are allocated to developing a hypothesis through literature searches and use of bioinformatics. Common experimental plans address a cell process and how three genes that encode for proteins involved in that process are transcriptionally regulated in response to changing environmental conditions. Planning includes designing oligonucleotides to amplify the putative promoters of the three genes of interest. After the PCR, each product is cloned proximal to β-galactosidase in a yeast reporter plasmid. Techniques used include agarose electrophoresis, extraction of DNA from agarose, plasmid purification from bacteria, restriction digestion, ligation, and bacterial transformation. This promoter/reporter plasmid is then transformed into yeast. Transformed yeast are cultured in conditions prescribed in the experimental design, lysed and β-galactosidase activity is measured. The course provides an independent research experience in a group setting. Notebooks are maintained on-line with regular feedback. Projects culminate with the presentation of a poster worth 60% of the grade. Over the last three years, about 65% of students met expectations for experimental design, data acquisition, and analysis. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):145-151, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

  12. Sleep bruxism, awake bruxism and sleep quality among Brazilian dental students: a cross-sectional study.

    Science.gov (United States)

    Serra-Negra, Júnia Maria; Scarpelli, Ana Carolina; Tirsa-Costa, Débora; Guimarães, Flávia Helena; Pordeus, Isabela Almeida; Paiva, Saul Martins

    2014-01-01

    The aim of the study was to evaluate the association of sleep bruxism, awake bruxism and sleep quality among dental students of the Federal University of Minas Gerais, Belo Horizonte, Brazil. A cross-sectional study was performed including 183 Brazilian dental students aged from 17 to 46 years old. The complete course curriculum consists of 9 semesters. Students enrolled in the first semester, the middle semester and the final semester of the course participated in the survey. The PSQI-BR (the Brazilian version of the Pittsburgh Sleep Questionnaire Index) was used for data collection. The PSQI-BR was distributed during lecture classes. Sleep bruxism and awake bruxism diagnosis was based on self-reported data. Descriptive analysis, Kruskal-Wallis, Mann-Whitney and Poisson regression with robust estimator were the statistical tests used. Sleep bruxism prevalence was 21.5% and awake bruxism prevalence was 36.5%. Sleep duration components were associated with sleep bruxism (PR=1.540; 95% CI: 1.00-2.37) and awake bruxism (PR=1.344; 95% CI: 1,008-1,790). There was an association between awake bruxism and habitual sleep efficiency component (PR=1.323; 95% CI: 1.03-1.70). Sleep disturbance component and awake bruxism were associated (PR=1.533; 95% CI: 1.03-2.27). Poor sleep quality was an important factor among dental students, who reported sleep bruxism as well as among those who presented awake bruxism.

  13. The Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

    Science.gov (United States)

    2015-02-17

    number of students into pursuing science and technology careers, it is important for physics educators to know how beneficial their pedagogical tools...essentially no effect on total exam scores. We assign homework because we expect there is a causative relationship between homework and learning. The...correlations in Fig. 2 and Fig. 3 suggest that this anticipated causative relationship shou ld be reevaluated for major segments of our student

  14. Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

    Science.gov (United States)

    Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

    2013-08-01

    Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

  15. Theories of the Universe: A One Semester Course for Honors Undergraduates

    Science.gov (United States)

    Dimmock, John O.; Adams, Mitzi; Sever, Tom

    1999-01-01

    For the last two years The University of Alabama in Huntsville (UAH) has delivered a one semester course entitled Theories of The Universe as a seminar for undergraduate honors students. The enrollment is limited to fifteen students to encourage a maximum amount of interaction and discussion. The course has been team-taught enlisting the support of four scientists from the NASA Marshall Space Flight Center as well as UAH faculty from the history, philosophy, biology and physics departments. The course mixes history, mythology, philosophy, religion, and, of course, science and astronomy. The course traces mankind's view of the universe and how that has changed from about 30,000 years BCE to the current observations and models. Starting with a brief history of mankind we trace the evolution of ideas including Prehistoric European, Babylonian, Egyptian, Asian, North, Central and South American, African, Chinese, Greek, Middle Ages, Copernican, Galileo, Kepler, the Renaissance and Enlightenment, Newton, Einstein, and Hawking etc. Namely, we try to touch on just about every different view to puzzles of quantum cosmology, missing mass and the cosmological constant. By the end of the course, students should have a good understanding of: (1) the human desire and need for understanding; (2) the interplay between observations, modeling and theory development, and the need for revisions based on further observations; (3) the role of developing technology in advancing knowledge; (4) the evolution of our views of the universe and our relation to it; and (5) where we are today in our quest. Students are required to write two term papers and present them to the class. The final exam is a open discussion on our views of what we have learned.

  16. A study of the effectiveness of a four semester preservice Secondary Science Teacher Education program regarding changes in teacher perceptions and practices

    Science.gov (United States)

    Yakar, Zeha

    The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher

  17. Perilaku Seksual Ditinjau Dari Pemahaman Konsep Reproduksi Manusia, Perhatian Orang Tua Dan Jenis Kelamin Siswa Kelas III Semester Gasal SMA Negeri 5 Surakarta Tahun Pelajaran 2004/2005 (Sexual Behaviour on 3rd Grade Student of Sman 5 Surakarta (Academic Year 2004-2005) in Perspectives of Their Understanding Toward Human Reproduction, Parental Cares and Sexes)

    OpenAIRE

    Santoso, Slamet

    2006-01-01

    The aims of this research are to know the influence of (1) human reproduction understanding (2) parental cares, (3) sexes and (4) interaction of each factor toward the sexual behavior of the students. The method used in this research was descriptive-quantitative method by expost facto. Research was carried out upon 3 rd grade students of SMA N 5 Surakarta as the population that sampled. The sampling technique used was random sampling technique which sampled 120 students. The data collected by...

  18. General chemistry: expanding the learning outcomes and promoting interdisciplinary connections through the use of a semester-long project.

    Science.gov (United States)

    Wenzel, Thomas J

    2006-01-01

    The laboratory component of a first-semester general chemistry course for science majors is described. The laboratory involves a semester-long project undertaken in a small-group format. Students are asked to examine whether plants grown in soil contaminated with lead take up more lead than those grown in uncontaminated soil. They are also asked to examine whether the acidity of the rainwater affects the amount of lead taken up by the plants. Groups are then given considerable independence in the design and implementation of the experiment. Once the seeds are planted, which takes about 4 wk into the term, several shorter experiments are integrated in before it is time to harvest and analyze the plants. The use of a project and small working groups allows for the development of a broader range of learning outcomes than occurs in a "traditional" general chemistry laboratory. The nature of these outcomes and some of the student responses to the laboratory experience are described. This particular project also works well at demonstrating the connections among chemistry, biology, geology, and environmental studies.

  19. Software Tools: A One-Semester Secondary School Computer Course.

    Science.gov (United States)

    Bromley, John; Lakatos, John

    1985-01-01

    Provides a course outline, describes equipment and teacher requirements, discusses student evaluation and course outcomes, and details the computer programs used in a high school course. The course is designed to teach students use of the microcomputer as a tool through hands-on experience with a variety of commercial software programs. (MBR)

  20. Information and Communication Technology Skills of Students Using the Distant Education Management System to Complete Their Theology Undergraduate Education

    Science.gov (United States)

    Yalman, Murat; Basaran, Bulent; Gonen, Selehattin

    2016-01-01

    Considering several variables, the present study aimed at examining the information and communication technology skills of university students taking their courses with the distant education system. In the study, the singular and relational survey model, one of general survey models, was used. The research sample was made up of 381 students…

  1. Optimizing Technical Education Pathways: Does Dual-Credit Course Completion Predict Students' College and Labor Market Success?

    Science.gov (United States)

    Phelps, L. Allen; Chan, Hsun-Yu

    2016-01-01

    Post-recession Federal policy initiatives, such as secondary/postsecondary career pathways and gainful employment higher education accountability standards, prioritize the alignment of education practices with market-driven outcomes. Using longitudinal student record data merged from college and state K-12 data systems with the Unemployment…

  2. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Science.gov (United States)

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  3. Exploring the Effects of Hope on GPA and Retention among College Undergraduate Students on Academic Probation

    Directory of Open Access Journals (Sweden)

    Holly Seirup

    2011-01-01

    Full Text Available This study analyzed the impact of hope on the academic achievement and retention of 235 students on academic probation at a private Northeastern university. Probationary students were enrolled in a mandatory online course designed to facilitate academic and nonacademic skills, to improve student GPAs and overall retention. The Hope Scale (Snyder et al. (1991 was administered to identify whether students with greater levels of hope would experience an increase in academic success upon completion of the course. Students were broken down into groups of high, medium, and low hope based on their scores on the instrument. Results showed students who completed the course were more likely to be retained than those who did not complete the course, had a slight increase in GPA by the end of the semester, and high-hope students showed the greatest overall gain in GPAs.

  4. Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School

    Science.gov (United States)

    Martin, Andrew J.

    2010-01-01

    Increasingly, school leavers are taking time out from study or formal work after completing high school--often referred to as a "gap year" (involving structured activities such as "volunteer tourism" and unstructured activities such as leisure). Although much opinion exists about the merits--or otherwise--of taking time out after completing…

  5. College Completion and Participation in a Developmental Math Course for Hispanic and White Non-Hispanic Students

    Science.gov (United States)

    Glazier, Stephen Gene

    2011-01-01

    Purpose, Scope, and Method of Study. The population of interest in the study consisted of white and Hispanic high school graduates in the United States who attended college and completed a college developmental mathematics course. Data from the National Educational Longitudinal Study of 1988 were employed, and a longitudinal, quasi-experimental…

  6. [Doctoral thesis projects for medical students? Retrospective estimation of the fraction of successfully completed medical doctoral thesis projects at Witten/Herdecke University].

    Science.gov (United States)

    Scharfenberg, Janna; Schaper, Katharina; Krummenauer, Frank

    2014-01-01

    The German "Dr med" plays a specific role in doctoral thesis settings since students may start the underlying doctoral project during their studies at medical school. If a Medical Faculty principally encourages this approach, then it should support the students in performing the respective projects as efficiently as possible. Consequently, it must be ensured that students are able to implement and complete a doctoral project in parallel to their studies. As a characteristic efficiency feature of these "Dr med" initiatives, the proportion of doctoral projects successfully completed shortly after graduating from medical school is proposed and illustrated. The proposed characteristic can be estimated by the time period between the state examination (date of completion of the qualifying medical examination) and the doctoral examination. Completion of the doctoral project "during their medical studies" was then characterised by a doctoral examination no later than 12 months after the qualifying medical state examination. To illustrate the estimation and interpretation of this characteristic, it was retrospectively estimated on the basis of the full sample of all doctorates successfully completed between July 2009 and June 2012 at the Department of Human Medicine at the Faculty of Health of the University of Witten/Herdecke. During the period of investigation defined, a total number of 56 doctoral examinations were documented, 30 % of which were completed within 12 months after the qualifying medical state examination (95% confidence interval 19 to 44 %). The median duration between state and doctoral examination was 27 months. The proportion of doctoral projects completed parallel to the medical studies increased during the investigation period from 14 % in the first year (July 2009 till June 2010) to 40 % in the third year (July 2011 till June 2012). Only about a third of all "Dr med" projects at the Witten/Herdecke Faculty of Health were completed during or close to

  7. Pharmacy students' ability to identify plagiarism after an educational intervention.

    Science.gov (United States)

    Degeeter, Michelle; Harris, Kira; Kehr, Heather; Ford, Carolyn; Lane, Daniel C; Nuzum, Donald S; Compton, Cynthia; Gibson, Whitney

    2014-03-12

    Objective. To determine if an educational intervention in a doctor of pharmacy (PharmD) degree program increases pharmacy students' ability to identify plagiarism. Methods. First-year (P1), second-year (P2), and third-year (P3) pharmacy students attended an education session during which types of plagiarism and methods for avoiding plagiarism were reviewed. Students completed a preintervention assessment immediately prior to the session and a postintervention assessment the following semester to measure their ability. Results. Two hundred fifty-two students completed both preintervention and postintervention assessments. There was a 4% increase from preintervention to postintervention in assessment scores for the overall student sample (pplagiarism can significantly improve students' ability to identify plagiarism.

  8. Investigating the Correlation Between Pharmacy Student Performance on the Health Science Reasoning Test and a Critical Thinking Assignment.

    Science.gov (United States)

    Nornoo, Adwoa O; Jackson, Jonathan; Axtell, Samantha

    2017-03-25

    Objective. To determine whether there is a correlation between pharmacy students' scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking. Methods. The HSRT was administered to first-year pharmacy students during a critical-thinking course in the spring semester. In the same semester, a required package insert assignment was completed in a pharmacokinetics course. To determine whether there was a relationship between HSRT scores and grades on the assignment, a Spearman's rho correlation test was performed. Results. A very weak but significant positive correlation was found between students' grades on the assignment and their overall HSRT score (r=0.19, p critical-thinking skills in pharmacy students.

  9. Re-learning how to write: student successes and challenges in a targeted geoscience communication course

    Science.gov (United States)

    Elwood Madden, M.; Miller-Deboer, C.; Eodice, M.; Miller, J.; Johnson, J.; Rifenburg, M.

    2013-12-01

    Students in OU's Geology and Geophysics (G&G) program must complete either English Technical Writing or a major-specific Geowriting class as sophomores or juniors. We asked students in Geowriting and students in a G&G colloquium course (required for G&G scholarship students and an elective for others) to complete surveys reporting their writing experiences and attitudes, as well as write an abstract for a Scientific American story to assess writing skills at the beginning and end of the semester. Geowriting students had stronger writing skills and more positive attitudes towards writing at the beginning of the semester than their colloquium peers, suggesting that students who were already interested and skilled in writing were self-selecting into the class. During the semester, Geowriting focused on improving the clarity, organization, efficiency, and mechanics of student writing and discussed how science writing is similar in some ways (argument, sentence structure, etc.), but also different in many aspects (concise, forthright, repetitive, etc) from writing tactics taught in high school and some college composition courses. Colloquium students attended the weekly scientific talks, but did not write in the class; however, some students were enrolled in freshman-level composition courses and Technical Writing. End-of-semester surveys showed Geowriting students had a more positive change in attitude and expectations towards writing than their colloquium peers. However, one significant difference in attitude towards writing was indicated by negative feelings towards in-class writing, which may be a result of 'writing fatigue' within the Geowriting group. This writing fatigue could be explained by student end-of -semester cognitive overload. Through other measures, colloquium students showed a greater improvement in writing skills (concise, clear, organized, etc) compared to Geowriting students; however, Geowriting students maintained higher skill levels than the

  10. How important is medical ethics and history of medicine teaching in the medical curriculum? An empirical approach towards students' views.

    Science.gov (United States)

    Schulz, Stefan; Woestmann, Barbara; Huenges, Bert; Schweikardt, Christoph; Schäfer, Thorsten

    2012-01-01

    It was investigated how students judge the teaching of medical ethics and the history of medicine at the start and during their studies, and the influence which subject-specific teaching of the history, theory and ethics of medicine (GTE)--or the lack thereof--has on the judgement of these subjects. From a total of 533 students who were in their first and 5th semester of the Bochum Model curriculum (GTE teaching from the first semester onwards) or followed the traditional curriculum (GTE teaching in the 5th/6th semester), questionnaires were requested in the winter semester 2005/06 and in the summer semester 2006. They were asked both before and after the 1st and 5th (model curriculum) or 6th semester (traditional curriculum). We asked students to judge the importance of teaching medical ethics and the history of medicine, the significance of these subjects for physicians and about teachability and testability (Likert scale from -2 (do not agree at all) to +2 (agree completely)). 331 questionnaire pairs were included in the study. There were no significant differences between the students of the two curricula at the start of the 1st semester. The views on medical ethics and the history of medicine, in contrast, were significantly different at the start of undergraduate studies: The importance of medical ethics for the individual and the physician was considered very high but their teachability and testability were rated considerably worse. For the history of medicine, the results were exactly opposite. GTE teaching led to a more positive assessment of items previously ranked less favourably in both curricula. A lack of teaching led to a drop in the assessment of both subjects which had previously been rated well. Consistent with the literature, our results support the hypothesis that the teaching of GTE has a positive impact on the views towards the history and ethics of medicine, with a lack of teaching having a negative impact. Therefore the teaching of GTE

  11. How Important is Medical Ethics and History of Medicine Teaching in the Medical Curriculum? An Empirical Approach towards Students' Views

    Science.gov (United States)

    Schulz, Stefan; Woestmann, Barbara; Huenges, Bert; Schweikardt, Christoph; Schäfer, Thorsten

    2012-01-01

    Objectives: It was investigated how students judge the teaching of medical ethics and the history of medicine at the start and during their studies, and the influence which subject-specific teaching of the history, theory and ethics of medicine (GTE) - or the lack thereof - has on the judgement of these subjects. Methods: From a total of 533 students who were in their first and 5th semester of the Bochum Model curriculum (GTE teaching from the first semester onwards) or followed the traditional curriculum (GTE teaching in the 5th/6th semester), questionnaires were requested in the winter semester 2005/06 and in the summer semester 2006. They were asked both before and after the 1st and 5th (model curriculum) or 6th semester (traditional curriculum). We asked students to judge the importance of teaching medical ethics and the history of medicine, the significance of these subjects for physicians and about teachability and testability (Likert scale from -2 (do not agree at all) to +2 (agree completely)). Results: 331 questionnaire pairs were included in the study. There were no significant differences between the students of the two curricula at the start of the 1st semester. The views on medical ethics and the history of medicine, in contrast, were significantly different at the start of undergraduate studies: The importance of medical ethics for the individual and the physician was considered very high but their teachability and testability were rated considerably worse. For the history of medicine, the results were exactly opposite. GTE teaching led to a more positive assessment of items previously ranked less favourably in both curricula. A lack of teaching led to a drop in the assessment of both subjects which had previously been rated well. Conclusion: Consistent with the literature, our results support the hypothesis that the teaching of GTE has a positive impact on the views towards the history and ethics of medicine, with a lack of teaching having a negative

  12. On Flipping First-Semester Calculus: A Case Study

    Science.gov (United States)

    Petrillo, Joseph

    2016-01-01

    High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are "flipping" (or inverting) their classrooms. By flipping, we…

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

    Science.gov (United States)

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

    2013-12-01

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

  14. Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

    Science.gov (United States)

    Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

    2001-05-01

    In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

  15. Assessing students' knowledge regarding the roles and responsibilities of a pharmacist with focus on care transitions through simulation.

    Science.gov (United States)

    Serag-Bolos, Erini S; Miranda, Aimon C; Gelot, Shyam R; Dharia, Sheetal P; Shaeer, Kristy M

    2017-07-01

    To evaluate the impact of a pharmacist-focused transitions of care (TOC) simulation on students' perceptions and knowledge of pharmacist roles in the healthcare continuum. Educational Activity and Setting: Two simulations, highlighting pharmacist roles in various practice settings, were conducted within the Pharmaceutical Skills courses in the third-year doctor of pharmacy curriculum. Patient cases were built utilizing electronic medical records (EMR). Students' knowledge was assessed before and after the simulations regarding pharmacist involvement in medication reconciliation, reduction in patient readmissions, reduction of inappropriate medication use, roles and communication on an interprofessional team, and involvement with health information technology (HIT) during care transitions. Fifty-one third-year pharmacy students were anonymously evaluated prior to and following the simulation to assess changes in knowledge and perceptions during the fall semester. Thirty-two (62.7%) students completed the pre-simulation and 21 (41.2%) students completed the post-simulation assessments, respectively. In the spring semester, 40 (80%) students completed the pre-simulation and 23 (46%) students finished the post-simulation assessments. Students predominately had community pharmacy work experience (n=28, 55%). Overall, students enjoyed the variety of pharmacist-led encounters throughout the simulation and assessments demonstrated an increase in knowledge after the simulations. TOC simulations enhance students' understanding of the significant impact that pharmacists have in ensuring continuity of care as members of an interdisciplinary team. Published by Elsevier Inc.

  16. HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH?

    Directory of Open Access Journals (Sweden)

    S. Rowland

    2015-08-01

    Full Text Available Since 2011 we have conducted Authentic Large-scale Undergraduate Research Experiences (ALURES with our Sophomore and Junior biochemistry cohorts - so far over 1000 students have participated.The students in 2011-2014 wrote reflections about their experiences mid-semester and/or at the end of semester. Their writing indicates a growing awareness of the value of failure and struggle, as well as a healthy respect for the power of peer support and interaction.We asked the question “what do our students see as a “failure”, and does their understanding of the value of struggle change as a result of the ALURE experience?In 2015 we are conducting a longitudinal study of our ALURE students as they progress through the semester – the students have completed a series of five semi-structured interviews and the URSSA survey. We are examining their development of research and scientific literacy through the lens of productive failure.Our results indicate that although we feel we are designing productive failure into our undergraduate research experiences, we do not appear to be providing a high enough sense of risk or responsibility. This means that the students do not experience a sense of struggle or project ownership with the authenticity we desire. This is causing us to redesign our ALURE offerings.

  17. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course†

    Science.gov (United States)

    Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather M.

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students. PMID:29904551

  18. Shared Faculty-Student Lifestyle Habits and Their Implications for College Student Retention

    Science.gov (United States)

    Boateng, Kwasi; Plopper, Bruce L.; Keith, David M.

    2016-01-01

    Previous research confirms that first-semester grade-point average (GPA) is related to college student persistence, retention, and graduation. Thus, it is important to identify factors related to enhancing first-semester GPA. In this study, researchers asked faculty and students in the disciplines of journalism, strategic communication or public…

  19. Preservice Music Teacher Voice Use, Vocal Health, and Voice Function before and during Student Teaching

    Science.gov (United States)

    Brunkan, Melissa C.

    2018-01-01

    Preservice music teachers often use their voices differently during the semesters leading up to student teaching as compared to during the semester itself. Vocal demands often increase and change as students move from a student role to full-time teacher role. Consequently, music student teachers frequently experience vocal distress symptoms that…

  20. Nível de atividade física e hábitos alimentares de universitários do 3º ao 5º semestres da área da saúde Physical activity level and food intake habits of university students from 3 to 5 semester in the health area

    Directory of Open Access Journals (Sweden)

    Priscilla Marcondelli

    2008-02-01

    Full Text Available OBJETIVO: Este trabalho teve como objetivo verificar o nível de atividade física e os hábitos alimentares de universitários da área de saúde visto serem, no futuro, os disseminadores dessas informações. MÉTODOS: Estudo transversal, realizado em 281 estudantes da área da saúde da Universidade de Brasília. Foram avaliadas variáveis antropométricas, de consumo alimentar e de nível de atividade física. RESULTADOS: Observou-se alto nível de sedentarismo nos estudantes da área de saúde, exceto nos alunos de educação física, que praticam atividade física como parte da própria grade curricular. Verificou-se tendência de menor nível de atividade física nos estudantes de menor estrato socioeconômico. A alimentação foi considerada inadequada para a maioria dos estudantes (79,7%. Os menores percentuais relativos a uma alimentação adequada foram observados para o grupo de leite e derivados (23,0%, frutas e vegetais (24,9% e carboidratos complexos (25,9%. Verificou-se um alto percentual de consumo inadequado de refrigerantes e doces (74,0%. O sexo foi associado significantemente ao índice de massa corporal, tendo os homens um índice de massa corporal maior que o das mulheres (pOBJECTIVE: The aim of this work is to assess the physical activity level and nutrition habits of university students from the health area, as they will be future disseminators of such information to the community. METHODS: This was a cross-sectional study with 281 students from the health area from the Universidade de Brasília. Anthropometric variables were evaluated, as well as food habits and physical activity level. RESULTS: A high level of inactivity was observed among the students, except for those of Physical Education who perform physical activities in their school. Low physical activity level was observed among students of low socioeconomic level. Nutrition was considered inadequate for the majority of the students (79.7%. The lowest levels

  1. Gender disparities in second-semester college physics: The incremental effects of a “smog of bias”

    Directory of Open Access Journals (Sweden)

    Lauren E. Kost-Smith

    2010-09-01

    Full Text Available Our previous research [Kost et al., Phys. Rev. ST Phys. Educ. Res. 5, 010101 (2009] examined gender differences in the first-semester, introductory physics class at the University of Colorado at Boulder. We found that: (1 there were gender differences in several aspects of the course, including conceptual survey performance, (2 these differences persisted despite the use of interactive engagement techniques, and (3 the post-test gender differences could largely be attributed to differences in males’ and females’ prior physics and math performance and their incoming attitudes and beliefs. In the current study, we continue to characterize gender differences in our physics courses by examining the second-semester, electricity and magnetism course. We analyze three factors: student retention from Physics 1 to Physics 2, student performance, and students’ attitudes and beliefs about physics, and find gender differences in all three of these areas. Specifically, females are less likely to stay in the physics major than males. Despite males and females performing about equally on the conceptual pretest, we find that females score about 6 percentage points lower than males on the conceptual post-test. In most semesters, females outperform males on homework and participation, and males outperform females on exams, resulting in course grades of males and females that are not significantly different. In terms of students’ attitudes and beliefs, we find that both males and females shift toward less expertlike beliefs over the course of Physics 2. Shifts are statistically equal for all categories except for the Personal Interest category, where females have more negative shifts than males. A large fraction of the conceptual post-test gender gap (up to 60% can be accounted for by differences in males’ and females’ prior physics and math performance and their pre-Physics 2 attitudes and beliefs. Taken together, the results of this study suggest

  2. The Language Environments of Exchange Students at Scandinavian Universities

    DEFF Research Database (Denmark)

    Caudery, Tim; Petersen, Margrethe; Shaw, Philip

    2007-01-01

    -student subculture. A few do break out of the bubble, learn the local language, and experience the local culture. Here we report on preliminary findings from a project intended to identify the factors leading to successful learning of both English and the local languages. Around 20-40 students at each of four...... institutions, two in Sweden, two in Denmark, were interviewed three times over a semester and asked to complete simple language tests. English proficiency improved in most cases, though not all features of language improved; Swedish/Danish was only learnt by those with good initial English and appropriate...

  3. Experimental research on thermal comfort in the university classroom of regular semesters in Korea

    International Nuclear Information System (INIS)

    Jung, Gun Joo; Oh, Geun Sug; Im, Young Bin; Song, Sung Ki; Ahn, Young Chull

    2011-01-01

    This research has investigated physical variables affecting indoor thermal comfort and subjective responses of thermal comfort of students in a university in Korea in which the weather is oceanic temperate climate, and has been performed to contribute to the research fields of Sustainable Thermal Standard and Adaptive Thermal Comfort (ATC). This research is based on the ISO 7730-2005 standard and the ATC theories and 4 main variables of PMV such as dry bulb temperature (Ta), relative humidity (RH), black bulb temperature (Tg), and air velocity (Va) are measured once a week during two regular semesters. A clothing insulation, a thermal sensation vote (TSV), an acceptability of thermal environment, and a preference for cooling and heating are investigated at the same time using a questionnaire. This study was carried out for 26 weeks during the spring season, from March to June 2009, and the autumn season, from September to December 2009. The main achievements of this study are as follows. Monthly Mean Outdoor Temperature (MMOT) and Operative Temperature (OT) in the classroom during research periods are 7.4∼23.3 .deg. C and 17.5∼29.0 .deg. C, respectively. The acceptability ratio of thermal environment shows over 80% when the range of OT in the classroom is 17∼25 .deg. C, and the range can be applicable to operative index of heating and cooling of classroom. The mean TSV of respondents is almost 'neutral (0)' when the PMV in the classroom moves to 'neutral (0)' and 'slightly cool (-1)', and the TSV is almost '+1.5' when the PMV moves to 'slightly warm (+1)'. The acceptability ratio of thermal environment is slightly different from ASHRAE Standard 55-2004. So it is necessary to more investigate standard range of acceptability of thermal environment in oceanic temperate climate region using much more databases

  4. Experimental research on thermal comfort in the university classroom of regular semesters in Korea

    Energy Technology Data Exchange (ETDEWEB)

    Jung, Gun Joo; Oh, Geun Sug; Im, Young Bin [Pukyong National University, Busan (Korea, Republic of); Song, Sung Ki [Hiroshima Institute of Technology, Hiroshima (Japan); Ahn, Young Chull [Pusan National University, Busan (Korea, Republic of)

    2011-02-15

    This research has investigated physical variables affecting indoor thermal comfort and subjective responses of thermal comfort of students in a university in Korea in which the weather is oceanic temperate climate, and has been performed to contribute to the research fields of Sustainable Thermal Standard and Adaptive Thermal Comfort (ATC). This research is based on the ISO 7730-2005 standard and the ATC theories and 4 main variables of PMV such as dry bulb temperature (Ta), relative humidity (RH), black bulb temperature (Tg), and air velocity (Va) are measured once a week during two regular semesters. A clothing insulation, a thermal sensation vote (TSV), an acceptability of thermal environment, and a preference for cooling and heating are investigated at the same time using a questionnaire. This study was carried out for 26 weeks during the spring season, from March to June 2009, and the autumn season, from September to December 2009. The main achievements of this study are as follows. Monthly Mean Outdoor Temperature (MMOT) and Operative Temperature (OT) in the classroom during research periods are 7.4{approx}23.3 .deg. C and 17.5{approx}29.0 .deg. C, respectively. The acceptability ratio of thermal environment shows over 80% when the range of OT in the classroom is 17{approx}25 .deg. C, and the range can be applicable to operative index of heating and cooling of classroom. The mean TSV of respondents is almost 'neutral (0)' when the PMV in the classroom moves to 'neutral (0)' and 'slightly cool (-1)', and the TSV is almost '+1.5' when the PMV moves to 'slightly warm (+1)'. The acceptability ratio of thermal environment is slightly different from ASHRAE Standard 55-2004. So it is necessary to more investigate standard range of acceptability of thermal environment in oceanic temperate climate region using much more databases.

  5. Using a Molecular-Genetic Approach to Investigate Bacterial Physiology in a Continuous, Research-Based, Semester-Long Laboratory for Undergraduates

    Directory of Open Access Journals (Sweden)

    Jeremiah Foster Ault

    2011-09-01

    Full Text Available Designing investigative laboratory exercises that encourage critical thinking, problem solving, and independent thought for upper-division biology courses is a difficult but worthwhile task. In an effort to do so, we developed a semester-long, continuous, research-based investigative laboratory that integrates numerous genetic and molecular biology methods into the investigation of a bacterial physiological process. In this lab, students use random Tn5 transposon mutagenesis to create prodigiosin pigment mutants in the bacterium, Serratia marcescens. This is followed by phenotypic characterization, cloning, and sequencing the Tn insertion site to identify genes involved in pigment biosynthesis. During this lab, students gain ample experience performing basic lab techniques while learning about — and applying — methods for elucidating gene function. The approach to the laboratory and the outcomes are intimately integrated into the teaching of many fundamental physiological processes underlying prodigiosin production in bacteria. The result is a cohesive course that integrates the theory and application of molecular genetic techniques with the study of bacterial physiology. Assessments of student learning objectives demonstrated that students greatly improved their understanding of both physiological processes and the genetic techniques used to investigate them. In addition, students felt that this semester-long exercise provided the necessary laboratory experience they needed and desired in preparation for careers in molecular biology, microbiology, and biochemistry.

  6. Investigating undergraduate students' ideas about the fate of the Universe

    Science.gov (United States)

    Conlon, Mallory; Coble, Kim; Bailey, Janelle M.; Cominsky, Lynn R.

    2017-12-01

    As astronomers further develop an understanding of the fate of the Universe, it is essential to study students' ideas on the fate of the Universe so that instructors can communicate the field's current status more effectively. In this study, we examine undergraduate students' preinstruction ideas of the fate of the Universe in ten semester-long introductory astronomy course sections (ASTRO 101) at three institutions. We also examine students' postinstruction ideas about the fate of the Universe in ASTRO 101 over five semester-long course sections at one institution. The data include precourse surveys given during the first week of instruction (N =264 ), postinstruction exam questions (N =59 ), and interviews. We find that, preinstruction, more than a quarter of ASTRO 101 students either do not respond or respond with "I don't know" when asked what the long-term fate of the Universe is. We also find that, though the term was not necessarily used, students tend to describe a "big chill" scenario in the preinstruction surveys, among a wide variety of other scenarios. A fraction of students describe the fate of smaller-scale systems, possibly due to confusion of the hierarchical nature of structure in the Universe. Preinstruction, students mention the Universe's expansion when describing how astronomers know the fate of the Universe but do not discuss how we know the Universe is expanding or the relationship between expansion and the fate of the Universe. Postinstruction, students' responses shift toward greater degrees of completeness and correctness.

  7. Calculus, Biology and Medicine: A Case Study in Quantitative Literacy for Science Students

    Directory of Open Access Journals (Sweden)

    Kim Rheinlander

    2011-01-01

    Full Text Available This paper describes a course designed to enhance the numeracy of biology and pre-medical students. The course introduces students with the background of one semester of calculus to systems of nonlinear ordinary differential equations as they appear in the mathematical biology literature. Evaluation of the course showed increased enjoyment and confidence in doing mathematics, and an increased appreciation of the utility of mathematics to science. Students who complete this course are better able to read the research literature in mathematical biology and carry out research problems of their own.

  8. Longitudinal Study of the Impacts of a Climate Change Curriculum on Undergraduate Student Learning: Initial Results

    Directory of Open Access Journals (Sweden)

    Kristin C. Burkholder

    2017-05-01

    Full Text Available The present study assesses the efficacy of a semester-long undergraduate sustainability curriculum designed from a systems approach. The three-course curriculum, which incorporated environmental science and ethics courses along with an integrative course using a community-based learning pedagogy, was intended to provide students with experience using knowledge and skills from distinct disciplines in a holistic way in order to address the complex problems of the human acceptance of and response to anthropogenic climate change. In the fall of 2013, 23 of the 24 sophomore general education students enrolled in the three courses were surveyed at the beginning and end of the semester; 17 of those same students completed the survey again in the spring of 2016, their senior year. Results, which focus on the 17 students who continued to participate through their senior year, were analyzed with quantitative and qualitative methodologies. The pre/post data from the surveys demonstrated significant improvement in climate literacy, certainty, concern and urgency over the course of the semester; the senior data indicated that those improvements were largely retained. The study also suggests that the nine-credit curriculum improved transferable skills such as interdisciplinary thinking, self-confidence and public speaking. A qualitative analysis of three student cases, informed by a focus group (n = 7 of seniors along with other sources of information, suggested retention of such transferable skills, and, in some cases, deeper involvement in climate and sustainability action.

  9. Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

    Science.gov (United States)

    Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.

    2018-01-01

    A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525

  10. Stress and depression among students of the last semester in two nursing courses El estrés y la depresión entre los estudiantes de ultimo periodo de dos cursos de enfermería Estresse e depressão entre alunos do último período de dois cursos de enfermagem

    Directory of Open Access Journals (Sweden)

    Danila Perpétua Moreira

    2013-02-01

    Full Text Available OBJECTIVE: to identify the presence of stress and depression among final year students of two nursing courses, and the association between these variables. METHOD: an exploratory-descriptive study, undertaken with final-year students from the Bachelor's degree and Licenciate's degree courses at the Ribeirão Preto College of Nursing, of the University of São Paulo. The Perceived Stress Scale (PSS and Beck Depression Inventory (BDI were applied. RESULTS: of the total of 88 participants in the study, 69.8% have no depression, 18.2% presented dysphoria, 6.8% moderate depression, and 5.7% severe depression, which is a low rate compared to the general population. Medium stress levels were the most frequent (76.9%. There was no significant statistical difference in the stress score between the two groups of students (Student's t-test: p=0.295>0.05. The data showed a relation between the stress and the presence of indicative signs of depression, especially severe depression (Pearson: r-0.755 and pOBJETIVO: Identificar la presencia de estrés y depresión entre estudiantes del ultimo año de dos cursos de enfermería y la asociación entre estas variables. MÉTODO: Estudio exploratorio, realizado con alumnos del último año de dos cursos de pregrado en la Escuela de Enfermería de Ribeirão Preto, de la Universidad de São Paulo. Se aplicó la Escala de Estrés Percibido-PSS y el Inventario de Depresión de Beck-BDI. RESULTADOS: De los 88 sujetos de la muestra, 69,8% no mostró señales de depresión, 18,2% tenía disforia, 6,8% con depresión moderada y 5,7%, depresión severa, puntuación baja en relación a la población general. Los niveles medios de estrés fueron los más frecuentes (76,9%. No hubo diferencias significativas entre los escores de estrés de los dos grupos de estudiantes (t de Student: p =0,295> 0,05. Los datos muestran relación del estrés con la presencia de señales de depresión, especialmente en la depresión grave (Pearson

  11. An Assessment of the Effects of Two Experimental Arrangements on the Classroom Behavior of Student Teachers as Measured By IOTA.

    Science.gov (United States)

    Kelly, Donald Edward

    This study found no significant difference in classroom teaching performance between participants enrolled in the three semester on-site teacher preparation sequence and participants enrolled in a one semester on-campus and two semester on-site sequence. Subjects were 39 volunteer undergraduate students enrolled in the Department of Secondary…

  12. Learning Doctor-Patient Communication – Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view

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    Cämmerer, Jana

    2016-05-01

    Full Text Available Objective: At the University of Leipzig, the requirements of the Licensing Regulations for Doctors (Approbationsordnung für Ärzte for the practical training of communication skills are actively implemented by a two-semester communication course. During this course, student tutors impart the basics of interpersonal as well as selected aspects of doctor-patient communication using interactive training methods. This article reports on the effect the training has on the self-assessed communication skills of the medicine students.Methods: The students’ self-perceived communication skills were assessed, both at the beginning and after the completion of the first and second course semesters using questionnaires related to the course’s learning goals. Pre-post comparisons were then carried out. 142 students (of 163 students in total participated in the survey at the start of the course, of which 117 completed the T2-questionnaire at the end of the first course semester. Only the 84 students who also completed the questionnaires in the second course semester were included in the statistical analysis. These responses were analysed using both descriptive and inferential statistics.Results: The comparison of the self-assessments between the four measurement points showed that statistically significant learning progress for all assessed communication skills had taken place from the point of view of the students. The largest changes between measurements, and therefore the greatest learning progress, could be seen in knowledge related skills.Conclusion: From the students’ point of view the communication training contributes significantly to the acquisition of communication skills. The results suggest that this “hands-on” course concept is suited to successfully enhance the students’ communication skills. The course concept should therefore be retained for both the course in its current form as well as for any extension of the course into the

  13. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    Science.gov (United States)

    Mack, Ana C.

    This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

  14. The efficacy of incentives to motivate continued fitness-center attendance in college first-year students: a randomized controlled trial.

    Science.gov (United States)

    Pope, Lizzy; Harvey, Jean

    2014-01-01

    To determine whether fitness-center attendance established with the provision of weekly monetary incentives persisted after the discontinuation, or decreased frequency, of incentives. One hundred seventeen first-year college students participated during the 2011-2012 academic year. A randomized controlled trial with control, discontinued-incentive, and continued-incentive conditions was conducted. During fall semester, students in incentive conditions received weekly monetary payments for meeting fitness-center attendance goals. During spring semester, discontinued-incentive condition participants no longer received incentives, whereas continued-incentive condition participants received payments on a variable-interval schedule. ID-card attendance records tracked fitness-center attendance. Goal completion decreased from 63% in the incentive groups during the fall semester to 3% in the discontinued-incentive condition, and 39% in the continued-incentive condition during the spring semester. There was not a significant interaction between condition and body mass index change, F(6, 332) = 0.67, p = .68. Incentive discontinuation resulted in students no longer meeting fitness-center attendance goals. A variable-interval reward schedule better maintained attendance.

  15. Self-Efficacy and Academic Performance in First-Semester Organic Chemistry: Testing a Model of Reciprocal Causation

    Science.gov (United States)

    Villafañe, Sachel M.; Xu, Xiaoying; Raker, Jeffrey R.

    2016-01-01

    Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a student's positive or negative experience in a course. In this study, students' chemistry…

  16. The impact of embedded support for underprepared students in a college chemistry course

    Science.gov (United States)

    Hesser, Tiffany L.

    This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

  17. Prevalence of signs and symptoms of temporomandibular disorders (TMD) in patients wearing bimaxillary complete dentures, removable partial dentures and in students with natural dentition.

    Science.gov (United States)

    Bordin, Thaisa B; Conci, Ricardo A; Pezzini, Maristela M G; Pezzini, Rolando P; Mendonça, Márcio J

    2013-01-01

    Temporomandibular Disorder (TMD) has attained a prominent role within the context of dental care due to its high prevalence. The aim of this study was to evaluate the prevalence of signs and symptoms of TMD in students at the State University of West of Paraná (UNIOESTE) with natural dentition, and in patients with removable partial dentures and double complete dentures. A total of 210 randomly selected individuals of both genders were evaluated, being divided into three groups: seventy students at the UNIOESTE with natural dentition (Group 1), seventy patients with removable partial dentures (Group 2) and seventy patients with bimaxillary complete dentures (Group 3). The data were collected by a single examiner using the American Academy of Orofacial Pain questionnaire for triage, where a single affirmative response to any of the situations mentioned was enough to carry out clinical evaluation. Kolmogorov Smirnov, Mann Whitney, Chi-Square, ANOVA and Tukey's statistical tests were performed. The most prevalent signs and symptoms of TMD in Group 1 were pain or difficulty in chewing or talking, perception of recent change in bite and deviations during the course of mandibular movements. In Group 2 they were perceptions of recent changes in the bite, deflections in the mandibular movements, presence of joint sounds, pain during excursive movements and muscle tenderness. The most prevalent signs and symptoms in Group 3 were limited to mouth opening and poor stability and retention of at least one of the prostheses. Group 3 also reported having received treatment for headaches or facial pain with a high prevalence. Group 2 had the highest prevalence of signs and symptoms. Prevalence was similar in Groups 1 and 3.

  18. GAMBARAN KEBIASAAN MENGONSUMSI MAKANAN CEPAT SAJI DAN OBESITAS PADA MAHASISWA SEMESTER V PROGRAM STUDI KEDOKTERAN UMUM UNIVERSITAS UDAYANA TAHUN 2014

    Directory of Open Access Journals (Sweden)

    Ratih Pradnyandari Pemayun

    2015-09-01

    Full Text Available OVERVIEW OF CONSUMING FAST FOOD HABIT AND OBESITY IN MEDICAL STUDENTS AT UDAYANA UNIVERSITY 2014 ABSTRACT Background : Obesity has been occured by deposit of fat in subcutaneous and intra abdominal tissue. The prevalance of obesity in Indonesian womens were 32,9% and mens is 19,7 % respectively. In general side, the prevalence of obesity in 18 years old adult peoples were 15,4%. The major risk factors for obesity including lifestyle dietary changes such as consuming fast food habit. Objective : to find out overview of consuming fast food habit and obesity in medical students. Method : This research was cross-sectional decriptive study. The respondens were 127 medical students on 5th semester in Udayana University on 2014. The qualitative data were be measured by questionnaires. The variables were including age, gender, general knowledge of parents, parental income monthy, body mass index (BMI, habit of consuming fast food, average outcome monlty of medical students, and daily frequency of consuming fast food. Result : the characteristic respondens including : a mostly 20 years old, b.women more than men, c. level education of parents were university, d. monthly parental income more than 5 million rupiah, e. BMI in normal limit, f.degree of obesity were grade I, g.inconvience consuming fast food daily, h.monthy outcome of medical students were aproximately 500.000 rupiah, and i.regular consuming fast food mostly once weekly. Conclusion : mostly responden were women with normaly of BMI and inconvenience consuming fast food daily. Key word : obesity, consuming fast food, medical students, outcome montly

  19. Meanings for Sex and Commitment Among First Semester College Men and Women: A Mixed-Methods Analysis.

    Science.gov (United States)

    Olmstead, Spencer B; Anders, Kristin M; Conrad, Kathryn A

    2017-08-01

    The purpose of this study was to replicate and extend research on the meanings for sex and commitment using a sample of first semester college students (N = 268). We examined responses to a series of open-ended questions about participants' meanings for sex and how they described these meanings as connected with relationship commitment. Our qualitative analyses replicated those of Olmstead, Billen, Conrad, Pasley, and Fincham (2013). Our largest group was the Committers (sex is indicative of love and trust and occurs after commitment is developed in a relationship), followed by Flexibles (sex can hold deep personal meaning, but can also be purely for pleasure and isn't always connected with commitment), and then Recreationers (sex is a basic need or purely for pleasure and is not associated with commitment). Groups were then examined based on demographic characteristics and pre-college hookup experience. Groups were found to differ by gender, relationship status and type, religiosity, and pre-college hookup experience. For example, a greater proportion of women than men were in the Committers group, whereas a greater proportion of men than women were in the Flexibles and Recreationers groups. Those in the Committers group had fewer pre-college hookup partners than Flexibles and Recreationers; however, Flexibles and Recreationers did not differ in number of pre-college hookup partners. We then followed up (at the end of the semester) with a subsample (n = 73) of participants to examine whether meanings for sex and commitment remained stable or changed over a brief period of time. The majority (82.2 %) of participants' meanings remained stable. For those whose meanings shifted, meanings became more consistent with those of the Committers group than the other two groups. Implications for research and sexual and relationship education are discussed.

  20. Investigating Student Perceptions of the Chemistry Laboratory and Their Approaches to Learning in the Laboratory

    Science.gov (United States)

    Berger, Spencer Granett

    This dissertation explores student perceptions of the instructional chemistry laboratory and the approaches students take when learning in the laboratory environment. To measure student perceptions of the chemistry laboratory, a survey instrument was developed. 413 students responded to the survey during the Fall 2011 semester. Students' perception of the usefulness of the laboratory in helping them learn chemistry in high school was related to several factors regarding their experiences in high school chemistry. Students' perception of the usefulness of the laboratory in helping them learn chemistry in college was also measured. Reasons students provided for the usefulness of the laboratory were categorized. To characterize approaches to learning in the laboratory, students were interviewed midway through semester (N=18). The interviews were used to create a framework describing learning approaches that students use in the laboratory environment. Students were categorized into three levels: students who view the laboratory as a requirement, students who believe that the laboratory augments their understanding, and students who view the laboratory as an important part of science. These categories describe the types of strategies students used when conducting experiments. To further explore the relationship between students' perception of the laboratory and their approaches to learning, two case studies are described. These case studies involve interviews in the beginning and end of the semester. In the interviews, students reflect on what they have learned in the laboratory and describe their perceptions of the laboratory environment. In order to encourage students to adopt higher-level approaches to learning in the laboratory, a metacognitive intervention was created. The intervention involved supplementary questions that students would answer while completing laboratory experiments. The questions were designed to encourage students to think critically about the

  1. Gender Disparities in Second-Semester College Physics: The Incremental Effects of a "Smog of Bias"

    Science.gov (United States)

    Kost-Smith, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

    2010-01-01

    Our previous research [Kost et al., Phys. Rev. ST Phys. Educ. Res. 5, 010101 (2009)] examined gender differences in the first-semester, introductory physics class at the University of Colorado at Boulder. We found that: (1) there were gender differences in several aspects of the course, including conceptual survey performance, (2) these…

  2. Organising and learning experiences of the first semester MA Program ePedagogy / Visual Knowledge Building

    NARCIS (Netherlands)

    Jaap Jansen

    2006-01-01

    This paper will discuss the process of the MA program ePedagogy / Visual Knowledge Building during the first semester of the academic year 2005 – 2006. This MA program is a joint venture between the Universities of Helsinki, Hamburg and INHOLLAND. This publication will discuss and evaluate the

  3. Impact of One-Semester Outdoor Education Programs on Adolescent Perceptions of Self-Authorship

    Science.gov (United States)

    McGowan, Amanda L.

    2016-01-01

    This study investigated one-semester outdoor education program impact on adolescents' perceived self-authorship--the ability to form our identity independently from the expectations of external individuals and the capacity to invent our beliefs, identity, and relationships (Baxter Magolda, 1998; Kegan, 1982)--as measured by the Self-Authorship…

  4. Socializing the European Semester? Economic governance and social policy coordination in Europe 2020

    NARCIS (Netherlands)

    Zeitlin, J.; Vanhercke, B.

    2014-01-01

    The European Semester of policy coordination, which is the core of EU’s new institutional architecture for economic and social governance, introduced since the beginning of the Euro crisis, has prompted questions about the nature and dynamics of the EU’s emerging socio-economic governance

  5. Developments during the first semester 2001; Les developpements au premier semestre 2001

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-07-01

    This document gives a panorama of the nuclear energy situation at the end of the first 2001 semester. The energy policy concerning the nuclear industry development, is discussed for many countries: USA, Germany, United Kingdom, Japan, China, India, Korea, Taiwan, Africa and south America, Russia and east Europe. (A.L.B.)

  6. Chemical Structure and Properties: A Modified Atoms-First, One-Semester Introductory Chemistry Course

    Science.gov (United States)

    Schaller, Chris P.; Graham, Kate J.; Johnson, Brian J.; Jakubowski, Henry V.; McKenna, Anna G.; McIntee, Edward J.; Jones, T. Nicholas; Fazal, M. A.; Peterson, Alicia A.

    2015-01-01

    A one-semester, introductory chemistry course is described that develops a primarily qualitative understanding of structure-property relationships. Starting from an atoms-first approach, the course examines the properties and three-dimensional structure of metallic and ionic solids before expanding into a thorough investigation of molecules. In…

  7. Teaching Green and Sustainable Chemistry: A Revised One-Semester Course Based on Inspirations and Challenges

    Science.gov (United States)

    Marteel-Parrish, Anne E.

    2014-01-01

    An elective course, "Toward the Greening of Our Minds": Green and Sustainable Chemistry, has been offered at Washington College since 2005. This new course without laboratory is designed for chemistry and biology majors and minors who have previously taken two semesters of general chemistry and organic chemistry. Due to the popularity of…

  8. Principles of Marketing. A One-Semester Cluster Course for Marketing Education. Curriculum Guide.

    Science.gov (United States)

    Cockrum, Jim

    This curriculum guide was developed to help teachers use the new textbook adopted by Texas in 1991-92 for teaching the 1-semester Principles of Marketing course. The guide is organized in four sections. The first section contains information on using the curriculum guide, including an overview, sample lesson plans and other worksheets, suggestions…

  9. The Impact of a Group Communication Course on Veterinary Medical Students' Perceptions of Communication Competence and Communication Apprehension.

    Science.gov (United States)

    Kedrowicz, April A

    2016-01-01

    This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence.

  10. Using Action Research to Teach Students to Manage Team Learning and Improve Teamwork Satisfaction

    Science.gov (United States)

    Scott-Ladd, Brenda; Chan, Christopher C. A.

    2008-01-01

    This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to…

  11. Student Understanding of Time in an Introductory Astronomy Laboratory

    Science.gov (United States)

    Traxler, A. L.; Batuski, D. J.; Comins, N. F.; Thompson, J. R.

    2005-09-01

    The astronomy lab at the University of Maine consists of discrete weekly lessons in which students work in small groups. Individual pretests and post-tests accompany each lesson. The lesson studied here covers the topic of time, including sidereal time, Apparent Solar Time, and time zones. The pretest consists of four multiple-choice questions, which are also administered after instruction as a post-test. In the fall 2004 semester, the pretest was rewritten to focus on some major conceptual components of the lab, while the lesson materials were not modified from previous years. Examination of class performance (n = 96) revealed no significant improvements in score from pre- to post-lesson. In the spring 2005 semester, the lesson was altered to incorporate the Starry Night software for simulating the sky instead of the celestial sphere models previously used. The goal of the change was to give students a more interactive environment for completing the laboratory exercise, which was otherwise altered as little as possible. Data from the spring semester show some gains on the pre/post-test questions covering sidereal time and Daylight Savings Time. Results to date have informed planned modifications to the lesson. A. L. T. was supported during this research by the University of Maine through a Provost Fellowship.

  12. Dealing with complex and ill-structured problems: results of a Plan-Do-Check-Act experiment in a business engineering semester

    Science.gov (United States)

    Riis, Jens Ove; Achenbach, Marlies; Israelsen, Poul; Kyvsgaard Hansen, Poul; Johansen, John; Deuse, Jochen

    2017-07-01

    Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year's semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process.

  13. Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

    2016-04-25

    Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

  14. SMA DOE Student Fellowship Initiative

    Energy Technology Data Exchange (ETDEWEB)

    Steel Manufacturers Association

    2004-12-24

    Steel companies in many areas of the country have found it increasingly difficult to attract talented recent graduates of college and university engineering and applied science programs to the Electric Arc Furnace iron & steel industry. College student involvement in co-operative programs at steel companies can attract needed talent to the industry. Additionally, certain R & D needs identified in the Steel Industry Technology Roadmap are addressed as co-operative program activities. The Steel Manufacturers Association (''SMA'') therefore established a co-operative education program for selected college students who have completed the first or second year of a four or five-year college program, to be recognized as SMA Co-Operative Fellows, in regard to their summer and fall semester projects with SMA's member companies.

  15. DOE/PSU Graduate Student Fellowship Program for Hydropower

    Energy Technology Data Exchange (ETDEWEB)

    Cimbala, John M. [Pennsylvania State Univ., State College, PA (United States)

    2014-03-30

    The primary objective of this project is to stimulate academic interest in the conventional hydropower field by supplying research support for at least eight individual Master of Science (MS) or Doctoral (PhD) level research projects, each consisting of a graduate student supervised by a faculty member. We have completed many of the individual student research projects: 2 PhD students have finished, and 4 are still working towards their PhD degree. 4 MS students have finished, and 2 are still working towards their MS degree, one of which is due to finish this April. In addition, 4 undergraduate student projects have been completed, and one is to be completed this April. These projects were supervised by 7 faculty members and an Advisory/Review Panel. Our students and faculty have presented their work at national or international conferences and have submitted several journal publications. Three of our graduate students (Keith Martin, Dan Leonard and Hosein Foroutan) have received HRF Fellowships during the course of this project. All of the remaining students are anticipated to be graduated by the end of Fall Semester 2014. All of the tasks for this project will have been completed once all the students have been graduated, although it will be another year or two until all the journal publications have been finalized based on the work performed as part of this DOE Hydropower project.

  16. Sleep Duration and Academic Performance Among Student Pharmacists.

    Science.gov (United States)

    Zeek, Megan L; Savoie, Matthew J; Song, Matthew; Kennemur, Leanna M; Qian, Jingjing; Jungnickel, Paul W; Westrick, Salisa C

    2015-06-25

    To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academic performance among student pharmacists. A cross-sectional design was used. An anonymous self-administered paper questionnaire was administered to first-year through third-year students at a pharmacy school. Questionnaires were completed by 364 student pharmacists (79.4% response rate and 93.8% cooperation rate). More than half of student pharmacists obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large majority on the night prior to an examination (81.7%). Almost half (47.8%) felt daytime sleepiness almost every day. Longer sleep duration the night prior to an examination was associated with higher course grades and semester grade point averages (GPAs). A majority of student pharmacists had suboptimal durations of sleep, defined as fewer than 7 hours. Adequate sleep the night prior to an examination was positively associated with student course grades and semester GPAs.

  17. Case study: use of problem-based learning to develop students' technical and professional skills

    Science.gov (United States)

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-03-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

  18. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

    Science.gov (United States)

    Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

    2016-01-01

    National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

  19. Impact of Interprofessional Simulation on Nursing Students' Attitudes Toward Teamwork and Collaboration.

    Science.gov (United States)

    Krueger, Linda; Ernstmeyer, Kim; Kirking, Ellen

    2017-06-01

    The purpose of this study was to examine the influence of a multipatient, interprofessional simulation session on nursing students' attitudes toward nurse-physician collaboration using the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Final-semester nursing students, along with medical resident and students from other health programs, participated in a simulation exercise that included a period of prebriefing, simulation, and debriefing. Participants completed pre- and postsimulation surveys to assess the impact on collaboration. In total, 268 nursing students completed the survey. Participants had a more positive attitude toward nurse-physician collaboration following the simulation event, compared with prior to it. Significant differences between male and female nursing students were found on mean postsimulation scores and for three of the four subscales of the tool. Interprofessional simulation may be an effective way to enhance collaborative relationships, which ultimately may influence patient safety and quality of care. [J Nurs Educ. 2017;56(6):321-327.]. Copyright 2017, SLACK Incorporated.

  20. Changes in student perceptions after a semester-long interprofessional education activity in Qatar

    Directory of Open Access Journals (Sweden)

    Kyle J. Wilby, PharmD

    2016-12-01

    الاستنتاجات: نرى أنه من الممكن تطبيق تجربة الفصل الدراسي الكامل في التعليم المتداخل بين التخصصات في الشرق الأوسط. ويجب أن تركز الفعاليات المستقبلية والأبحاث مستقبلا على تعزيز التعاون والتواصل المتداخل بين التخصصات لتعزيز سلوك الطالب والإعداد النهائي للممارسة المهنية المتداخلة.

  1. Student Performance in Introductory Psychology Following Termination of the Programmed Achievement Contingency at Mid-Semester

    Science.gov (United States)

    Nation, Jack R.; And Others

    1977-01-01

    Discusses the Programmed Achievement learning system in an introductory psychology course. This system is based on an instructional system of motivation and reward in which a crucial ingredient is the testing procedure. (Author/JR)

  2. Current Alcohol Use is Associated with Sleep Patterns in First-Year College Students.

    Science.gov (United States)

    Van Reen, Eliza; Roane, Brandy M; Barker, David H; McGeary, John E; Borsari, Brian; Carskadon, Mary A

    2016-06-01

    To examine whether differences exist in self-reported sleep patterns and self-reported alcohol use for first-semester college students who do or do not report drinking during the last 6 months (mo) of high school. Participants were 878 first-year college students. Students completed a survey in late May/early June about alcohol use and consequences, during the last 6 mo of high school; they later completed a daily record of sleep behavior and alcohol use across the first 9 weeks of the first semester of college. High school drinking status (past 6 mo) was classified as positive (HS-6 mo+) or negative (HS-6mo-) based on any indication of drinking on the May/June survey. Collegiate drinking was determined from first-semester daily diary alcohol reports as non-drinkers (0 reported drinks), drinkers (one or fewer heavy episodic drinking episodes (HED)), and drinkers reporting more than one HED episode. Sleep patterns were compared for non-drinkers, drinkers, and HED with no high school drinking history (HS-6mo-/HED). In addition, a separate analysis compared sleep patterns for college HED with (HS-6mo+/HED) and without (HS-6mo-/HED) high school self-reported alcohol use. Increased alcohol consumption in the first semester of college was associated with later bedtimes and rise times. We found no association of high school alcohol use and sleep in those with collegiate HED. Later sleep timing in those with greater alcohol use, supports a connection between sleep patterns and alcohol use. Such an early appearance of this connection may herald the development of alcohol use disorder in some individuals. © 2016 Associated Professional Sleep Societies, LLC.

  3. Special Semester titled Geometric mechanics : variational and stochastic methods : CIB, Lausanne, Switzerland, January-June 2015

    CERN Document Server

    Cruzeiro, Ana; Holm, Darryl

    2017-01-01

    Collecting together contributed lectures and mini-courses, this book details the research presented in a special semester titled “Geometric mechanics – variational and stochastic methods” run in the first half of 2015 at the Centre Interfacultaire Bernoulli (CIB) of the Ecole Polytechnique Fédérale de Lausanne. The aim of the semester was to develop a common language needed to handle the wide variety of problems and phenomena occurring in stochastic geometric mechanics. It gathered mathematicians and scientists from several different areas of mathematics (from analysis, probability, numerical analysis and statistics, to algebra, geometry, topology, representation theory, and dynamical systems theory) and also areas of mathematical physics, control theory, robotics, and the life sciences, with the aim of developing the new research area in a concentrated joint effort, both from the theoretical and applied points of view. The lectures were given by leading specialists in different areas of mathematics a...

  4. Prospective Teachers Proportional Reasoning and Presumption of Student Work

    Directory of Open Access Journals (Sweden)

    Mujiyem Sapti

    2015-08-01

    Full Text Available This study aimed to describe the proportional reasoning of prospective teachers and their predictions about students' answers. Subjects were 4 prospective teacher  7th semester Department of Mathematics Education, Muhammadiyah University of Purworejo. Proportional reasoning task used to obtain research data. Subjects were asked to explain their reasoning and write predictions of student completion. Data was taken on October 15th, 2014. Interviews were conducted after the subjects completed the task and recorded with audio media. The research data were subject written work and interview transcripts. Data were analyzed using qualitative analysis techniques. In solving the proportional reasoning task, subjects using the cross product. However, they understand the meaning of the cross product. Subject also could predict students' reasoning on the matter.

  5. A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion

    Science.gov (United States)

    Shattuck, James C.

    2016-01-01

    Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply…

  6. Underserved Students Who Earn Credit through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. Research Brief

    Science.gov (United States)

    Klein-Collins, Rebecca

    2011-01-01

    In 2010, the Council for Adult and Experiential Learning (CAEL) released a report on a multi-institutional study on prior learning assessment (PLA) and adult student outcomes. The study examined data from 62,475 adult students at 48 colleges and universities, following the students' academic progress over the course of seven years. The data from…

  7. Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course.

    Science.gov (United States)

    Hess, Rick; Hagemeier, Nicholas E; Blackwelder, Reid; Rose, Daniel; Ansari, Nasar; Branham, Tandy

    2016-05-25

    Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

  8. Undergraduate engineering students' attitudes and perceptions towards `professional ethics' course: a case study of India

    Science.gov (United States)

    Sethy, Satya Sundar

    2017-11-01

    'Professional Ethics' has been offered as a compulsory course to undergraduate engineering students in a premier engineering institution of India. It was noticed that students' perceptions and attitudes were frivolous and ornamental towards this course. Course instructors and institution authorities were motivated to find out the factors contributing to this awkwardness. For this purpose, a questionnaire was prepared and administrated to 336 students registered for the July-November 2014 semester. The study found two factors contributing to students' indifference towards the Professional Ethics course. First, most of the students did not have self-interest to join the engineering programme, and while pursuing their study, they decided to switch to a different field upon completion of their engineering study. Second, students who desired to be engineers in their future believed that engineering code of ethics is not really referred to in most of the engineering jobs, and therefore Professional Ethics course is only meant for classroom discussions.

  9. Improved sleep patterns positively affect learning outcome among Danish nursing students

    DEFF Research Database (Denmark)

    Sølling, Ina Koldkjær; Carøe, Per

    physiology is taught at the nursing education programme; this does not mean that nursing students develop good sleep habits. Methods: To support learning an innovative method was chosen where nursing students were motivated to develop good sleep habits through peer learning. Nursing students were taught...... in groups by other students, so-called sleep ambassadors. On the basis of a training programme they developed a creative concept with exercises, tests (memory and power of concentration) and social activities in connection with theoretical teaching in the subject of sleep. This concept was followed......-up by social media activities motivated the nursing students to change their sleep habits. Results: This project has been completed by one of two classes of first semester students at the nursing education programme at UCN. This class demonstrated better examination results and a lower drop-oup rate compared...

  10. Students' conceptions of evidence during a university introductory forensic science course

    Science.gov (United States)

    Yeshion, Theodore Elliot

    Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are

  11. Examining the Level of Career maturity among Foreign Asian Students by measuring Academic Level

    Directory of Open Access Journals (Sweden)

    Mustafa Tekke

    2013-02-01

    Full Text Available The Asian individuals are dependent and collectivist compared with the western individuals that are independent and individualistic. Foreign Asian students choosing similar courses with their country friends do not reveal their career maturity and also lead to negative effect on their choices.  This study aims at examining the level of career maturity of foreign Asian students in Malaysia based on academic level by using the Career Maturity Inventory. Two hundred and twenty nine ( Male=106, Female= 123 international students studying in various semesters completed the Career Maturity Inventory and it was reported that there were no significant differences between respondents of different academic semesters with regard to level of career maturity, this might reflect an educational level bias in the construction of the career decision-making. The findings of the current study are not consistent with theoretical expectations and prior research that international undergraduate senior students would be having higher career maturity than international undergraduate fresh students. Research emphasizes the reason behind might result from dependent and collectivist Asian culture that leading to fresh international students are higher career maturity compared to senior international students.

  12. Enhancing Student Adaption to a Case Based Learning Environment

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2010-01-01

    these at the end of the semester, showing the development of the student in terms of adapting to the learning model. The idea will be explained more closely in the final paper. RESEARCH METHOD The research part of the experiment was carried out as action research, as the teacher of the course in the same time......INTRODUCTION Since Aalborg University (AAU) was started it has been using an educational model, where Problem Based Learning is the turning point. Each semester the students on the Engineering Educations form groups of 3-6 persons, which uses half of the study time within the semester to solve......) in groups. It appeared to be difficult for the students to adapt to two different PBL approaches at the same time, and with the project being the most popular the learning outcome of the case studies was not satisfactory after the first semester, but improved on the following semesters. In 2009...

  13. Students of Tehran Universities of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Ghezelbash Sima

    2015-07-01

    Full Text Available Introduction: Social anxiety is an important factor in peoples’ mental health. Good mental health while studying in university makes students able to deal effectively with numerous stressors that they experience. The purpose of this study was to determine and compare the social anxiety of nursing students in grades one to four of medical universities in Tehran. Methods: In this analytic cross-sectional study, 400 students from universities of medical sciences in Tehran were recruited by stratified sampling with proportional allocation. Data were collected during the first semester in 2010. Students completed a two-part questionnaire including the Liebowitz social anxiety questionnaire and a demographic information form. Data were analyzed using descriptive statistics methods and an analytical test by SPSS statistical software. Results: There was no statistically significant difference in the total scores of social anxiety of first- to fourth-year students. The mean score of the avoidance of social interaction dimension in fourth-year students was significantly lower than in first year students (p<0.05. Conclusion: In regard to the relationship between social anxiety and interpersonal communication as an associated part of nursing care, decrease of social anxiety of students could play an important role in their mental health. According to the results of this study, it seems that the placement of students in the nursing education system does not produce any changes in their social anxiety.

  14. Assessing Strategic Cultural Competency: Holistic Approaches to Student Learning through Media

    Science.gov (United States)

    Hammer, Judith; Swaffar, Janet

    2012-01-01

    The current study investigated the impact of a German television program on changes in 4th-semester German students' reflections on cultural perceptions over the course of 1 semester. Sixty-nine students at the University of Texas at Austin watched 4 episodes of the popular German television program "Lindenstrasse". After viewing,…

  15. Predicting Persistence and Withdrawal of Open Admissions Students at Virginia State University.

    Science.gov (United States)

    Tambe, Joseph T.

    1984-01-01

    A study of persistence/dropout among open admissions college students found: (1) accurate predictions cannot be made for individual students at the time of matriculation; and (2) it is possible to predict that about 80 percent of future groups will fall in the persist category after two semesters, 51 percent after four semesters. (CMG)

  16. Self-Image and Expectations of First Year Engineering Students in a Brazilian University.

    Science.gov (United States)

    de Campos, Reinaldo Calixto; Grinberg, Patricia; Garcia, Ivan; Parise, Jose Alberto; da Silveira, Marcos Azevedo; Dumont, Ney

    This paper is an attempt to comprehend, in a more objective way, the students undertaking the second semester at the Technical and Scientific Center from the Pontifical Catholic University of Rio de Janeiro (PUC-Rio). The research was carried out at the beginning of the semester, in one of the classes formed by students undertaking General…

  17. Use of High-Definition Audiovisual Technology in a Gross Anatomy Laboratory: Effect on Dental Students' Learning Outcomes and Satisfaction.

    Science.gov (United States)

    Ahmad, Maha; Sleiman, Naama H; Thomas, Maureen; Kashani, Nahid; Ditmyer, Marcia M

    2016-02-01

    Laboratory cadaver dissection is essential for three-dimensional understanding of anatomical structures and variability, but there are many challenges to teaching gross anatomy in medical and dental schools, including a lack of available space and qualified anatomy faculty. The aim of this study was to determine the efficacy of high-definition audiovisual educational technology in the gross anatomy laboratory in improving dental students' learning outcomes and satisfaction. Exam scores were compared for two classes of first-year students at one U.S. dental school: 2012-13 (no audiovisual technology) and 2013-14 (audiovisual technology), and section exams were used to compare differences between semesters. Additionally, an online survey was used to assess the satisfaction of students who used the technology. All 284 first-year students in the two years (2012-13 N=144; 2013-14 N=140) participated in the exams. Of the 140 students in the 2013-14 class, 63 completed the survey (45% response rate). The results showed that those students who used the technology had higher scores on the laboratory exams than those who did not use it, and students in the winter semester scored higher (90.17±0.56) than in the fall semester (82.10±0.68). More than 87% of those surveyed strongly agreed or agreed that the audiovisual devices represented anatomical structures clearly in the gross anatomy laboratory. These students reported an improved experience in learning and understanding anatomical structures, found the laboratory to be less overwhelming, and said they were better able to follow dissection instructions and understand details of anatomical structures with the new technology. Based on these results, the study concluded that the ability to provide the students a clear view of anatomical structures and high-quality imaging had improved their learning experience.

  18. Introducing an Innovative Project Management Framework for First Year Students – Project Work in a PBL Environment

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; Møller, Michael Labovic

    2010-01-01

    Students at Aalborg University (AAU) in Denmark are educated according to the Aalborg Problem Based Learning (PBL) approach which entails working in groups and completing a project each semester. In accordance with this approach students are offered a course – Co-operation, Learning and Project...... in general acknowledge the benefits of thorough project plans and schedules, they often experience difficulties developing them and abiding by them. These experienced difficulties are caused by lack of motivation and competence within this particular area of project management. This paper describes how a new...

  19. A Qualitative Investigation of Student Engagement in a Flipped Classroom

    Science.gov (United States)

    Steen-Utheim, Anna Therese; Foldnes, Njål

    2018-01-01

    The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using…

  20. Optimalisasi Prestasi Belajar Materi Elektromagnet dengan Menggunakan Pendekatan Eksperimen dalam Pembelajaran IPA pada Peserta Didik Kelas IX A SMP Negeri 3 Teras Semester Gasal Kabupaten Boyolali Tahun Pelajaran 2011/2012

    Directory of Open Access Journals (Sweden)

    Budiharjo Budiharjo

    2015-07-01

    Full Text Available This research purpose is to describe about effort to increase learning achievement giving task autonomous structure in learning electromagnet material of the student’s class IX A SMP Negeri 3 Teras Boyolali regency semester 2011/2012. Subject and data source of the research the students class IX A sum 40 students. Collecting data method uses observation, documentation and test. Analysis data uses critic and comparative. Reaching indicator uses KKM 63 and complete target 100%. Research procedure uses cycles. According to achievement of the research and review conclusion if observation result of the teacher in learning from they teach material in the class that gets pre cycle to cycle II shows pre cycle is 50%, cycle I is 74,43% and cycle II is 97,15%. From data shows advance from pre cycle to cycle I is 12,86%, so cycle I to cycle II increases 25,72% and pre cycle to cycle II is 38,58%. Hence, result observation of the teacher in learning shows advance significant. Result observation of the teacher prepares class to learning, data get pre cycle to cycle II, it get advance at pre cycle is 56%, cycle I is 80% and cycle II is 94%. From this data shows advance from pre cycle to cycle I is 24%, so cycle I to cycle II advance 14% and pre cycle to cycle II is 38%. Hence, result observation of the teacher prepares class to learning shows significant. Percentage optimum motivation pre cycle step gets 45%, cycle I is 85% and cycle II is 100%. Hence, it increases from pre cycle to cycle I is 40%, cycle I to cycle II increases 15% and pre cycle to cycle II increases 55%. Hence, motivation of the student in physics learning from pre cycle to cycle II is significant. Percentage learning complete from pre cycle gets 62,5% and cycle I is 67,5% and cycle II is 100%. Pre cycle step to cycle I increases 15% from cycle I to cycle II is 22,5% and Pre cycle to cycle II increases 37,5%. Hence, physics learning achievement of the student from pre cycle to cycle II are

  1. Improving Technological Competency in Nursing Students: The Passport Project

    Directory of Open Access Journals (Sweden)

    Julie Edwards

    2011-07-01

    Full Text Available Integration of informatics competency into a nursing curriculum is important to ensure success throughout the education and career of contemporary nursing students. As enrollment in nursing programs increases, the diverse population of students from many different cultural and socioeconomic backgrounds presents a challenge for faculty in addressing unique learning needs. Competency in informatics will allow the beginning nursing student to navigate the on-line teaching software used by colleges. With rigorous expectations in nursing programs, students may feel overwhelmed with assignments, organization, and time management. Frustration may build when students struggle with basic informatics competency, often leaving them unable to navigate instructional websites or work with necessary on-line learning content. The purpose of this project, Passport Project for Nursing Success, was to assess the skills, knowledge, and informatics comfort level of students, while providing computer training and teaching for beginning nursing students in an undergraduate nursing program in Central Illinois. The community college encompassed students from a ten county area, with 20 percent of the student population enrolled in the Applied Science curriculum. Initial implementation occurred prior to the students' first nursing course and emphasized basic skills necessary to navigate on-line learning software, library search engines, and electronic communication. The greatest barrier to successful implementation was faculty resistance and academic support during completion of the initial implementation of the Passport Project. Post- project surveys indicated overwhelming student support for the education received and improved retention rates of first semester nursing students.

  2. An Examination of Different Motivational Orientations That Drive Graduate Students to Continue/Complete Their Education in the U.S.

    Science.gov (United States)

    Karayigit, Cebrail

    2017-01-01

    Different types and levels of motivation can play an important role for graduate students to continue their studies. The current research study was one of the few studies that examined if domestic and international graduate students differ on their level of different motivational orientations to continue their education. This study employs a…

  3. Pengaruh Metode Demonstrasi Terhadap Prestasi Belajar Mata Pelajaran Pemeliharaan/servisSistem Pengapian Konvensional Siswa Kelas XI Semester Genap SMK Tamansiswa Yogyakarta TahunAjaran 2013/2014

    Directory of Open Access Journals (Sweden)

    Bahtiar Wilantara

    2014-12-01

    Full Text Available This study aims to determine the method of demonstration effect is better than the lecture method of learning achievement maintenance / servicing of conventional ignition systems of SMK Tamansiswa Yogyakarta. This research was conducted at SMK Tamansiswa Yogyakarta in May and June 2014. This type of research is quasi-experimental. The population in this study are 61 students of class XI. The sampling technique using saturation sampling technique. Class XI was chosen from class A and class XI B controls selected as the experimental class. Data collection techniques learning achievement maintenance / servicing of conventional ignition system use a pretest and posttest. Test the validity of the instrument using the judgment experts. Before the items were used for the study, it has been previously tested in class XI C in April 2014. The reliability problem is obtained using the formula K - 20, the results of R11 = 0.933, p = 0.000, so the matter declared reliable. Data analysis techniques were calculated using t-test, prior to the trial to test the prerequisite analysis includes tests of normality and homogeneity tests. Descriptive research results show that the trend of learning achievement maintenance / servicing of conventional ignition systems of class XI student of SMK Tamansiswa Yogyakarta semester academic year 2013/2014 is taught using lecture method included in the medium category and the method of demonstration in the very high category. In the t-test obtained t = 20.200 and p = 0.000, for p < 0.005 means that there are significant differences of learning achievement maintenance / servicing of conventional ignition systems of class XI student of SMK Tamansiswa Yogyakarta semester 2013/2014 academic year. They are taught using the lecture method and demonstration method. Judging from the average hasi turns teaching methods using the method demonstration of 24.345 and 13.897 of the lecture method, this means the method of demonstration

  4. College students with dyslexia: persistent linguistic deficits and foreign language learning.

    Science.gov (United States)

    Downey, D M; Snyder, L E; Hill, B

    2000-01-01

    The first of these two studies compared college students with dyslexia enrolled in modified Latin and Spanish classes and non-dyslexic students enrolled in regular foreign language classes on measures of foreign language aptitude, word decoding, spelling, phonological awareness and word repetition. The groups did not differ on age or grade point average. Analyses indicated that students with dyslexia performed significantly poorer on the foreign language aptitude measures as well as on both phonological tasks, reading and spelling. In the second study, students with learning disabilities who were enrolled in a modified Latin class were not significantly different from their peers in a regular Latin class on grade point average or on performance on a proficiency examination at the end of the second semester. The data suggest that while phonological processing deficits persist into adulthood, students with dyslexia are able to acquire appropriate skills and information to successfully complete the University's foreign language requirement in classes modified to meet their needs.

  5. Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

    Directory of Open Access Journals (Sweden)

    Mark Wheaton

    2016-12-01

    Full Text Available The aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Inter-teaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that inter-teaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses.

  6. Writing throughout the biochemistry curriculum: Synergistic inquiry-based writing projects for biochemistry students.

    Science.gov (United States)

    Mertz, Pamela; Streu, Craig

    2015-01-01

    This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher-order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences. © 2015 The International Union of Biochemistry and Molecular Biology.

  7. Mapping and industrial IT project to a 2nd semester design-build project

    DEFF Research Database (Denmark)

    Nyborg, Mads; Høgh, Stig

    2010-01-01

    CDIO means bringing the engineer's daily life and working practice into the educational system. In our opinion this is best done by selecting an appropriate project from industry. In this paper we describe how we have mapped an industrial IT project to a 2nd semester design-build project in the D......CDIO means bringing the engineer's daily life and working practice into the educational system. In our opinion this is best done by selecting an appropriate project from industry. In this paper we describe how we have mapped an industrial IT project to a 2nd semester design-build project...... in the Diploma IT program at the Technical University of Denmark. The system in question is a weighing system operating in a LAN environment. The system is used in the medical industry for producing tablets. We present the design of a curriculum to support the development of major components of the weighing...... system. A simple teaching model for software engineering is presented which combines technical disciplines with disciplines from section 2-4 in the CDIO syllabus. The implementation of a joint project involving several courses supports the CDIO perspective. Already the traditional IT-diploma education...

  8. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees.

    Science.gov (United States)

    Rodenbusch, Stacia E; Hernandez, Paul R; Simmons, Sarah L; Dolan, Erin L

    2016-01-01

    National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score-matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. © 2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  9. Peer assessment of student-produced mechanics lab report videos

    Science.gov (United States)

    Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

    2017-12-01

    We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings to lab reports than do experts, that peers begin the semester by giving high ratings most frequently and end the semester with frequent middle ratings, and that peers go through the semester without much change in the frequency of low ratings. We then use student interviews to develop a model for student engagement with peer assessment. This model is based on two competing influences which appear to shape peer evaluation behavior: a strong disinclination to give poor ratings with a complementary preference to give high ratings when in doubt, and an attempt to develop an expertlike criticality when assessing peers' work.

  10. Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students' critical thinking and self-regulation in learning science

    Science.gov (United States)

    Wang, Hsin-Hui; Chen, Hsiang-Ting; Lin, Huann-shyang; Huang, Yu-Ning; Hong, Zuway-R.

    2017-10-01

    This longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while another 49 grade 7 students from the same school were randomly selected as the comparison group (CG). All participants completed a 4-wave student questionnaire to assess their perceptions of CT and SR. In addition, 8 target students from the EG with the lowest scores on either CT or SR were purposefully recruited for weekly observation. These target students and their teachers were interviewed one month after the intervention in each semester. Analyses of covariance and paired-wise t-tests revealed that the EG students' perceptions of CT and SR in learning science were improved during the study and were significantly better than their counterparts' at the end of the study. Systematic interview and classroom observation results were consistent with the quantitative findings. This study adds empirical evidence and provides insights into how CDSSI can be integrated into planning and implementing effective pedagogical strategies aimed at increasing students' perceptions of CT and SR in learning science.

  11. Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

    Science.gov (United States)

    Harvey, Robert Christopher

    The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

  12. Researching with undergraduate students

    DEFF Research Database (Denmark)

    Wulf-Andersen, Trine Østergaard; Mogensen, Kevin; Hjort-Madsen, Peder

    2013-01-01

    The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students...... as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well......-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized...

  13. With State Support Now Tied to Completion, Tennessee Colleges Must Refocus

    Science.gov (United States)

    Kelderman, Eric

    2012-01-01

    Before last year, public colleges in Tennessee had a very good reason to fill classroom seats through the first couple of weeks of the term. Each institution's share of the state appropriations for higher education was largely based on enrollment at that point in the semester. Now, however, those colleges stand to lose state money if students do…

  14. Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

    Science.gov (United States)

    Zimmerman, Whitney Alicia; Johnson, Glenn

    2017-01-01

    Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the…

  15. "Teaching by humiliation" and mistreatment of medical students in clinical rotations: a pilot study.

    Science.gov (United States)

    Scott, Karen M; Caldwell, Patrina Hy; Barnes, Elizabeth H; Barrett, Jenny

    2015-08-17

    To generate a contemporary understanding of "teaching by humiliation" as experienced by medical students in Australia. In this pilot study, we surveyed final-stage medical students from two Australian medical schools about their experiences of teaching by humiliation during their adult and paediatric clinical rotations. The students were invited to complete the anonymous survey at the end of their paediatric rotation in Semester 2 of 2013. We used descriptive statistics to analyse quantitative data, and a grounded theory approach to analyse qualitative data. Student reports of experiencing or witnessing teaching by humiliation during their adult and paediatric clinical rotations. Of 151 students invited to participate, 146 (96.7%) completed the survey. Most students reported experiencing (108; 74.0%) or witnessing (118; 83.1%) teaching by humiliation during adult clinical rotations. Smaller but still sizeable proportions had experienced (42; 28.8%) or witnessed (64; 45.1%) it during their paediatric clinical rotation. The humiliating and intimidating behaviours students experienced were mostly more subtle than overt and included aggressive and abusive questioning techniques. The students' responses to these practices ranged from disgust and regret about entering the medical profession to endorsement of teachers' public exposure of a student's poor knowledge. Practices associated with humiliating medical students persist in contemporary medical education. These practices need to be eradicated, given the evidence that they affect students' learning and mental health and are dissonant with formal professionalism curricula. Interventions are needed to interrupt the transgenerational legacy and culture in which teaching by humiliation is perpetuated.

  16. Implementation of Online Peer Assessment in a Design for Learning and Portfolio (D4L+P) Program to Help Students Complete Science Projects

    Science.gov (United States)

    Wuttisela, Karntarat; Wuttiprom, Sura; Phonchaiya, Sonthi; Saengsuwan, Sayant

    2016-01-01

    Peer assessment was one of the most effective strategies to improve students' understanding, metacognitive skills, and social interaction. An online tool, "Designing for Learning and Portfolio (D4L+P)", was developed solely to support the T5 (tasks, tools, tutorials, topicresources, and teamwork) method of teaching and learning. This…

  17. "Go Somewhere, Do Something". How Students Responded to the Opportunity to Complete an Unstructured, Five-Day, Wilderness Solo in the Cantabrian Mountains, Northern Spain

    Science.gov (United States)

    Campbell, Liz

    2010-01-01

    This study explored the response of 28, second year undergraduate students to an innovative approach to a five-day solo. Periods of solitude are more likely to lead to positive outcomes when they are freely chosen than when they are programmed as part of a course. The extent to which a programmed solo can be "freely chosen" by the…

  18. Persistence and withdrawal by students in a preservice science and mathematics teacher education course

    Science.gov (United States)

    Tulip, David F.; Lucas, Keith B.

    1991-12-01

    At a time when recruitment into preservice teacher education courses in mathematics and science is difficult, one strategy to increase the number of graduates is to minimise the number of students who fail to complete their university courses. This study sought to determine factors which distinguish withdrawers from persisters in the first semester of a B.Ed course. Discriminant analysis was employed; a discriminant function employing seven factors resulted in correct classification in 81% of cases. Further analysis distinguishing between dropouts and transferees resulted in two discriminant functions with some common variables.

  19. Understanding the relationship between student attitudes and student learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-02-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

  20. Improving professional IT doctorate completion rates

    Directory of Open Access Journals (Sweden)

    Oliver Kisalay Burmeister

    2015-08-01

    Full Text Available Professional doctorates in Information Technology (IT have been a relatively recent phenomenon, giving IT professionals career management choices not previously available to them. However, successful completion rates are the lowest of all disciplines. Completed doctorates rate in quality equivalent to PhDs, and retention has been identified as a major obstacle to completion. This qualitative study, involving 44 semi-structured interviews with students, supervisors and institutional support personnel, investigated the obstacles. Amongst the strategies discovered to improve completion rates were retention, student engagement with supervisors, feedback on progress, student engagement in the course, and student involvement in institutional communities of practice.

  1. The Challenges for Persistence with Two-Year College Student Transfers and How One Survey Attempts to Identify Pathways of Success for Geoscience Students

    Science.gov (United States)

    Wilson, C. E.; Van Der Hoeven Kraft, K.; Wolfe, B.

    2014-12-01

    With the rapid growth in enrollments at two-year colleges (2YCs), these institutions provide a rich talent pool for future science, technology, engineering, and math (STEM) graduates at four-year universities, particularly students from underrepresented groups (American Geosciences Institute [AGI], 2014). This is particularly true for the geosciences because over 25% of recent geoscience graduates with a bachelor's degree attended a 2YC for at least one semester (AGI, 2013). However, it is difficult to successfully track 2YC transfers because many 2YC students do not complete an associate's degree and very few institutions offer a geoscience-specific associate's degree. In order to recruit future geoscientists from this pool of students, researchers need to better understand the barriers these students face when trying to transfer and how they are able to successfully navigate these barriers. During spring 2014 graduation, AGI surveyed students completing their bachelor's, master's, and doctoral degrees about their educational background, experiences and future plans after graduation. Those graduates who attended a 2YC for at least one semester provided insight into their enrollment decisions as they transferred into a four-year university. The sample from this survey represents 154 responses from a total of 596 responses. General demographics reveal an older population (average age: 30, median: 27), a higher percent of male students (54% male, 40% female) and Caucasians (76%, 10% non Caucasian) than a traditional 2YC student. Students attending 2YC nationally are on average 28 years old (median: 24), are 57% women, and are 51% Caucasian (AACC Fast Facts, 2014). In addition, responses indicated some of the factors that influenced their ability to successfully transfer into 4-year geoscience programs including personal motivation and successful transfer of credits.

  2. Meeting the 2020 American Graduation Initiative (AGI) Goal of Increasing Postsecondary Graduation Rates and Completions: A Macro Perspective of Community College Student Educational Attainment

    Science.gov (United States)

    Kotamraju, Pradeep; Blackman, Orville

    2011-01-01

    The paper uses the Integrated Postsecondary Education Data system (IPEDS) data to simulate the 2020 American Graduation Initiative (AGI) goal introduced by President Obama in the summer of 2009. We estimate community college graduation rates and completion numbers under different scenarios that include the following sets of variables: (a) internal…

  3. Peer assessment of student-produced mechanics lab report videos

    Directory of Open Access Journals (Sweden)

    Scott S. Douglas

    2017-11-01

    Full Text Available We examine changes in students’ rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers’ physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings to lab reports than do experts, that peers begin the semester by giving high ratings most frequently and end the semester with frequent middle ratings, and that peers go through the semester without much change in the frequency of low ratings. We then use student interviews to develop a model for student engagement with peer assessment. This model is based on two competing influences which appear to shape peer evaluation behavior: a strong disinclination to give poor ratings with a complementary preference to give high ratings when in doubt, and an attempt to develop an expertlike criticality when assessing peers’ work.

  4. Examination performances of German and international medical students in the preclinical studying-term--a descriptive study.

    Science.gov (United States)

    Huhn, D; Resch, F; Duelli, R; Möltner, A; Huber, J; Karimian Jazi, K; Amr, A; Eckart, W; Herzog, W; Nikendei, C

    2014-01-01

    Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all pstudents with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (pstudents completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations.

  5. Examination performances of German and international medical students in the preclinical studying-term – A descriptive study

    Science.gov (United States)

    Huhn, D.; Resch, F.; Duelli, R.; Möltner, A.; Huber, J.; Karimian Jazi, K.; Amr, A.; Eckart, W.; Herzog, W.; Nikendei, C.

    2014-01-01

    Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all pstudents with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (pstudents completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations. PMID:25228931

  6. Guided and Unguided Student Reflections

    OpenAIRE

    Matheson, Amanda; Wood, Laura; Franklin, Scott V.

    2017-01-01

    Self-reflection is important metacognitive skill, enabling students to build coherence into their learning and embed content in a broader context. While various pedagogical techniques exist to encourage student reflection, little research has examined the differences between formally guided, partially guided and unguided reflections. This study focuses on student responses to online Guided Reflection Forms (GRFs) from students in a first-semester non-physics class and, separately, a sophomore...

  7. Why do most Gitano/Romani students not complete compulsory secondary education in Spain? Uncovering the view of the educational community using concept mapping

    Directory of Open Access Journals (Sweden)

    Álvarez Arturo

    2016-01-01

    Full Text Available This paper describes the results of research that used Concept Mapping to study the causes of the high rates of school failure among the students of the Gitano or Spanish Romani minority. A sample of 52 members of a school community—pupils, families and teachers—participated in the research. Data were collected in focus groups. Generated ideas were sorted and rated by participants. A multidimensional scaling of sorted data resulted in a map of points. A cluster analysis with the points’ coordinates was run. The results uncovered a model of six clusters: ethnic differences, families, adolescent risk behaviours, students’ attitudes and values, curriculum gap, and finally effects of compensatory education and attention to diversity programmes. The relationships among the clusters point to three sources of concern: cultural and gender issues within the family setting that encourage girls to drop out of school; lack of motivation and educational orientation of the students; and structural problems of the educational system that contribute to maintain the educational gap between minority and majority students.

  8. Flow experiences in everyday classes of Spanish college students: the fit between challenge and skill

    Directory of Open Access Journals (Sweden)

    Jordi Escartin

    2014-07-01

    Full Text Available This study is concerned with the flow state as a high intrinsic motivation experience. Following Csikszenmihalyi´s theoretical model (1990, we analyze in which contents within the social psychology subject, students experience more flow. Participants were Spanish college students from a general course on Social Psychology. They completed a diary study during 12 master classes through the academic semester. The results showed that students experienced different states of consciousness in different sessions: relaxation, apathy, flow and anxiety, respectively. These findings provide new insight into the relationship between an academic subject and students, facilitating the creation of new and innovative strategies for learning. The ultimate goal is to modify and improve the dynamics and learning activities for the teaching course, increasing the experience of flow in class (and reducing the levels of anxiety, apathy or relaxation.

  9. Development of leadership behaviors in undergraduate nursing students: a service-learning approach.

    Science.gov (United States)

    Foli, Karen J; Braswell, Melanie; Kirkpatrick, Jane; Lim, Eunjung

    2014-01-01

    The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience. Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential. Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning. Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p leadership course is an effective approach to the development of leadership behaviors.

  10. A Hybrid Integrated Laboratory and Inquiry-Based Research Experience: Replacing Traditional Laboratory Instruction with a Sustainable Student-Led Research Project

    Science.gov (United States)

    Hartings, Matthew R.; Fox, Douglas M.; Miller, Abigail E.; Muratore, Kathryn E.

    2015-01-01

    The Department of Chemistry at American University has replaced its junior- and senior-level laboratory curriculum with two, two-semester long, student-led research projects as part of the department's American Chemical Society-accredited program. In the first semester of each sequence, a faculty instructor leads the students through a set of…

  11. Experiential Learning for Native American Students at Tribal Colleges and Universities

    Science.gov (United States)

    Sauve, M. L.; Moore, K.

    2003-12-01

    /spring semester, books for all courses, housing for the duration of the program, travel to/from internship sites, and a weekly stipend to cover meals and personal expenses. As with all the other Washington Semester Programs, the American Indian Internship Program/WINS provides a unique opportunity for the young people of sovereign Native American nations to build leadership skills while living, studying, and interning in Washington, DC., and to bring those skills back to their communities. While this challenging experience is open to all American Indian and Alaskan Native students, it is particularly valuable to students from tribal colleges and universities. The Washington experience serves to expand the tribal college students' understanding of the government's policies towards Indian Nations, the structure of government agencies and their functions, and their impact on tribal communities. Students meet Natives from other tribes and schools from across the country in a very diverse campus community. Our students have a 95 percent completion rate and nearly 10 percent return to do another session, One of the most significant effects of this Program is to reinforce students commitment to completing their undergraduate education. In addition, once students have been exposed to the professional and academic environment offered at the WINS Program and at internship sites, many students have been inspired to also pursue a graduate or professional degree.

  12. Perception, awareness and practice of research-oriented medical education among undergraduate students of a medical college in Kolkata, West Bengal.

    Science.gov (United States)

    Chatterjee, Subhankar; Adhikari, Anjan; Haldar, Dibakar; Biswas, Payel

    2016-01-01

    The addition of research-oriented medical education (ROME) to the existing curriculum could promote logical thinking, rapid literature search and a better understanding of research methodology. Creation of research temperament could lead to innovations in healthcare. We assessed the perception, awareness and practice of ROME among undergraduate students. We conducted a cross-sectional survey among 234 students of R.G. Kar Medical College, Kolkata selected by the simple random sampling technique. Data were collected using a pre-designed, pre-tested, validated questionnaire by direct interviews. The mean (SD) perception score was 44.2 (5.03). Students from outside West Bengal (p=0.05), women (p=0.03) and students whose parents were doctors (p=0.01) had significantly higher scores. Students in the second and fourth semesters had a better perception than those in the sixth and eighth semesters. Awareness of research fellowships granted to undergraduate students such as the Indian Council of Medical Research-Short-term studentship (ICMR-STS) was low among the second semester students (13.9%), but more than half (59.3%) of the students in the eighth semester were aware (difference across semesters, pAwareness about journals, conferences and 'research bodies promoting student research' was low. Students in the senior semesters spent more time on research (6th semester 72.2% and 8th semester 88.9%) than those in the junior semesters (2nd: 66.7% and 4th: 77.8%; difference across semesters, p=0.03). About 3% of students participated in extracurricular research and/or had presented work at a conference. There is a good perception about the need for research but a lack of awareness of the why and how, as well as hardly any practice of ROME among medical students of this medical college.

  13. Online Access Patterns and Students

    Directory of Open Access Journals (Sweden)

    Nasir Butrous

    2011-04-01

    Full Text Available The paper follows accessing patterns of five cohorts of postgraduate students enrolled in a core unit within a master of business administration (MBA program. The unit is designed to provide numerous opportunities for student participation in Discussion Boards using Blackboard technology. Discussion Boards create numerous opportunities for interaction amongst online learners to share and exchange their experiences, creating a sense of a virtual community. Relationships between accessing patterns for each week of the semester for each student are explored in relation to their performance using course statistics generated by the Blackboard technology. Close examination of the significant differences in access patterns to the course window and its components of communication, content, and student areas reveal middle of the semester (week 7 as the common critical point that differentiates high achieving students from low achieving students. Identifying critical points provides the faculty staff member an opportunity to introduce intervention strategies in order to improve the learning experience of all the students.

  14. What lessons to be learnt from reflective learning journals written by students to improve learning and intercultural awareness?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2009-01-01

    and given special help to develop team and project work skills. When Danish and foreign students are grouped in mixed teams on the 2nd semester, the Danish students still are experts in project work and they are not familiar with taking in less skilled newcomers. A new course was established for Danish 1st......  This paper addresses the problem of mixing Danish engineering students having 3 years of experience with project work in teams, with foreign students starting on Master Engineering educations with close to zero PBL experience. The first semester the foreign students are working in teams together...... semester Master students in 2007, with a double purpose of both developing team work and intercultural skills further and restart the students reflection and talking about how they actually work together, to prepare them to take in foreign students on the 2nd semester. To secure the latter part...

  15. Student and Teacher Perceptions of a Single-Sex Middle School Learning Environment.

    Science.gov (United States)

    Smith, Nancy

    A study of a single-sex learning environment was conducted in a public school, Edward Hand Middle School in Lancaster, Pennsylvania; sixth, seventh, and eighth grade students were grouped homogeneously by sex for all major subjects for a period of one semester and grouped heterogeneously for one semester. The study examined the effects that the…

  16. Reform in a General Chemistry Laboratory: How Do Students Experience Change in the Instructional Approach?

    Science.gov (United States)

    Chopra, I.; O'Connor, J.; Pancho, R.; Chrzanowski, M.; Sandi-Urena, S.

    2017-01-01

    This qualitative study investigated the experience of a cohort of students exposed consecutively to two substantially different environments in their General Chemistry Laboratory programme. To this end, the first semester in a traditional expository programme was followed by a semester in a cooperative, problem-based, multi-week format. The focus…

  17. Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching

    Science.gov (United States)

    Chambers, Sara Lang Ketchum

    This social action study followed an introductory biology course for a three-year period to determine whether changes in teaching personnel, instructional techniques and reorientation to student-centered learning would impact student performance. The course was redirected from a traditional lecture-laboratory format to one emphasizing active learning inquiry methods. Student retention, achievement, and failure were observed for three years in addition to one year prior, and one year following, the study. The study examined the two semester introductory biology course required of all biology majors and those intending a career in science, medicine or dentistry. During the first semester of the study, the dropout rate decreased from 46% to 21%. Prior to the study, 39% of the students completing the course received a grade of D or F while only 4% received a grade of B or above. During the first semester of the study 14% of the students received a grade of D or F while 46% received a B, B+ or A grade. Similar results were seen in other semesters of the study. A statistical comparison of student retention and performance was carried out using grade data for classes taught by the original faculty, the action study faculty and the post-study faculty. The differences between the original faculty and the action study faculty were statistically significant. Effect size calculations indicated large differences between the action study faculty and the two other faculty groups in terms of student retention, achievement and failure. The results are attributed to both the personnel change and, more significantly, the change in teaching methods and emphasis on student-active learning. Comparison between the pre- and post-study teams showed less dramatic effect sizes than when the action study data were compared with the data from either other team. Nevertheless, the post-study results showed that although the retention rate dropped during the year after the study, the improvement

  18. Attitudes of Brazilian Medical Students Towards Psychiatric Patients and Mental Illness: A Quantitative Study Before and After Completing the Psychiatric Clerkship.

    Science.gov (United States)

    da Rocha Neto, Helio Gomes; Rosenheck, Robert A; Stefanovics, Elina A; Cavalcanti, Maria Tavares

    2017-06-01

    The authors evaluated whether a psychiatric clerkship reduces stigmatized attitudes towards people with mental illness among medical students. A 56-item questionnaire was used to assess the attitudes of medical students towards patients with mental illness and their beliefs about its causes before and after their participation in their psychiatric clerkship at a major medical school in Rio de Janeiro. Exploratory factor analysis identified four factors, reflecting "social acceptance of people with mental illness," "normalizing roles for people with mental illness in society," "non-belief in supernatural causes for mental illness," and "belief in bio-psychosocial causes for mental illness." Analysis of variance was used to evaluate changes in these factors before and after the clerkship. One significant difference was identified with a higher score on the factor representing social acceptance after as compared to before the clerkship (p = 0.0074). No significant differences were observed on the other factors. Participation in a psychiatric clerkship was associated with greater social acceptance but not with improvement on other attitudinal factors. This may reflect ceiling effects in responses before the clerkship concerning supernatural and bio-psychosocial beliefs about causes of mental illness that left little room for change.

  19. Sleep Quality and Academic Progression among Students of Tabriz University of Medical Sciences, Northwest of Iran

    Directory of Open Access Journals (Sweden)

    Horyeh Sarbazvatan

    2017-06-01

    Full Text Available Background: Sleep deprivation and drowsiness are very common among university students. The aim of this study was to examine the sleep quality and academic achievement among university students across all medical disciplines in Northwest of Iran. Methods: This study was based on data from a longitudinal study, the "Health and Lifestyle of University Students" (HeLiS. The Pittsburgh Sleep Quality Index (PSQI, a self-administered questionnaire consisting of general information about sleep quality, was completed by students during the first eight weeks of the first semester and academic achievement was assessed via Grade Point Average (GPA in the two semesters following the administration of the PSQI. Results: The mean age of students was 19.16±1.04 and the majority were female (64%. The mean overall score on the PSQI was 6.87±2.25; the majority of students (70% had a global PSQI score greater than 5, indicating they were poor sleepers. Only 28% reported getting over 7 hours of sleep. Female students had higher scores than male students in subjective sleep quality, which was statistically significant (2.15 vs. 1.95 respectively, P = 0.01; however, there was no difference between males and females on other component scores or on the global score. Results of a multiple regression model showed that PSQI score was a predictor of academic achievement (β=-.07, P=0.035, which implies that GPA will be lower among students whose quality of sleep is lower. Conclusion: Based on our sleep quality should be considered and assessed, and sleep hygiene should be promoted among medical university students in order to improve academic achievement.

  20. Student and Instructor-Centered Approaches to Teaching Precalculus

    Science.gov (United States)

    Davis, Tara C.; Lu', Hùng

    2015-01-01

    This paper describes the results of a two-semester-long study of the effects of student-centered instruction on Precalculus courses. We also describe our teaching approaches centering around students, which include a mixture of lectures, student presentations, group work, discussion, and guided investigations. Students were taught with either the…

  1. Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

    Science.gov (United States)

    MacCann, C; Roberts, R D

    2013-01-01

    The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

  2. Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice.

    Science.gov (United States)

    Evenson, Mary E

    2013-01-01

    The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice. A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35. A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric. Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (plearning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.

  3. [Excessive Daytime Sleepiness, Poor Quality Sleep, and Low Academic Performance in Medical Students].

    Science.gov (United States)

    Machado-Duque, Manuel Enrique; Echeverri Chabur, Jorge Enrique; Machado-Alba, Jorge Enrique

    2015-01-01

    Quality of sleep and excessive daytime sleepiness (EDS) affect cognitive ability and performance of medical students. This study attempts to determine the prevalence of EDS, sleep quality, and assess their association with poor academic performance in this population. A descriptive, observational study was conducted on a random sample of 217 medical students from the Universidad Tecnológica de Pereira, who completed the Pittsburgh Sleep Quality Index (PSQI) questionnaire and the Epworth sleepiness scale. Sociodemographic, clinic and academic variables were also measured. Multivariate analyses for poor academic performance were performed. The included students had a mean age of 21.7±3.3 years, of whom 59.4% were men. Almost half (49.8%) had EDS criteria, and 79.3% were poor sleepers (PSQI ≥ 5), while 43.3% had poor academic performance during the last semester. The bivariate analysis showed that having used tobacco or alcohol until intoxicated, fairly bad subjective sleep quality, sleep efficiency < 65%, and being a poor sleeper were associated with increased risk of low performance. Sleep efficiency < 65% was statistically associated with poor academic performance (P=.024; OR = 4.23; 95% CI, 1.12-15.42) in the multivariate analysis. A poor sleep quality determined by low efficiency was related to poor academic achievement at the end of semester in medical students. Copyright © 2015 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

  4. Medialogi (Dansk informations brochure om Medialogi-uddannelsen, 1. til 10. semester (B.Sc. & Cand.Scient))

    DEFF Research Database (Denmark)

    Nordahl, Rolf; Andersen, Hans Jørgen

    2006-01-01

    Informationsbrochure, 28 sider, om Medialogi uddannelsen (Cand. Scient.), der udbydes af Aalborg Universitet i Aalborg, Esbjerg og København. Brochuren beskriver 1. til 10. semester af uddannelsen (B.Sc. og M.Sc.). Informationen er primært rettet mod potentielle ansøgere til Medialogi uddannelsen...

  5. Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course

    Science.gov (United States)

    Soto, Julio G.; Everhart, Jerry

    2016-01-01

    Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased…

  6. Exploring physics students' engagement with online instructional videos in an introductory mechanics course

    Science.gov (United States)

    Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

    2017-12-01

    The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these

  7. Ergonomic factors that cause the presence of pain muscle in students of dentistry

    OpenAIRE

    Díaz Caballero, Antonio José; Gomez Palencia, Isabel Patricia; Díaz Cárdenas, Shyrley

    2010-01-01

    Objective: To identify the ergonomic factors and the presence of muscular pain in dental students of VIII, IX, X semesters presently practicing at the clinics of the College of Dentistry of university of Cartagena, Colombia, South America. Materials and methods: This is a descriptive study carried out in dental students of the VIII, IX, and X semesters which were undergoing clinical practice at the College of Dentistry of University of Cartagena. A convenience sample of 83 students who m...

  8. Medical Students' Empathy for Vulnerable Groups: Results From a Survey and Reflective Writing Assignment.

    Science.gov (United States)

    Wellbery, Caroline; Saunders, Pamela A; Kureshi, Sarah; Visconti, Adam

    2017-12-01

    As medical education curricula increasingly acknowledge the contributions of the social determinants of health to individual health, new methods of engaging students in the care of vulnerable groups are needed. Empathy is one way to connect students with patients, but little is known about how to nurture students' empathy on behalf of populations. This study examined the relationship between individual and social empathy as groundwork for cultivating students' empathy for vulnerable groups. In 2014-2015, first-year medical students completed the Social Empathy Index at the start and end of a two-semester population health course, and they completed a reflective writing assignment exploring the challenges of caring for vulnerable patients. Pre- and posttest mean survey scores were compared, and reflective writing assignments were analyzed for themes concerning social empathy. Data from 130 students were analyzed. Scores for the contextual understanding of systemic barriers domain increased significantly. There was a trend toward increased cumulative social empathy scores that did not reach statistical significance. Students' essays revealed three themes relating to individual empathy as the foundation for social empathy; civic and moral obligations; and the role of institutional practices in caring for vulnerable groups. This study extends understanding of empathy beyond care for the individual to include care for vulnerable groups. Thus, social empathy may function as a valuable concept in developing curricula to support students' commitment to care for the underserved. Educators first need to address the many barriers students cited that impede both individual and social empathy.

  9. Mathematical problem solving ability of sport students in the statistical study

    Science.gov (United States)

    Sari, E. F. P.; Zulkardi; Putri, R. I. I.

    2017-12-01

    This study aims to determine the problem-solving ability of sport students of PGRI Palembang semester V in the statistics course. Subjects in this study were sport students of PGRI Palembang semester V which amounted to 31 people. The research method used is quasi experiment type one case shoot study. Data collection techniques in this study use the test and data analysis used is quantitative descriptive statistics. The conclusion of this study shown that the mathematical problem solving ability of PGRI Palembang sport students of V semester in the statistical course is categorized well with the average of the final test score of 80.3.

  10. Cost-Savings Achieved in Two Semesters through the Adoption of Open Educational Resources

    Science.gov (United States)

    Hilton, John Levi, III; Robinson, Jared; Wiley, David; Ackerman, J. Dale

    2014-01-01

    Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive…

  11. "Social jetlag" in morning-type college students living on campus: implications for physical and psychological well-being.

    Science.gov (United States)

    Lau, Esther Yuet Ying; Wong, Mark Lawrence; Ng, Eddie Chi Wai; Hui, Chi-chiu Harry; Cheung, Shu Fai; Mok, Doris Shui Ying

    2013-08-01

    Although on-campus residence allows easier access to campus facilities, existing studies showed mixed results regarding the relationship between college residence and students' well-being indicators, such as sleep behaviors and mood. There was also a lack of studies investigating the role of chronotype in the relationship between on-campus residence and well-being. In particular, the temporal relationships among these factors were unclear. Hence, this longitudinal study aims to fill in these gaps by first reporting the well-being (measured in terms of mood, sleep, and quality of life) among students living on and off campus across two academic semesters. We explored factors predicting students' dropout in university residences. Although students living on campus differ in their chronotypes, activities in campus residence (if any) are mostly scheduled in the nighttime. We therefore tested if individual differences in chronotype interact with campus residence in affecting well-being. Our final sample consisted of 215 campus residents and 924 off-campus-living students from 10 different universities or colleges in Hong Kong or Macau. Their mean age was 20.2 years (SD=2.3); 6.5% of the participants are female. Participants completed self-reported questionnaires online on their sleep duration, sleep quality, chronotype, mood, and physical and psychological quality of life. Across two academic semesters, we assessed if students living on and off campus differed in our well-being measures after we partialed out the effects of demographic information (including age, sex, family income, and parents' education) and the well-being measures at baseline (T1). The results showed that, campus residents exhibited longer sleep duration, greater sleep efficiency, better sleep quality, and less feeling of stress than off-campus-living students. From one semester to the next, around 10% of campus residents did not continue to live on campus. Logistic regression showed that a morning

  12. Pengaruh Latihan Tari Legong Terhadap Kebugaran Fisik Mahasiswi Semester VI dan VIII Fakultas Kedokteran Universitas Udayana

    Directory of Open Access Journals (Sweden)

    K. G. Budhi Riyanta

    2013-04-01

    Full Text Available Sport is a way to promote health and prevent degenerative diseases. Sport has great benefits in improving physical fitness and maintaining ideal body weight. This study found that the potentials of domestic culture can be used as a form of sports. Legong dance is one of popular Balinese tradisional art which has dynamic movements with duration of 20 minutes. A randomized pre-test and post-test contol group design was carried out to compare the effectiveness of the Balinese Legong dance with Senam Ayo Bersatu (one of aerobic dance in improving physical fitness and reducing body fat. Thirty samples who came from the sixth and eighth semester in the Faculty of Medicine Udayana University were divided into three different groups: I (Legong dance intervention, II (Senam Ayo Bersatu intervention, and control (without intervention. The intervention was done in 40 minutes for 8 weeks with three times intervention/week. Time of 2.4 km run as parameter of physical fitnees and body fat percentage was measured before starting the intervention and at last eighth weeks. It was elicited the significant difference (p?0.05 that Legong dance was more effective as Senam Ayo Bersatu in improving physical fitness and maintain body fat composition.

  13. The characteristics of failure among students who experienced pseudo thinking

    Science.gov (United States)

    Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

    2018-04-01

    The purpose of this research is to describe the thinking process of students who experienced pseudo thinking when solving the straight line equation. The result of this study shows the characteristics of error that caused students to experience pseudo thinking when solving the problem and their relation with students’ metacognition skill. This qualitative research was conducted in State 16 Junior High School in Surakarta, Indonesia during the odd semester of 2017/2018 academic year. The subjects of the study were students Junior High School students of 8th grade chosen using purposive sampling technique. Data were collected through the administration of think aloud method. The result showed that the characteristics of errors among the subjects are: 1) the answers resulted from pseudo thinking when solving the problem were obtained from the spontaneous, fast, unconscious and uncontrolled thinking process; 2) students had misconception; 3) students had tendency to memorize the formula and imitate the completion procedure; 4) students experienced fuzzy memory when solving the problem. From the mistakes among students who experienced pseudo thinking, their metacognition ability could be inferred.

  14. Completely continuous and weakly completely continuous abstract ...

    Indian Academy of Sciences (India)

    An algebra A is called right completely continuous (right weakly completely continuous) ... Moreover, some applications of these results in group algebras are .... A linear subspace S(G) of L1(G) is said to be a Segal algebra, if it satisfies the.

  15. Frequency and Content of Chat Questions by Time of Semester at the University of Central Florida: Implications for Training, Staffing and Marketing

    Science.gov (United States)

    Goda, Donna; Bishop, Corinne

    2008-01-01

    The more than 4,000 "chats" received by the University of Central Florida's (UCF) Ask-A-Librarian digital reference service are the subject of this practitioner-based, descriptive case study. Question content from chats received during four semesters between January 2005 and May 2006 are categorized and plotted, by semester, to show the…

  16. Gender and racial/ethnic differences in body image development among college students.

    Science.gov (United States)

    Gillen, Meghan M; Lefkowitz, Eva S

    2012-01-01

    In the present study we used longitudinal methods to examine body image development during the early part of college. Students (N=390; 54% female) who identified as African American (32%), Latino/a American (27%), and European American (41%) completed surveys during their first, second, and third semesters at college. There were overall gender and racial/ethnic differences in all three aspects of body image, and both stability and change in body image development. Female students' appearance evaluation became more positive, whereas male students' appearance evaluation showed no significant change. Individuals' body areas satisfaction increased over time, but remained stable when controlling for BMI. Appearance orientation did not change, and there were no racial/ethnic differences in body image development. Experiences in the college environment may play a role in these trends. Copyright © 2011 Elsevier Ltd. All rights reserved.

  17. Where have all the students gone? They are all on Facebook Now

    DEFF Research Database (Denmark)

    Thomsen, Dennis Landgrebe; Sørensen, Mia Thyrre; Ryberg, Thomas

    2016-01-01

    This paper reports and discusses findings from a study carried out amongst a subset of 5th semester students (app. 80) in the programme CDM, Aalborg University (AAU). The purpose of the study was to uncover what networked technologies students use to support their studies and their problem......, 2015). In the paper we therefore discuss the technologies they use and their motives for doing so. The study has however unearthed some deeper questions and concerns. For one thing it became apparent that students’ uses of networked technologies were heavily reliant on commercial mainstream solutions....... Services such as Facebook, Dropbox and Google Docs were the dominant choices of technology and students chose these - without much reflection - as they were the easiest and most widely used. Secondly, it became apparent how these services formed a completely parallel or alternative technological...

  18. Nursing students motivation toward their studies – a survey study

    Directory of Open Access Journals (Sweden)

    Nilsson Kerstin EL

    2008-04-01

    Full Text Available Abstract Background This study focuses on Swedish nursing students' motivation toward their studies during their three year academic studies. Earlier studies show the importance of motivation for study commitment and result. The aim was to analyze nursing students' estimation of their degree of motivation during different semester during their education and to identify reasons for the degree of motivation. Methods A questionnaire asking for scoring motivation and what influenced the degree of motivation was distributed to students enrolled in a nursing programme. 315 students who studied at different semesters participated. Analyzes were made by statistical calculation and content analysis. Results The mean motivation score over all semesters was 6.3 (ranked between 0–10 and differed significantly during the semesters with a tendency to lower score during the 5th semester. Students (73/315 with motivation score 6 reported positive opinions to becoming a nurse (125/234, organization of the programme and attitude to the studies. The mean score value for the motivation ranking differed significantly between male (5.8 and female (6.8 students. Conclusion Conclusions to be drawn are that nursing students mainly grade their motivation positive distributed different throughout their entire education. The main motivation factor was becoming a nurse. This study result highlights the need of understanding the students' situation and their need of tutorial support.

  19. Just fun or a prejudice? - physician stereotypes in common jokes and their attribution to medical specialties by undergraduate medical students.

    Science.gov (United States)

    Harendza, Sigrid; Pyra, Martin

    2017-07-26

    Many jokes exist about stereotypical attributes of physicians in various specialties, which could lead to prejudices against physicians from a specific specialty. It is unknown whether and when medical students are aware of stereotypes about different specialties. The goal of this study was to analyze the degree of stereotypes that exist about medical specialties amongst undergraduate medical students at different stages of their education. One hundred fifty-two jokes with different content about attributes of physicians from different specialties were found by an internet search. In total, 36 characteristics of the five specialties of anesthesia, general surgery, internal medicine, orthopedics, and psychiatry were extracted from the jokes and they constituted the basis for the development of an online questionnaire. The questionnaire allowed each characteristic to be assigned to one of the five specialties and was sent to 999 undergraduate medical students from semester 1, 7, and 12 at the Medical Faculty of Hamburg University. Three hundred eight (30.8%) of the invited students completed the survey. The characteristics of general surgeons and psychiatrists were assigned congruently most frequently (>50%). For internists and orthopedics, there was a significantly more congruent assignment of the characteristics by final year students versus students in their first semester. Male students assigned the characteristics of anesthetists and internists significantly more congruently than female students. The three characteristics "…are a bit slow on the uptake", "…consider income to be relatively unimportant", and "...apologize a lot" were not assigned to any of the five specialties by more than 50% of the students. While stereotypes about physicians from certain specialties seem to exist commonly, medical educators need to be aware that stereotypes about specialties might develop during undergraduate medical training. In order to support students in their

  20. Undergraduate Student Intentions for Postgraduate Study

    Science.gov (United States)

    Jepsen, Denise Mary; Neumann, Ruth

    2010-01-01

    Little is known of how and when undergraduate students decide to progress to postgraduate studies. This study examined the effect of a single semester on intentions to undertake postgraduate study. The study was conducted twice in two years using approximately 120 students enrolled in a third year "Behaviour in Organisations" unit at a…

  1. Metacognitive Enrichment for Community College Students

    Science.gov (United States)

    Wyre, Steven H.

    2012-01-01

    Recent research was conducted to explore how introducing metacognitive enrichment into courses containing implicit or explicit critical thinking goals would affect the students' personal epistemological maturity. At the beginning of a fall semester at a moderate sized community college in the southeastern United States, 733 students were divided…

  2. Students' anxiety in a senior thesis course.

    Science.gov (United States)

    Wood, M R; Palm, L J

    2000-06-01

    The State-Trait Anxiety Inventory was administered on Weeks 8, 12, and 15 of a semester to 16 students enrolled in a senior thesis course. State anxiety scores were elevated when oral presentations began and declined following the presentations. Trait anxiety scores remained constant across test administrations. The influence of situational variables on students' anxiety was discussed.

  3. Engaging Business Students in Quantitative Skills Development

    Science.gov (United States)

    Cronin, Anthony; Carroll, Paula

    2015-01-01

    In this paper the complex problems of developing quantitative and analytical skills in undergraduate first year, first semester business students are addressed. An action research project, detailing how first year business students perceive the relevance of data analysis and inferential statistics in light of the economic downturn and the…

  4. Connecting Library Use to Student Success

    Science.gov (United States)

    LeMaistre, Tiffany; Shi, Qingmin; Thanki, Sandip

    2018-01-01

    This study investigated the relationship between use of online library resources and student success at a small, teaching-focused, baccalaureate college. Researchers also measured whether library users were representative of the student population. Use of online library resources was a significant predictor of semester grade point average (GPA),…

  5. PENERAPAN K-OPTIMAL PADA ALGORITMA KNN UNTUK PREDIKSI KELULUSAN TEPAT WAKTU MAHASISWA PROGRAM STUDI ILMU KOMPUTER FMIPA UNLAM BERDASARKAN IP SAMPAI DENGAN SEMESTER 4

    Directory of Open Access Journals (Sweden)

    Mutiara Ayu Banjarsari

    2016-04-01

    Full Text Available The data pile on a database of academic information systems at Computer Science Program of Mathematic and Natural Science Faculty of Lambung Mangkurat University is not fully utilized, although it can provide new information that has not been known before. Data mining techniques can be used to predict the timely graduation of students. The k-Nearest Nieghbor, a method to classify objects based on training data located closest to the object, was used in this study. Selection of the value of k in kNN algorithm became important because it would affect the performance of the algorithm kNN, therefore it was necessary to know how the value of k and the level of accuracy. The k-Fold Cross Validation method and Accuracy Test was used to determine the value of k-Optimal. The result showed that the value of k = 5 was defined as k-Optimal which was then be applied in the kNN algorithm for prediction of timely graduation of students based on the Grade Point Average up to 4th semester. Keywords: kNN, k-Optimal, Classification, Data mining, k-Fold Cross Validation method Tumpukan data pada database sistem informasi akademik Program Studi Ilmu Komputer FMIPA Unlam belum dimanfaatkan secara maksimal, padahal dari data tersebut dapat memberikan sebuah informasi baru yang belum diketahui sebelumnya. Teknik data mining dapat digunakan untuk memprediksi kelulusan tepat waktu mahasiswa. Penelitian menggunakan metode k-Nearest Nieghbor yang merupakan sebuah metode untuk melakukan klasifikasi terhadap objek berdasarkan data training yang jaraknya paling dekat dengan objek tersebut. Pemilihan nilai k pada algoritma kNN menjadi hal yang penting karena akan mempengaruhi kinerja dari algoritma kNN, oleh karena itu perlu diketahui berapa nilai k dan tingkat akurasinya. Metode k-Fold Cross Validation dan Uji Akurasi digunakan untuk mengetahui nilai k-Optimal. Hasil yang didapat adalah nilai k=5 dengan tingkat akurasi sebesar 80.00% yang ditetapkan sebagai k-Optimal. Nilai k

  6. A comparative analysis of multiple-choice and student performance-task assessment in the high school biology classroom

    Science.gov (United States)

    Cushing, Patrick Ryan

    This study compared the performance of high school students on laboratory assessments. Thirty-four high school students who were enrolled in the second semester of a regular biology class or had completed the biology course the previous semester participated in this study. They were randomly assigned to examinations of two formats, performance-task and traditional multiple-choice, from two content areas, using a compound light microscope and diffusion. Students were directed to think-aloud as they performed the assessments. Additional verbal data were obtained during interviews following the assessment. The tape-recorded narrative data were analyzed for type and diversity of knowledge and skill categories, and percentage of in-depth processing demonstrated. While overall mean scores on the assessments were low, elicited statements provided additional insight into student cognition. Results indicated that a greater diversity of knowledge and skill categories was elicited by the two microscope assessments and by the two performance-task assessments. In addition, statements demonstrating in-depth processing were coded most frequently in narratives elicited during clinical interviews following the diffusion performance-task assessment. This study calls for individual teachers to design authentic assessment practices and apply them to daily classroom routines. Authentic assessment should be an integral part of the learning process and not merely an end result. In addition, teachers are encouraged to explicitly identify and model, through think-aloud methods, desired cognitive behaviors in the classroom.

  7. HealthyhornsTXT: A Text-Messaging Program to Promote College Student Health and Wellness.

    Science.gov (United States)

    Glowacki, Elizabeth M; Kirtz, Susan; Hughes Wagner, Jessica; Cance, Jessica Duncan; Barrera, Denise; Bernhardt, Jay M

    2018-01-01

    Text-messaging interventions positively affect health behaviors, but their use on college campuses has been limited. Text messaging serves as a relatively affordable way to communicate with large audiences and is one of the preferred modes of communication for young adults. This study examined the feasibility and acceptability of a campus-wide, health text-messaging program. The subscriber pool consisted of approximately 6,000 undergraduate students from a large, southern university. From that pool, 1,095 participants (64% female; 41% White) completed a posttest survey. Text messages covered a range of health topics and information about campus resources. Research was conducted from August through December 2015. Process data were collected throughout the semester; participants' attitudes were assessed via an online survey at the program's conclusion. Students demonstrated engagement with the messages throughout the semester as evidenced by replies to text-back keywords and clicks on website links embedded within messages. Messages about sleep, stress management, and hydration were considered most relevant. The majority of participants (61%) reported increased awareness regarding their health. Text-messaging interventions are a feasible strategy to improve college student health.

  8. A Classroom Market for Extra Credit: A Semester-Long Experiment

    Science.gov (United States)

    Staveley-O'Carroll, James

    2016-01-01

    This article describes an innovative pedagogical technique, applicable to most economics courses, that offers students a deeper understanding of market equilibrium, inflation, real and nominal interest rates, intertemporal choice, and financial markets. Students earn extra credit, pooled together for the entire class, by correctly answering…

  9. Bringing Reality T.V. into the Classroom: A Semester-Long Amazing Race

    Science.gov (United States)

    Weddell, Melissa S.

    2011-01-01

    In developing a more student centered and engaging approach to teaching an introductory tourism course, the reality television show "The Amazing Race" was incorporated into the curriculum. Students integrate book chapters and class lectures into researching how locations create tourism destinations through a series of ten weekly assignments. The…

  10. Students' integration of multiple representations in a titration experiment

    Science.gov (United States)

    Kunze, Nicole M.

    A complete understanding of a chemical concept is dependent upon a student's ability to understand the microscopic or particulate nature of the phenomenon and integrate the microscopic, symbolic, and macroscopic representations of the phenomenon. Acid-base chemistry is a general chemistry topic requiring students to understand the topics of chemical reactions, solutions, and equilibrium presented earlier in the course. In this study, twenty-five student volunteers from a second semester general chemistry course completed two interviews. The first interview was completed prior to any classroom instruction on acids and bases. The second interview took place after classroom instruction, a prelab activity consisting of a titration calculation worksheet, a titration computer simulation, or a microscopic level animation of a titration, and two microcomputer-based laboratory (MBL) titration experiments. During the interviews, participants were asked to define and describe acid-base concepts and in the second interview they also drew the microscopic representations of four stages in an acid-base titration. An analysis of the data showed that participants had integrated the three representations of an acid-base titration to varying degrees. While some participants showed complete understanding of acids, bases, titrations, and solution chemistry, other participants showed several alternative conceptions concerning strong acid and base dissociation, the formation of titration products, and the dissociation of soluble salts. Before instruction, participants' definitions of acid, base, and pH were brief and consisted of descriptive terms. After instruction, the definitions were more scientific and reflected the definitions presented during classroom instruction.

  11. Enhancing Student Self-Study Attitude and Activity with Motivational Techniques

    Directory of Open Access Journals (Sweden)

    Kent Rhoads

    2013-09-01

    Full Text Available Research has shown that students will exhibit a positive attitude towards self-study, but that they will often fail to complete self-study activities. The purpose of this paper is to investigate positive instructor interactions and motivation of students to complete self- study activities and students’ attitudes towards self-study. Six English instructors at the University of Shizuoka created a one-semester self-access study log for use in the university self-access language laboratory in order to find out how many students would complete the log. One of the six instructors applied motivational techniques in the classroom in an effort to engender greater student self-study. Later a questionnaire was administered to 465 student participants to determine their self-study attitudes and activities. The data collected from the questionnaire and the high participation in the self- study activities suggest the positive impact the motivational actions employed by the instructor had on his students' attitudes towards self-study activities.

  12. Predictors of performance of students in biochemistry in a doctor of chiropractic curriculum.

    Science.gov (United States)

    Shaw, Kathy; Rabatsky, Ali; Dishman, Veronica; Meseke, Christopher

    2014-01-01

    Objective : This study investigated the effect of completion of course prerequisites, undergraduate grade point average (GPA), undergraduate degree, and study habits on the performance of students in the biochemistry course at Palmer College of Chiropractic Florida. Methods : Students self-reported information regarding academic preparation at the beginning of the semester using a questionnaire. Final exam grade and final course grade were noted and used as measures of performance. Multivariate analysis of variance was used to determine if number of prerequisites completed, undergraduate GPA, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program were associated significantly with the biochemistry final exam grade or the final grade for the biochemistry course. Results : The number of prerequisites completed, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program did not significantly affect the biochemistry final exam grade or the final grade for the biochemistry course, but undergraduate GPA did. Subsequent univariate analysis and Tukey's post hoc comparisons revealed that students with an undergraduate GPA in the 3.5 to 3.99 range earned significantly higher final course grades than students with an undergraduate GPA in the 2.5 to 2.99 range. Conclusion : No single variable was determined to be a factor that determines student success in biochemistry. The interrelationship between the factors examined warrants further investigation to understand fully how to predict the success of a student in the biochemistry course.

  13. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Science.gov (United States)

    Irzawati, Ira

    2013-01-01

    Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

  14. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  15. Peer Assessment of Student-Produced Mechanics Lab Report Videos

    Science.gov (United States)

    Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

    2017-01-01

    We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings…

  16. Biometric and Intelligent Self-Assessment of Student Progress System

    Science.gov (United States)

    Kaklauskas, A.; Zavadskas, E. K.; Pruskus, V.; Vlasenko, A.; Seniut, M.; Kaklauskas, G.; Matuliauskaite, A.; Gribniak, V.

    2010-01-01

    All distance learning participants (students, professors, instructors, mentors, tutors and the rest) would like to know how well the students have assimilated the study materials being taught. The analysis and assessment of the knowledge students have acquired over a semester are an integral part of the independent studies process at the most…

  17. Improving Students' Vocabulary Mastery by Using Total Physical Response

    Science.gov (United States)

    Fahrurrozi

    2017-01-01

    This study aims to describe how Total Physical Response improves students' vocabulary learning outcomes at the third-grade elementary school Guntur 03 South Jakarta, Indonesia. This research was conducted in the first semester of the academic year 2015-2016 with the number of students as many as 40 students. The method used in this research is a…

  18. Academic Advising at UNO. Report of the 1991 Student Survey.

    Science.gov (United States)

    Crawford, A. E.

    1991-01-01

    A study was done of student perception of academic advising at the University of Nebraska, Omaha (UNO). The study surveyed 638 students who participated in the early registration process for the Fall 1991 semester. Of those students, 269 were men and 369 were women and 8.3 percent were members of a minority group. The study instrument was the…

  19. Norming of Student Evaluations of Instruction: Impact of Noninstructional Factors

    Science.gov (United States)

    Nargundkar, Satish; Shrikhande, Milind

    2014-01-01

    Student Evaluations of Instruction (SEIs) from about 6,000 sections over 4 years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of noninstructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like…

  20. Creating Student Engagement: The Kickstarter Active Learning Project

    Science.gov (United States)

    Manzon, Elliott

    2017-01-01

    Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

  1. How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs

    Science.gov (United States)

    Ding, Lin; Mollohan, Katherine N.

    2015-01-01

    This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, the authors examined the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction.

  2. Student Satisfaction on Getting Feedback in Clinical Teaching

    Directory of Open Access Journals (Sweden)

    S Ahmady

    2015-12-01

    Full Text Available Introduction: Among the factors that are involved in medical education, undoubtedly feedback is a special place. Feedback is a link between assessment and learning. Student satisfaction has an important indicator in the quality of learning and teaching. Learning is also associated with the satisfaction of students from the courses. The present study aimed to investigate the effect of feedback in clinical education. Methods: This quasi-experimental study was performed on all of the seventh term nursing students in the faculty of Nursing and Midwifery in Arak and shazand cities. In the first semester in 93-94, they were trained post-CCU ward. The participants were selected through the census procedure. The students in both groups (intervention and control were selected randomly in subgroups of 7 and 8 participants. In each group, the students were trained for 4 weeks in the morning shift. To determine the effects of these two methods, after completion of each of the training courses, all of the students completed the questionnaires and the results were compared. Results: The results showed that the intervention and the control groups were similar in terms of demographic characteristics (gender, indigenous and student work experience and there was no statistically significant difference. Therefore, the mean of overall student satisfaction scores in the intervention group was higher than the control group. In all of the levels, the intervention group had more satisfaction compared to the control one. Statistical test showed a significant difference between the two groups (P <0/003. Conclusion: Generally, it can be said that the immediate and planned feedbacks during the training were offered to students and it could lead the way clinical training in the correct direction. So, the student satisfaction was increased with this process.

  3. Impact of Students' Participation to a Facebook Group on their Motivation and Scores and on Teacher's Evaluation

    Directory of Open Access Journals (Sweden)

    Bernard Montoneri

    2015-01-01

    Full Text Available The development of Information and communications technology (ICT has brought rapid and profound changes in the field of Education. Nowadays, teachers and students alike are engaging on social networks such as Facebook. This study discusses the benefits of using social network in the classroom. It aims at assessing the impact of Facebook on students' motivation and scores in a course of European Literature in a university of central Taiwan. A class of students was taught during the first semester of academic year 2013-2014 (September-January using a traditional way of teaching. During the second semester (February-June 2014, the teacher used multimedia and Facebook to teach to the same students. They joined a "secret group", that is a group in which only students from the class can join, post, view posts, like, and comment. This research compares various data from the first and second semester to measure students' improvement in motivation, their participation to the group and their scores. The data collected from the Facebook group during the whole second semester and students' evaluation of the educator at the end of each semester. Students are expected to make some progress and teacher's evaluation should improve. Even though Taiwanese students generally read and write in Chinese on Facebook, it is expected that they exclusively use English to read, share, and comment texts and information concerning the books studied during the second semester, thus increasing their chances to improve their reading and writing skills.

  4. The Lichen-GIS Project, Teaching Students How to Use Bioindicator Species to Assess Environmental Quality

    Directory of Open Access Journals (Sweden)

    Stephen Wagner

    2009-12-01

    Full Text Available A content-driven biology course for preservice, K-8 teachers has been developed. This course uses the constructivist approach, where instructors engage students by organizing information around concept-based problems. To this end a semester-long inquiry-based project was introduced where students studied lichen populations on trees located on their campus to monitor air quality. Data were incorporated into a geographical information systems (GIS database to demonstrate how it can be used to map communities. Student teams counted the number of each lichen type within a grid placed on each tree trunk sampled and entered this information into a GIS database. The students constructed maps of lichen populations at each sample site and wrote abstracts about their research. Student performance was assessed by preparation of these abstracts as well as scores on pre- and posttests of key content measures. Students also completed a survey to determine whether the project aided in their comprehension as well as their interest in incorporating this activity into their own curricula. The students’ pre- and posttest results showed an eightfold improvement in the total score after the semester project. Additionally, correct responses to each individual content measure increased by at least 35%. Total scores for the abstract ranged from 12 to 20 points out of 20 total points possible (60% to 100% with a mean score of 15.8 points (78%. These results indicate that this exercise provided an excellent vehicle to teach students about lichens and their use as bioindicators and the application of geospatial technologies to map environmental data.

  5. Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students

    Directory of Open Access Journals (Sweden)

    Mahbobeh Faramarzi

    2017-01-01

    Full Text Available Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20, College Academic Self-Efficacy Scale (CASES, and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ. Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B=-0.512, P<0.001. The prevalence of alexithymia was 21.8% in students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother’s education, father’s education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.

  6. Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students

    Science.gov (United States)

    2017-01-01

    Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B = −0.512, P students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother's education, father's education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities. PMID:28154839

  7. Students' Perception of the Use of Story Telling Technique to Improve Pronunciation Skills

    OpenAIRE

    Nukmatus Syahria

    2016-01-01

    The complexities of skills in the Pronunciation created many hindrances for the students in mastering the Pronunciation Practice subject. Most of the first semester students of Adi Buana University were failed during the mid test since they have very little background knowledge of the Pronunciation skills and they tend to get bored during the teaching and learning activities. The writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills...

  8. Effect of portfolio assessment on student learning in prenatal training for midwives.

    Science.gov (United States)

    Kariman, Nourossadat; Moafi, Farnoosh

    2011-01-01

    The tendency to use portfolios for evaluation has been developed with the aim of optimizing the culture of assessment. The present study was carried out to determine the effect of using portfolios as an evaluation method on midwifery students' learning and satisfaction in prenatal practical training. In this prospective cohort study, all midwifery students in semester four (n=40), were randomly allocated to portfolio and routine evaluation groups. Based on their educational goals, the portfolio groups prepared packages which consisted of a complete report of the history, physical examinations, and methods of patient management (as evaluated by a checklist) for women who visited a prenatal clinic. During the last day of their course, a posttest, clinical exam, and student satisfaction form were completed. The two groups' mean age, mean pretest scores, and their prerequisite course that they should have taken in the previous semester were similar. The mean difference in the pre and post test scores for the two groups' knowledge and comprehension levels did not differ significantly (P>0.05). The average scores on questions in Bloom's taxonomy 2 and 3 of the portfolio group were significantly greater than those of the routine evaluation group (P=0.002, P=0.03, respectively). The mean of the two groups' clinical exam scores was significantly different. The portfolio group's mean scores on generating diagnostic and therapeutic solutions and the ability to apply theory in practice were higher than those of the routine group. Overall, students' satisfaction scores in the two evaluation methods were relatively similar. Portfolio evaluation provides the opportunity for more learning by increasing the student's participation in the learning process and helping them to apply theory in practice.

  9. "Capping Off" the Development of Graduate Capabilities in the Final Semester Unit for Biological Science Students: Review and Recommendations

    Science.gov (United States)

    Firn, Jennifer

    2015-01-01

    Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to…

  10. Global History. A Curriculum Guide. Second Semester. Theme V: The Industrial Revolution Had Global Impact. Student Worksheets. Experimental Edition.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    The worksheets contained in this bulletin are designed for use in conjunction with the teaching strategies for Theme V entitled, "The Industrial Revolution Had Global Impact." The worksheets correspond to specific strategies with accompanying questions on the appropriate strategy page. Included are activities for the seven subthemes: (1)…

  11. Using Photo-Elicitation with Native American Students to Explore Perceptions of the Physical Library

    Directory of Open Access Journals (Sweden)

    Karen Neurohr

    2016-04-01

    Full Text Available Abstract Objective – This research project explored Native American students’ perceptions of the Edmon Low Library at Oklahoma State University (OSU. The study sought to understand how Native American students perceived the role of the academic library in their lives, and which elements of the library students depicted and described as holding meaning for them. Methods – Photo-elicitation, a form of visual research and a participatory research method, was the primary method chosen to explore students’ perceptions of the library. To qualify for this study, students self-identified as Native American and as frequent library users. They also had completed three or more semesters of study at OSU. Five students followed a photo prompt for taking at least fifteen pictures of the library, then participated in two separate interviews with the primary researcher. Participants also completed a demographic/questionnaire form, answered semi-structured questions, and ranked the photos they took. Results – This study produced several emergent findings. First, students expressed uncertainty about the library’s books. Second, functional library tools such as express printers and library signage played a valuable role for facilitating student work. Third, the method of photo-elicitation was enjoyable for students and served as library discovery. Fourth, Native American resources and exhibits in the library had varied salience for students. Conclusion – Limited research focuses on Native American students in academic libraries, particularly on how students use and experience the library. Exploring how individual students who identify as Native American perceive the university library enhanced our understanding of how libraries in Predominantly White Institutions (PWIs can best serve and support students. This study provided insight into the method of photo-elicitation interviews. This research also provided practical benefits for student

  12. Longitudinal Predictors of High School Completion

    Science.gov (United States)

    Barry, Melissa; Reschly, Amy L.

    2012-01-01

    This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75%…

  13. Human sciences in the first semester of the dental undergraduate course at the Karolinska Institute, Stockholm.

    Science.gov (United States)

    Röding, K

    1999-08-01

    The first 9 weeks of the dental undergraduate education at the Karolinska Institutet comprises a transition course, designed to introduce students to university studies leading to professional qualifications in patient-related health sciences. 1 week has been set aside for the theme Man and Society, highlighting the importance of the human sciences for the development of behavioural skills necessary for achieving professionalism and a holistic patient concept. Some essential ethical questions are addressed: intercultural communication, empathy, professional demeanour and the development of professional competence, and group dynamics. In this context, more specific subjects are considered, such as the emergence of the multicultural society and its implications for health services, interpersonal skills and patient communication in the health and medical fields. There are several reasons for including this theme, which forms the basis for the ethical and communicative strands throughout the entire curriculum. As 30-40% of freshmen dental students are of non-Swedish origin, it is essential to include cultural awareness seminars. Another reason is that within the EU, cultural and communicative skills are recognised proficiencies for health professionals; it is also acknowledged that effective delivery of health care may be impeded by misunderstandings in communication and conflict in ethical beliefs. Group discussions are scheduled during the week in order to allow the students to discuss their own experiences related to the theme. The students are also given a written assignment in relation to one of the seminars; the report is assessed as a part of the examination. The week is concluded by a plenum discussion summarising the group discussions. To date, 4 course evaluations, with a response rate of 92.5%, show that 97.3% of the students were positive to the theme as a whole or to specific seminars held during the week, especially intercultural communication, ethics and

  14. Students who developed logical reasoning skills reported improved confidence in drug dose calculation: Feedback from remedial maths classes.

    Science.gov (United States)

    Shelton, Chris

    2016-06-01

    The safe administration of drugs is a focus of attention in healthcare. It is regarded as acceptable that a formula card or mnemonic can be used to find the correct dose and fill a prescription even though this removes any requirement for performing the underlying computation. Feedback and discussion in class reveal that confidence in arithmetic skills can be low even when students are able to pass the end of semester drug calculation exam. To see if confidence in the understanding and performance of arithmetic for drug calculations can be increased by emphasising student's innate powers of logical reasoning after reflection. Remedial classes offered for students who have declared a dislike or lack of confidence in arithmetic have been developed from student feedback adopting a reasoning by logical step methodology. Students who gave up two hours of their free learning time were observed to engage seriously with the learning methods, focussing on the innate ability to perform logical reasoning necessary for drug calculation problems. Working in small groups allowed some discussion of the route to the answer and this was followed by class discussion and reflection. The results were recorded as weekly self-assessment scores for confidence in calculation. A self-selecting group who successfully completed the end of semester drug calculation exam reported low to moderate confidence in arithmetic. After four weeks focussing on logical skills a significant increase in self-belief was measured. This continued to rise in students who remained in the classes. Many students hold a negative belief regarding their own mathematical abilities. This restricts the learning of arithmetic skills making alternate routes using mnemonics and memorised steps an attractive alternative. Practising stepwise logical reasoning skills consolidated by personal reflection has been effective in developing student's confidence and awareness of their innate powers of deduction supporting an

  15. Replacing lecture with peer-led workshops improves student learning.

    Science.gov (United States)

    Preszler, Ralph W

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

  16. Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus

    Science.gov (United States)

    Wagner, Elaine Rumsey; Orme, Susan Marla; Turner, Heidi Jean; Yopp, David

    2017-01-01

    Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article…

  17. Office Skills: What Are the Effects of a Composition Emphasis during Two Semesters of Typewriting?

    Science.gov (United States)

    Gades, Robert E.; Dougal, Barbara

    1979-01-01

    A study which compared the composition approach of typewriting instruction with the traditional approach found no significant difference in typewriting speed after one year of instruction. Students trained with the composition approach showed significantly fewer errors on straight-line timings. (LRA)

  18. Clickers, iPad, and Lecture Capture in One Semester: My Teaching Transformation

    Science.gov (United States)

    Latulippe, Joe

    2016-01-01

    Using technology to enhance the classroom environment can have a tremendous impact on student learning, as well as on an instructor's teaching. This paper describes one instructor's transition from traditional chalkboard lectures to a fully technological presentation of content. After carefully reviewing the literature, clicker technology was…

  19. Piloting Blended Strategies to Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course

    Science.gov (United States)

    Burchett, Shayna; Hayes, Jack; Pfaff, Annalise; Satterfield, Emmalou T.; Skyles, Amy; Woelk, Klaus

    2016-01-01

    Laboratory capacity is an issue that has plagued education for more than a century. New buildings, late night classes, and virtual laboratories have offered transitory relief at great expense. Missouri University of Science and Technology is employing blended strategies to increase capacity and student success. Blended strategies expand learning…

  20. Relation between contemplative exercises and an enriched psychology students' experience in a neuroscience course

    Science.gov (United States)

    Levit Binnun, Nava; Tarrasch, Ricardo

    2014-01-01

    This article examines the relation of contemplative exercises with enhancement of students' experience during neuroscience studies. Short contemplative exercises inspired by the Buddhist tradition of self-inquiry were introduced in an undergraduate neuroscience course for psychology students. At the start of the class, all students were asked to participate in short “personal brain investigations” relevant to the topic presented. These investigations were aimed at bringing stable awareness to a specific perceptual, emotional, attentional, or cognitive process and observing it in a non-judgmental, non-personal way. In addition, students could choose to participate, for bonus credit, in a longer exercise designed to expand upon the weekly class activity. In the exercise, students continued their “personal brain investigations” for 10 min a day, 4 days a week. They wrote “lab reports” on their daily observations, obtained feedback from the teacher, and at the end of the year reviewed their reports and reflected upon their experiences during the semester. Out of 265 students, 102 students completed the bonus track and their final reflections were analyzed using qualitative methodology. In addition, 91 of the students answered a survey at the end of the course, 43 students participated in a quiz 1 year after course graduation, and the final grades of all students were collected and analyzed. Overall, students reported satisfaction from the exercises and felt they contributed to their learning experience. In the 1-year follow-up, the bonus-track students were significantly more likely than their peers to remember class material. The qualitative analysis of bonus-track students' reports revealed that the bonus-track process elicited positive feelings, helped students connect with class material and provided them with personal insights. In addition, students acquired contemplative skills, such as increased awareness and attention, non-judgmental attitudes, and

  1. Attachment to parents, social anxiety, and close relationships of female students over the transition to college.

    Science.gov (United States)

    Parade, Stephanie H; Leerkes, Esther M; Blankson, A Nayena

    2010-02-01

    The current study examined the process by which attachment to parents influences satisfaction with and ease in forming friendships at college. One hundred seventy-two female college freshmen completed a measure of parental attachment security the summer before their first semester of college (July 2006) and measures to assess satisfaction with and ease in forming close relationships at the end of their first semester (December 2006). Students ranged in age from 18 to 20 years (M = 18.09, SD = 0.33) and were diverse in their racial makeup (30% racial minority). Consistent with predictions derived from attachment theory, secure attachment to parents was positively associated with ease in forming friendships among racial minority and white participants and satisfaction with friendships among minority participants. Moreover, indirect effects of parental attachment security on relationship outcomes through social anxiety were significant for minority participants but not for white participants. Findings may be useful in the development of retention programs targeted at incoming university freshmen, particularly minority students.

  2. Teaching About Critical Earth Issues in the 2U Semester Online Consortium (Invited)

    Science.gov (United States)

    Wysession, M. E.

    2013-12-01

    In the spring of 2014 Washington University will present one of the first courses, entitled 'Critical Earth Issues,' in a new experiment in online education to be carried out by a consortium of Universities working with the production company 2U. The consortium, consisting of Washington University in St. Louis, Boston College, Brandeis University, Emory University, Northwestern University, the University of North Carolina at Chapel Hill, and the University of Notre Dame, will all offer courses that can be taken by each other's students. In addition, three affiliate institutions so far (Baylor University, Southern Methodist University, and Temple University) have agree to allow their students to take online courses from this consortium, and transfer credit will be granted from the consortium institution teaching a particular course to students from other institutions as well. A total of eleven courses from the seven consortium schools are being taught in the fall of 2013. 'Critical Earth Issues,' to be taught the next spring, will be the first geoscience course taught. The structure of the course will be very different from traditional MOOCs. Half of the course (80 minutes per week) will be asynchronous and produced in advance by the company 2U. This is designed to take the place of the lecture component of a class, but it can take a variety of forms. While there are traditional lecture segments and filmed demos, these are also broken up by assignments for the students in order to make the 'lecture' segment more interactive. Sometimes the students will have to answer short or long questions before they can go on to the next part of the asynchronous material. Students can only get to the assignment at the end if they work their way through all the produced and interactive segments. This material will often also prompt them to upload an 'assignment,' such as uploading photos of different rocks that are used for the buildings at their host institution (to be shared

  3. Evaluation of an Intercultural Peer Training for Incoming Undergraduate Students at an International University in Germany

    Directory of Open Access Journals (Sweden)

    Karina K. Kedzior

    2015-09-01

    Full Text Available University education is increasingly becoming international. Therefore, it is important that universities prepare their new students for the challenges of an intercultural academic environment. The aim of the current study was to quantitatively evaluate the effectiveness of an intercultural peer-to-peer training offered to all new incoming students at Jacobs University Bremen, Germany. The training aims to facilitate the social and academic integration of students at this international university. A total of 117 first-year undergraduate students completed a pen-and-paper questionnaire with 47 items one semester (6 months after attending the intercultural training. The results suggest that participants liked the structure of the training and the use of senior students as peer trainers. It appears that the training improved the awareness of the effects of culture (own and other on the social life of students. However, the training was less adequate at preparing the participants for the student-centered academic culture at this university. In light of its cost-effectiveness, the intercultural training could be easily adopted for use at other universities as part of the campus-wide orientation activities. However, regardless of their culture, all new university students require more assistance to academically adapt to and succeed in multicultural classrooms.

  4. Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

    Science.gov (United States)

    Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

    2006-01-01

    Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

  5. [Family medicine as a medical specialty and an academic discipline in the medical students' assessment].

    Science.gov (United States)

    Krztoń-Królewiecka, Anna; Jarczewska, Dorota Łucja; Windak, Adam

    2015-01-01

    Family medicine has been recognized as the key element of a good health care system. Despite the significance of the family physician's role the number of medical students choosing to train in family medicine has been declining in recent years. The aim of this study was to describe opinions about family medicine and family medicine teaching among medical students. A cross sectional study with an anonymous questionnaire was carried out. The study population was all sixth-year students in Faculty Medicine of Jagiellonian University Medical College, who completed family medicine course in winter semester of academic year 2012/2013. 111 students filled in the questionnaire. The response rate was 84.1%. Less than one third of respondents (30.6%) considered family medicine as a future career choice. Almost all students recognized responsibility of the family doctor for the health of community. 52% of respondents agreed that the family doctor is competent to provide most of the health care an individual may require. Experience from family medicine course was according to the students the most important factor influencing their opinions. Medical students appreciate the social role of family doctors. Family medicine teachers should not only pass on knowledge, but they also should encourage medical students to family medicine as a future career choice.

  6. Longitudinal study of student conceptual understanding in electricity and magnetism

    Directory of Open Access Journals (Sweden)

    S. J. Pollock

    2009-12-01

    Full Text Available We have investigated the long-term effect of student-centered instruction at the freshman level on juniors’ performance on a conceptual survey of Electricity and Magnetism (E&M. We measured student performance on a research-based conceptual instrument—the Brief Electricity & Magnetism Assessment (BEMA–over a period of 8 semesters (2004–2007. Concurrently, we introduced the University of Washington's Tutorials in Introductory Physics as part of our standard freshman curriculum. Freshmen took the BEMA before and after this Tutorial-based introductory course, and juniors took it after completion of their traditional junior-level E&M I and E&M II courses. We find that, on average, individual BEMA scores do not change significantly after completion of the introductory course—neither from the freshman to the junior year, nor from upper-division E&M I to E&M II. However, we find that juniors who had completed a non-Tutorial freshman course scored significantly lower on the (post-upper-division BEMA than those who had completed the reformed freshman course—indicating a long-term positive impact of freshman Tutorials on conceptual understanding.

  7. The Relationship between Positive Well-Being and Academic Assessment: Results from a Prospective Study on Dental Students

    Directory of Open Access Journals (Sweden)

    Cristina Teodora Preoteasa

    2016-01-01

    Full Text Available Background. Presumably, the academic stress that builds throughout the academic year has a negative effect on dental students’ psychological well-being and may have a relationship with academic performance. This research aimed to analyse the variation of positive well-being in second-year dental students, across the academic semester, in relation to consecutive examinations as part of academic assessment system (1 and to observe the relationship between academic performance during semester evaluation period and dental students’ positive well-being (2. Methods. A prospective study was conducted on second-year dental students, data on positive well-being being collected with WHO-Five Well-Being Index (WHO-5, at the beginning of the semester and after three consecutive mandatory examinations. Results. One hundred and forty-six dental students were included (77% response rate. Repeated ANOVA showed a significant progressive decline of positive well-being over the semester, which was clinically significant for an important part of them. Students who performed better in the semester evaluation period registered higher well-being levels at the beginning of the semester but a more pronounced decline of it until the semester evaluation period. Conclusion. Based on this research, a relationship between positive well-being, academic assessments, and academic performance is suggested, when evaluating them in a prospective frame.

  8. How to Implement an Experimental Course on Analog IC design in a Standard Semester Schedule

    DEFF Research Database (Denmark)

    Jørgensen, Ivan Harald Holger; Marker-Villumsen, Niels

    2013-01-01

    how the sequences of courses in integrated analog electronics at the Technical University of Denmark have been modified to enable this. It is outlined how a course can be designed using the three elements in constructive alignment: intended learning objectives, teaching activities and assessment....... As an example it is described in detail how a new course is designed. The course is the first of two new courses and the scope of the course is to teach the students the flow an IC designer has to go through when designing analog circuits. Additionally the course has a large focus on strengthening the generic...... engineering competences of the students. This is achieved by running the course as a project in a company with status meetings and a review meeting where the teacher acts as a manager. Finally, the course evaluation based on the Course Evaluation Questionnaire (CEQ) is presented and based on this future...

  9. Projective modules and complete intersections

    CERN Document Server

    Mandal, Satya

    1997-01-01

    In these notes on "Projective Modules and Complete Intersections" an account on the recent developments in research on this subject is presented. The author's preference for the technique of Patching isotopic isomorphisms due to Quillen, formalized by Plumsted, over the techniques of elementary matrices is evident here. The treatment of Basic Element theory here incorporates Plumstead's idea of the "generalized dimension functions". These notes are highly selfcontained and should be accessible to any graduate student in commutative algebra or algebraic geometry. They include fully self-contained presentations of the theorems of Ferrand-Szpiro, Cowsik-Nori and the techniques of Lindel.

  10. Latino College Completion: Hawaii

    Science.gov (United States)

    Excelencia in Education (NJ1), 2012

    2012-01-01

    In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each…

  11. Latino College Completion: Pennsylvania

    Science.gov (United States)

    Excelencia in Education (NJ1), 2012

    2012-01-01

    In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each…

  12. A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course.

    Science.gov (United States)

    Alsharif, Naser Z; Qi, Yongyue

    2014-09-15

    To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

  13. HUBUNGAN ASAL JURUSAN, STATUS EKONOMI ORANGTUA, DUKUNGAN SOSIAL KELUARGA DENGAN MOTIVASI BELAJAR PADA MAHASISWA SEMESTER IV

    Directory of Open Access Journals (Sweden)

    U Umdatus

    2015-11-01

    Full Text Available Background: SomeHealth Science High Schoolshave students fromnon-science majors. Hypothesized,studentswould bemore motivatedtolearnif theyhave astrong foundationandrelevanceof sciencerelevant to themajorswhilein a high school. This studyaimed toanalyze the relationship of major origin withthe learning motivation by controlling the influence of parents’ economic statusandfamily social support.Subjects and Methods: This studywasan observationalanalyticstudywithcross sectional approach. The sample of45college students was selectedbystratified randomsamplingofthe student populationat S1 Nursing ScienceDepartment of Health SciencesIslamicFoundation HospitalSurabaya. Data collection was conductedfromMarch 10tillMarch 17, 2013. Independent variables studied includedmajororigin, economic status of parents, familysocialsupport, while thedependent variableis a learning motivation. Learning motivationandfamilysocialsupportwere measuredwith a questionnairethathadbeen tested. Datawere analyzed bymultiple logisticregression analysis model.Result & Conclusion: The result of the study concludes that there are relationshipmajororigin(OR =1.90, p=0.335, parentalsocioeconomic status(OR =0.72, p=0611 andfamilysocial support(OR = 1.47, p=0.536 with learning motivation although they are not statistically significant. The writer suggests that it still needs further studywitha larger samplesize.

  14. PENGEMBANGAN INSTRUMEN PENILAIAN PENGETAHUAN MATA PELAJARAN PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN (PJOK KELAS VIII SEMESTER GASAL

    Directory of Open Access Journals (Sweden)

    Bastaman Sasmito Aji

    2016-07-01

    Full Text Available Assessment is a very important process in instructional. Assessment instruments that meet the exacting standards will measure the end result of a process of instructional so that student learning outcomes will be detected properly and can be used as an evaluation for future learning program. PJOK subjects that promotes skills in the realm of learning often ignore the realm of cognitive. Assessment tools to measure students' cognitive sphere made without fulfilling the criteria of a good test assessment instruments so that student learning outcomes can’t be detected properly. Penilaian merupakan proses yang sangat penting dalam pembelajaran. Instrumen penilaian yang memenuhi standar, secara tepat akan mengukur hasil akhir dari suatu proses pembelajaran, sehingga hasil belajar siswa akan terdeteksi dengan baik dan dapat dijadikan bahan evaluasi untuk program pembelajaran selanjutnya. Mata pelajaran PJOK yang mengutamakan ranah keterampilan dalam pembelajarannya seringkali mengabaikan ranah pengetahuan. Instrumen penilaian untuk mengukur ranah pengetahuan siswa disusun harus memenuhi kriteria instrumen penilaian yang baik sehingga, hasil belajar siswa dapat terdeteksi dengan baik.

  15. PENGEMBANGAN INSTRUMEN PENILAIAN PENGETAHUAN MATA PELAJARAN PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN (PJOK KELAS XI SEMESTER GASAL

    Directory of Open Access Journals (Sweden)

    Aswin Try Juniarta

    2016-08-01

    Full Text Available Assessment is a very important process in instructional. Assessment instruments that meet the exacting standards will measure the end result of a process of instructional so that student learning outcomes will be detected properly and can be used as an evaluation for future learning program. PJOK subjects that promotes skills in the realm of learning often ignore the realm of cognitive. Assessment tools to measure students' cognitive sphere made without fulfilling the criteria of a good test assessment instruments so that student learning outcomes can’t be detected properly. Penilaian merupakan proses yang sangat penting dalam pembelajaran. Instrumen penilaian yang memenuhi standar, secara tepat akan mengukur hasil akhir dari suatu proses pembelajaran, sehingga hasil belajar siswa akan terdeteksi dengan baik dan dapat dijadikan bahan evaluasi untuk program pembelajaran selanjutnya. Mata pelajaran PJOK yang mengutamakan ranah keterampilan dalam pembelajarannya seringkali mengabaikan ranah pengetahuan. Instrumen penilaian untuk mengukur ranah pengetahuan siswa disusun harus memenuhi kriteria instrumen penilaian yang baik sehingga, hasil belajar siswa dapat terdeteksi dengan baik.

  16. Completeness, supervenience and ontology

    International Nuclear Information System (INIS)

    Maudlin, Tim W E

    2007-01-01

    In 1935, Einstein, Podolsky and Rosen raised the issue of the completeness of the quantum description of a physical system. What they had in mind is whether or not the quantum description is informationally complete, in that all physical features of a system can be recovered from it. In a collapse theory such as the theory of Ghirardi, Rimini and Weber, the quantum wavefunction is informationally complete, and this has often been taken to suggest that according to that theory the wavefunction is all there is. If we distinguish the ontological completeness of a description from its informational completeness, we can see that the best interpretations of the GRW theory must postulate more physical ontology than just the wavefunction

  17. Completeness, supervenience and ontology

    Energy Technology Data Exchange (ETDEWEB)

    Maudlin, Tim W E [Department of Philosophy, Rutgers University, 26 Nichol Avenue, New Brunswick, NJ 08901-1411 (United States)

    2007-03-23

    In 1935, Einstein, Podolsky and Rosen raised the issue of the completeness of the quantum description of a physical system. What they had in mind is whether or not the quantum description is informationally complete, in that all physical features of a system can be recovered from it. In a collapse theory such as the theory of Ghirardi, Rimini and Weber, the quantum wavefunction is informationally complete, and this has often been taken to suggest that according to that theory the wavefunction is all there is. If we distinguish the ontological completeness of a description from its informational completeness, we can see that the best interpretations of the GRW theory must postulate more physical ontology than just the wavefunction.

  18. How chemistry students study for an exam: A phenomenographic analysis

    Science.gov (United States)

    Lowrey, Kirsten Andrea

    2002-08-01

    The purpose of this research was to understand the different ways that students in a second-semester general chemistry course studied for an exam. I conducted this research using a qualitative methodology based on phenomenography (Marton, Hounsell & Entwistle, 1997). I conducted interviews before and after the first exam in CHM 116. I analyzed these interviews to describe students' studying styles. I analyzed the data from four students and presented this data as case studies. I completed a cross-case analysis that included data from five additional students. My results describe three different studying styles that were found: visual, self-regulated, and quantitative. Each studying style included a description of the characteristics associated with students who use the style, including epistemological beliefs, specific study behaviors, and affective response to learning chemistry. My implications discuss the relationship between this study and learning styles research, as well as other phenomenographic research. Suggestions are made for how to adapt teaching methods to take into account the different studying styles.

  19. Quantitative and Qualitative Results: Cooperative Learning Implementation with Hispanic Community College Freshmen

    Science.gov (United States)

    Morgan, Bobbette M.; Keitz, Ruth A.; Wells, Lori

    2013-01-01

    Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket…

  20. Effectiveness of narrative pedagogy in developing student nurses' advocacy role.

    Science.gov (United States)

    Gazarian, Priscilla K; Fernberg, Lauren M; Sheehan, Kelly D

    2016-03-01

    The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. We tested the hypothesis that use of a narrative pedagogy assignment related to ethics would improve student nurse's perception of their advocacy role as measured by the Protective Nursing Advocacy Scale using a quasi-experimental nonrandomized study using a pre-test, intervention, post-test design. Data collection occurred during class time from October 2012 to December 2012. The Protective Nursing Advocacy Scale tool was administered to students in class to assess their baseline and was administered again at the completion of the educational intervention to assess whether narrative pedagogy was effective in developing the nursing student's perception of their role as a patient advocate. Students were informed that their participation was voluntary and that the data collected would be anonymous and confidential. The survey was not a graded assignment, and students did not receive any incentive to participate. The institutional review board of the college determined the study to be exempt from review. School of Nursing at a small liberal arts college in the Northeastern United States. A consecutive, nonprobability sample of 44 senior-level nursing students enrolled in their final nursing semester was utilized. Results indicated significant differences in student nurse's perception of their advocacy role related to environment and educational influences following an education intervention using an ethics digital story. Using the Protective Nursing Advocacy Scale, we were able to measure the effectiveness of

  1. [From freshmanship to the first "Staatsexamen"--increase of depression and decline in sense of coherence and mental quality of life in advanced medical students].

    Science.gov (United States)

    Burger, Pascal H M; Tektas, Ozan Y; Paulsen, Friedrich; Scholz, Michael

    2014-08-01

    Psychiatric disorders (Burnout, depression, anxiety disorders) are common among medical students with a distinctly higher prevalence compared to the general public. Although medi-cal students show a normal health status at the beginning of their university study period, a deterioration of these aspects in higher semesters is evident and continues when they become residents. In our study ESTRELLAS we examined 530 medical students in the preclinical semesters (1st-4th) before their first "Staatsexamen" with validated psychological questionnaires for depression, anxiety, quality of life and sense of coherence. Students in their 1st semester show normal values like the general public. During the 4 semesters a slow and continuous rise of depressive symptoms and anxiety was detected. Quality of life and sense of coherence constantly deteriorated. An increase of physical symptoms was not detected. In the 4th semester the number of depressive students had already doubled. The development of worsening psychological problems and resulting psychiatric disorders seems to be a continuous process, starting with the beginning of the medical studies and growing continuously during the preclinical semesters. Effect-ive strategies for coping with distress should be integrated in the medical curriculum at universities from the very first semester on. Relaxation techniques could thus be an opportunity. © Georg Thieme Verlag KG Stuttgart · New York.

  2. Differences and Similarities between Female Students and Male Students That Succeed within Higher Technical Education: Profiles Emerge through the Use of Cluster Analysis

    Science.gov (United States)

    Engström, Susanne

    2018-01-01

    This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30% of the students in the cohort responded on several questions. The…

  3. Complete Ureteral Avulsion

    Directory of Open Access Journals (Sweden)

    V. Gupta

    2005-01-01

    Full Text Available Complete avulsion of the ureter is one of the most serious complications of ureteroscopy. It requires open or laparoscopic intervention for repair. This case report emphasizes its management and presents recommendations for prevention in current urological practice.

  4. Ethical views, attitudes and reactions of Romanian medical students to the dissecting room.

    Science.gov (United States)

    Bob, M H; Popescu, Codruţa Alina; Armean, M S; Suciu, Soimita Mihaela; Buzoianu, Anca Dana

    2014-01-01

    Our objective was to evaluate the attitudes and views of first year medical students towards cadaver dissection in anatomy learning and discuss various findings in relation with ethical problems). The study was conducted at the "Iuliu Hat ieganu" University of Medicine and Pharmacy, during the academic year 2012-2013 at the end of the second semester. There were 121 first year medical students included. We developed a questionnaire to asses among other, the degree of fear, anxiety and stress in the dissection room, methods of coping, ethical aspects of dissection and hand it to the students. 34.7% of students experienced different levels of fear on exposure to the dissection room practical sessions. Many students experienced anxiety in reaction to dissection. In the first semester most students reported physical and behavioral reaction towards certain stimuli, with a decrease in the second semester. Recurring visual images of cadavers, reported by 57% of students in the first semester, dropped to 44.6% in the second semester. Students used most frequently the "rationalization and emotional detachment" as a coping method. Anatomists, most often the firsts who need to be aware of emotional and ethical issues, need to explain in detail the steps necessary for dissection and that dissection is performed with the respect of legislation, ethics and human rights.

  5. The effect of two grading systems on the performance of medical students during oral examinations

    DEFF Research Database (Denmark)

    Ba-Ali, Shakoor; Jemec, Gregor B E; Sander, Birgit

    2017-01-01

    group (p = 0.45). Moreover, the average mark was higher among the international students (mean = 10.3, on the seven-point grading scale) than in the Danish speaking classes (mean = 9.1). CONCLUSION: The seven-point grading scale seems to motivate students to yield a better performance; hence tiered......INTRODUCTION: Either a pass/fail approach or a seven-point grading scale are used to evaluate students at the Danish universities. The aim of this study was to explore any effect of the assessment methods on student performances during oral exams. METHODS: In a prospective study including 1......,037 examinations in three medical subjects, we investigated the difference in the test scores between the spring- and autumn semester. In the spring semester, the students could either pass or fail the subject (pass/fail) while in the following autumn semester, the students were assessed by tiered grading (seven...

  6. Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

    Science.gov (United States)

    Zoromski, Lorraine M.

    2017-01-01

    This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

  7. The Nuances of Tutoring and Academic Performance of Undergraduate Students

    Science.gov (United States)

    Hetzel, Carole J.; Laskey, Marcia L.; Hardt-Schultz, Roberta F.

    2014-01-01

    The purpose of this study was to investigate the relationship between the length of a weekly tutoring session and student GPA for the first two semesters of college. The study was conducted at a private, midsize university in the Midwest. The sample consisted of 124 students admitted with academic stipulations to the university, meaning that…

  8. An Inquiry-Based Quantitative Reasoning Course for Business Students

    Science.gov (United States)

    Piercey, Victor; Militzer, Erin

    2017-01-01

    Quantitative Reasoning for Business is a two-semester sequence that serves as an alternative to elementary and intermediate algebra for first-year business students with weak mathematical preparation. Students who take the sequence have been retained at a higher rate and demonstrated a larger reduction in math anxiety than those who take the…

  9. Just in Time Teaching: A Strategy to Encourage Students' Engagement

    Science.gov (United States)

    López Cupita, Lorena Andrea

    2016-01-01

    This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners' perceptions of the strategy "Just in Time Teaching" in a web 2.0. The data were…

  10. Gotta Have It! Pepsi Challenges Students to Stay in School.

    Science.gov (United States)

    Punsalan, Carla M.

    1993-01-01

    A program sponsored by Pepsi-Cola Company is designed to provide students in inner-city school districts with reasons for staying in school. Incentives for students include scholarship credit of $250 for each semester in which they maintain a C average; mentor-teachers receive $1,000 for continuing education, classroom enhancement, or the…

  11. The Effect of Twitter on College Student Engagement and Grades

    Science.gov (United States)

    Junco, R.; Heiberger, G.; Loken, E.

    2011-01-01

    Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter--the microblogging and social networking…

  12. Student Teachers and CALL: Personal and Pedagogical Uses and Beliefs

    Science.gov (United States)

    Hlas, Anne Cummings; Conroy, Kelly; Hildebrandt, Susan A.

    2017-01-01

    The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to use technology for their own language learning and to implement computer assisted language learning (CALL) in their instruction. This study…

  13. Undergraduate Students' Mental Operations in Systems of Differential Equations

    Science.gov (United States)

    Whitehead, Karen; Rasmussen, Chris

    2003-01-01

    This paper reports on research conducted to understand undergraduate students' ways of reasoning about systems of differential equations (SDEs). As part of a semester long classroom teaching experiment in a first course in differential equations, we conducted task-based interviews with six students after their study of first order differential…

  14. Sexual Behaviors and Attitudes of Community College Students.

    Science.gov (United States)

    Hartnett, Barbara M.; Zettle, Thomas E.

    For seven consecutive semesters, questionnaires were administered to the students enrolled in Illinois Central College's human sexuality course to determine their sexual experience, practices, and orientation. The surveys also sought to assess the students' attitudes toward homosexuality, pornography, masturbation, extramarital relations,…

  15. Social Media as a Learning Technology for University Students

    Science.gov (United States)

    Hussain, Irshad; Cakir, Ozlem; Candeger, Ümmügülsüm

    2018-01-01

    This paper demonstrates the role of social media as a learning technology for university students and highlights their problems associated with its use. The population of the study consisted of Masters' and Bachelor Studies students studying in their final semesters in the departments of Social Sciences at The Islamia University of Bahawalpur,…

  16. How College Science Students Engage in Note-Taking Strategies

    Science.gov (United States)

    Bonner, Janice M.; Holliday, William G.

    2006-01-01

    A composite theory of college science student note-taking strategies was derived from a periodic series of five interviews with 23 students and with other variables, including original and final versions of notes analyzed during a semester-long genetics course. This evolving composite theory was later compared with Van Meter, Yokoi, and Pressley's…

  17. Marginal Pricing and Student Investment in Higher Education

    Science.gov (United States)

    Hemelt, Steven W.; Stange, Kevin M.

    2016-01-01

    This paper examines the effect of marginal price on students' educational investments using rich administrative data on students at Michigan public universities. Marginal price refers to the amount colleges charge for each additional credit taken in a semester. Institutions differ in how they price credits above the full-time minimum (of 12…

  18. Lecturer's Gender and Their Valuation of Student Evaluation of Teaching

    Science.gov (United States)

    Atek, Engku Suhaimi Engku; Salim, Hishamuddin; Halim, Zulazhan Ab.; Jusoh, Zailani; Yusuf, Mohd Ali Mohd

    2015-01-01

    Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East…

  19. Assessing Goal Intent and Achievement of University Learning Community Students

    Science.gov (United States)

    Pfeffer-Lachs, Carole F.

    2013-01-01

    The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

  20. Examining the Computer Self-Efficacy Perceptions of Gifted Students

    Science.gov (United States)

    Kaplan, Abdullah; Öztürk, Mesut; Doruk, Muhammet; Yilmaz, Alper

    2013-01-01

    This study was conducted in order to determine the computer self-efficacy perceptions of gifted students. The research group of this study is composed of gifted students (N = 36) who were studying at the Science and Arts Center in Gümüshane province in the spring semester of the 2012-2013 academic year. The "Computer Self-Efficacy Perception…