Reflective journaling and development of cultural humility in students.

Science.gov (United States)

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

2012-01-01

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

Perceptions about Authentic Leadership Development: South African Occupational Therapy Students' Camp Experience.

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Hendricks, Fatima; Toth-Cohen, Susan

2018-01-01

Twenty-three years into democracy, concern is deepening regarding the slow progress of Occupational Therapy (OT) in South Africa, especially with regard to diversity and inclusion within OT. This study explores authentic leadership development primarily among Black OT students attending a pilot Occupational Therapy Association of South Africa (OTASA) National Student Leadership Camp. It seeks to ascertain their perceptions on leadership and leadership development. This descriptive pilot study employs in-depth interviews and subsequent content analysis, with 12 OT students from six university OT programs in South Africa. Four categories of participant perceptions on authentic leadership development emerged from the analysis: (1) perceptions about oneself as a leader based on personal narrative, self-awareness, self-control, and psychological capital; (2) perceptions about others, specifically current leaders, with regard to their moral crisis, including continuing inequality, insincerity, greed, and selfishness; (3) goals and aspirations for leadership development via student camps; and (4) effects of leadership on the system. Recommendations for future practice include promotion of storytelling as a means of personal reflection for authentic leadership development and focused investment in camps for developing student leadership skills and building authentic leadership knowledge.

A Project to Help Child Development Students Recognize Piagetian Developmental Stages.

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Husmann, Ann

This practicum report was designed to help child development students differentiate between the preoperational and concrete operational stages of the Piagetian cognitive hierarchy. The 36 on-campus and 63 instructional television students used a Piagetian Game booklet, which is included in the appendix. Using this booklet, students were able to…

Sex Education and Student Rights: Including the Missing Actor

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Clarke, Paul T.

2011-01-01

In the West, sex education has always been a taboo subject that continues to challenge the public schools. Drawing on recent developments in some Canadian provinces, I argue that we cannot begin to address the issue of responsible sex education until we first acknowledge that students themselves have a moral and constitutional right to this kind…

A comprehensive medical student career development program improves medical student satisfaction with career planning.

Science.gov (United States)

Zink, Brian J; Hammoud, Maya M; Middleton, Eric; Moroney, Donney; Schigelone, Amy

2007-01-01

In 1999, the University of Michigan Medical School (UMMS) initiated a new career development program (CDP). The CDP incorporates the 4-phase career development model described by the Association of American Medical Colleges (AAMC) Careers in Medicine (CiM). The CDP offers self-assessment exercises with guidance from trained counselors for 1st- and 2nd-year medical students. Career exploration experiences include Career Seminar Series luncheons, shadow experiences with faculty, and a shadow program with second-year (M2) and fourth-year (M4) medical students. During the decision-making phase, students work with trained faculty career advisors (FCA). Mandatory sessions are held on career selection, preparing the residency application, interviewing, and program evaluation. During the implementation phase, students meet with deans or counselors to discuss residency application and matching. An "at-risk plan" assists students who may have difficulty matching. The CiM Web site is extensively used during the 4 stages. Data from the AAMC and UMMS Graduation Questionnaires (GQ) show significant improvements for UMMS students in overall satisfaction with career planning services and with faculty mentoring, career assessment activities, career information, and personnel availability. By 2003, UMMS students had significantly higher satisfaction in all measured areas of career planning services when compared with all other U.S. medical students.

A review of teaching skills development programmes for medical students.

Science.gov (United States)

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

2015-02-01

The CanMEDS role of Scholar requires that medical trainees develop their skills as medical educators. The development of teaching skills in undergraduate medical students is therefore desirable, especially in view of the teaching obligations in residency programmes. The goal of this review was to identify the characteristics and outcomes of programmes designed to develop the teaching skills of undergraduate medical students. The authors searched medical literature databases using combinations of the search terms 'medical student', 'teacher', 'teaching skills', 'peer teaching', 'near-peer teaching' and 'student as teacher'. Twenty papers fit the predetermined search criteria, which included original characterisations of specific programmes involving undergraduate medical students. Three types of initiative were identified in the reviewed articles: peer teaching programmes; teaching workshops, and community outreach programmes. The majority of study participants were students in Years 3 and 4. Subjective self-evaluation by participants using Likert scale-based surveys was by far the most commonly used method of measuring project outcomes. Objective, quantitative teaching-related outcomes were rarely noted in the reports reviewed. Self-perceived improvements in teaching skills were noted by participants in most of the reports. Other perceived benefits included increases in organisational skills, knowledge and confidence in giving feedback. Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study. © 2015 John Wiley & Sons Ltd.

Students' Perceptions of Life Skill Development in Project-Based Learning Schools

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Meyer, Kimberly; Wurdinger, Scott

2016-01-01

This research aimed to examine students' perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: (1) What are students' perceptions of their development of life skills in project-based learning schools?; (2) In what ways, if any, do students perceive an increase in…

Student Off-Task Electronic Multitasking Predictors: Scale Development and Validation

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Qian, Yuxia; Li, Li

2017-01-01

In an attempt to better understand factors contributing to students' off-task electronic multitasking behavior in class, the research included two studies that developed a scale of students' off-task electronic multitasking predictors (the SOTEMP scale), and explored relationships between the scale and various classroom communication processes and…

Instructor's Guide for Human Development Student Modules.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This instructor's guide is designed for use with an accompanying set of 61 student learning modules on human development. Included among the topics covered in the individual modules are the following: consumer and homemaking education (health and nutrition, personal appearance and grooming, puberty, menstruation, the human reproductive system,…

Mentoring Students with Mild Disabilities: The "Nuts and Bolts" of Program Development.

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Campbell-Whatley, Gloria D.

2001-01-01

This article provides step-by-step guidelines for developing a mentoring program for students with disabilities. The benefits of mentoring, role of the mentor, mentor screening, and program development are discussed. Suggested mentor and student activities are outlined, including communication, reading, leisure, and academic activities. (Contains…

Integrated learning through student goal development.

Science.gov (United States)

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

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

Student Misbehaviors in Online Classrooms: Scale Development and Validation

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Li, Li; Titsworth, Scott

2015-01-01

The current program of research included two studies that developed the Student Online Misbehaviors (SOMs) scale and explored relationships between the SOMs and various classroom communication processes and outcomes. The first study inductively developed initial SOM typologies and tested factor structure via an exploratory factor analysis.…

Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs

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Nelson, Michael H.; Bzowyckyj, Andrew S.; Fuentes, David G.; Rosenberg, Ettie; DiCenzo, Robert

2016-01-01

The CAPE 2013 Outcomes answered the call for increased student leadership development (SLD) by identifying leadership as a desired curricular goal. To meet this outcome, colleges and schools of pharmacy are advised to first identify a set of SLD competencies aligned with their institution’s mission and goals and then organize these competencies into a SLD framework/model. Student leadership development should be integrated vertically and horizontally within the curriculum in a deliberate and longitudinal manner. It should include all student pharmacists, begin at the point of admission, and extend beyond extracurricular activities. The school’s assessment plan should be aligned with the identified SLD competencies so student learning related to leadership is assessed. To accomplish these recommendations, a positive environment for SLD should be cultivated within the school, including administrative backing and resources, as well as support among the broader faculty for integrating SLD into the curriculum. PMID:26941428

Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs.

Science.gov (United States)

Janke, Kristin K; Nelson, Michael H; Bzowyckyj, Andrew S; Fuentes, David G; Rosenberg, Ettie; DiCenzo, Robert

2016-02-25

The CAPE 2013 Outcomes answered the call for increased student leadership development (SLD) by identifying leadership as a desired curricular goal. To meet this outcome, colleges and schools of pharmacy are advised to first identify a set of SLD competencies aligned with their institution's mission and goals and then organize these competencies into a SLD framework/model. Student leadership development should be integrated vertically and horizontally within the curriculum in a deliberate and longitudinal manner. It should include all student pharmacists, begin at the point of admission, and extend beyond extracurricular activities. The school's assessment plan should be aligned with the identified SLD competencies so student learning related to leadership is assessed. To accomplish these recommendations, a positive environment for SLD should be cultivated within the school, including administrative backing and resources, as well as support among the broader faculty for integrating SLD into the curriculum.

THE DEVELOPMENT OF INFORMATION COMPETENCES FOR MEDICAL STUDENTS

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S. I. Karas

2014-01-01

Full Text Available The goal of this paper is the analysis of information communication technologies using for professional competencies development for medical students. There are described two informational learning technologies: standard and developed in Tomsk.Virtual learning environment Moodle is open source software which is developed for on-line education and installed in more than a dozen thousands educational institutions around the world including Russia. The Moodle provides students with rapid access to professional-oriented learning information via Internet any time and through any gadget. Using the Moodle a teacher can present different types of digital information, organize learning course, student’s knowledge and skills evaluation after structuring teacher’s knowledge. Rating approach is implemented in the Moodle very easy. Developed and develo­ping resources for the Moodle are located at the server http://simcenter.ssmu.ru.Learning electronic health record (LEHR is developing by Tomsk professional team and it is the integration of an electronic health record and a program for clinical subject. There are additional functions besides usual for paper medical record, for example: learning about specialized software, electronic re­ference books, and medical standard documents. Information and clinical competences are forming in LEHR at the same time what is the undoubted advantage for students. Now LEHR on pediatrics and neurology are testing before trial exploitation in the learning. Software for LEHR and information about virtual patients are located at the server http://students.umssoft.com.The analysis and our experience have shown the possibilities of effective using the information communication technologies for development of informational and professional competencies of medical students in different subjects of educational program.

Student Development and Developmental Studies.

Science.gov (United States)

Champaigne, John

1982-01-01

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

Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

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Apino, E.; Retnawati, H.

2017-02-01

This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

Examining the Outcomes of Including Students with Disabilities in a Bullying/Victimization Intervention

Science.gov (United States)

Graybill, Emily C.; Vinoski, Erin; Black, Mary; Varjas, Kris; Henrich, Christopher; Meyers, Joel

2016-01-01

Students with disabilities are bullied at rates disproportionate to their typically developing peers, yet we know little about effective interventions to reduce the rates of victimization among students with disabilities across all disability categories. This study examined the effectiveness of the inclusive Bullying/Victimization Intervention…

Dynamics of personal development on healthy students

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I.E. Kramida

2013-04-01

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

Developing student awareness:

DEFF Research Database (Denmark)

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

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

Developing Entrepreneurial Skills in Pharmacy Students.

Science.gov (United States)

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

2015-09-25

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

Student Leadership Development within Student Government at Snow College

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Wilson, Gordon Ned

2010-01-01

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

Development and Validation of Nature of Science Instrument for Elementary School Students

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Hacieminoglu, Esme; Yilmaz-Tüzün, Özgül; Ertepinar, Hamide

2014-01-01

The purposes of this study were to develop and validate an instrument for assessing elementary students' nature of science (NOS) views and to explain the elementary school students' NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis…

The Development and Assessment of Particle Physics Summer Program for High School Students

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Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.

2017-01-01

A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.

Developing a Telecommunications Curriculum for Students with Physical Disabilities.

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Gandell, Terry S.; Laufer, Dorothy

1993-01-01

A telecommunications curriculum was developed for students (ages 15-21) with physical disabilities. Curriculum content included an internal mailbox program (Mailbox), interactive communication system (Blisscom), bulletin board system (Arctel), and a mainframe system (Compuserv). (JDD)

Research skills development in higher education students

Directory of Open Access Journals (Sweden)

Tiziana Priede Bergamini

2014-03-01

Full Text Available This case study presents the development of a research project in a third-year undergraduate course, Family Business Administration. The research project aimed at promoting research skills in students. The authors formed working groups of no more than six students, and each group had to select an original research topic after conducting a literature review. Students were guided by the teachers and provided with initial reading materials, as well as an activity rubric specifying the minimum requirements of a scientific paper. The activity evaluation consisted of two parts, a written article (group assessment and an oral presentation (individual assessment. After the activity concluded, students were asked to answer an online satisfaction survey. Results showed students viewed the activity as positive and appreciated the chance to develop several competencies, including research skills. The authors conclude several objectives were achieved, including: familiarize students with scientific research; make sure students are cable of finding information through primary sources; have students apply the knowledge acquired during the course; promote responsibility in students; cultivate in students the capacity to summarize ideas and expose them in a reasoned way; have students learn from the experiences and knowledge of others; and develop in students the capacity to synthesize all that information. -------------------------- El desarrollo de la capacidad investigadora en estudiantes de educación superior Resumen  Este estudio de caso presenta el desarrollo de un proyecto de investigación en la asignatura “Administración de la Empresa Familiar” de tercer curso. El proyecto de investigación tenía como propósito fomentar de forma específica la capacidad investigadora de los alumnos. Se formaron grupos de trabajo de no más de seis estudiantes, y cada grupo tenía que seleccionar un tema de investigación original tras realizar una búsqueda de

Utilizing Science Outreach to Foster Professional Skills Development in University Students

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Eng, Edward; Febria, Catherine

2011-01-01

Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure.

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Gultice, Amy; Witham, Ann; Kallmeyer, Robert

2015-06-01

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses. Copyright © 2015 The American Physiological Society.

A Discussion of Professional Identity Development in Nursing Students

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Cathy Maginnis

2018-04-01

Full Text Available Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI. A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

Group Development for Students with Emotional/Behavioral Disorders.

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Rockwell, Sylvia; Guetzloe, Eleanor

1996-01-01

This article addresses effective techniques for teaching students with emotional disturbances and/or behavior disorders in group settings. Three stages of group development are described with specific teaching strategies for each stage identified and related to Maslow's hierarchy of needs, including needs for safety and trust, belonging and…

Renewing and Developing the Partnership: Federal/State/Campus Cooperation in Student Financial Aid.

Science.gov (United States)

Fenske, Robert H., Ed.; Clark, Patricia L., Ed.

The proceedings of the conference are summarized, including a symposium discussion following the formal conference. Contents include: two views of the present advisory structure for student aid (The Case for Maintaining and Expanding the Coalition for the Coordination of Student Financial Aid, by Robert H. Atwell, and The Need for Developing a…

The extent to which students with disabilities are included in elite ...

African Journals Online (AJOL)

In educational context inclusion can be defined as including a number of key perspectives, policies and practices (such as reducing barriers) to learning and ... It was evident that students at higher education institutions should be encouraged to participate in sport or any related physical and recreational activity that can ...

Developing osteopathic competencies in geriatrics for medical students.

Science.gov (United States)

Noll, Donald R; Channell, Millicent King; Basehore, Pamela M; Pomerantz, Sherry C; Ciesielski, Janice; Eigbe, Patrick Arekhandia; Chopra, Anita

2013-04-01

Minimum core competencies for allopathic medical students in the specialty area of geriatrics have been developed, comprising 26 competencies divided into 8 topical domains. These competencies are appropriate for osteopathic medical students, but they do not include competencies relating to osteopathic principles and practice (OPP) in geriatrics. There remains a need within the osteopathic profession to develop specialty-specific competencies specific to OPP. To develop more specific and comprehensive minimum competencies in OPP for osteopathic medical students in the field of geriatric medicine. The Delphi technique (a structured communication technique that uses a panel of experts to reach consensus) was adapted to generate new core competencies relating to OPP. Osteopathic geriatricians and members of the Educational Council on Osteopathic Principles (ECOP) of the American Association of Colleges of Osteopathic Medicine participated in a breakout session and 2 rounds of surveys. Proposed competencies with 80% of the participants ranking it as "very important and should be added as a competency" were retained. Participants were also asked if they agreed that competencies in OPP should include specific types of osteopathic manipulative treatment techniques for the elderly. Responses were received from 26 osteopathic physician experts: 17 ECOP members and 9 geriatricians. Fourteen proposed competencies were developed: 7 related to the existing topic domains, and 7 were placed into a new domain of osteopathic manipulative medicine (OMM). Six proposed competencies were retained, all of which were in the new OMM domain. These competencies related to using OMM for gait and balance assessment, knowing adverse events and contraindications of OMM, using OMM for pain relief and end-of-life care, using OMM in the hospital and nursing home setting, adapting OMM to fit an elderly individual, and using OMM to address limited range of motion and ability to perform activities of

The Educational Technology of Ethical Development for Students

Science.gov (United States)

Song, Ting; Ustin, Pavel N.; Popov, Leonid M.; Mudarisov, Marat M.

2017-01-01

The relevance of this work was connected with the problem of ethical competencies forming among future psychologists during their learning in university. The first task of research was to work out the technology of ethical development for students-psychologists. The structure of this technology included four main educational components:…

An examination of the identity development of African American undergraduate engineering students attending an HBCU

Science.gov (United States)

Taylor, Kenneth J.

This study examined the identity development for a sample of 90 African American undergraduate engineering male and female students attending an HBCU. Using the Student Development Task and Lifestyle Assessment (SDTLA), which is based on Chickering and Reisser's identity development theory, differences in identity development were examined with respect to gender, academic classification, and grade point average. Previous research has shown the need to look beyond academic factors to understand and influence the persistence of African American engineering students. Non-cognitive factors, including identity development have proven to be influential in predicting persistence, especially for African American engineering students. Results from the analysis revealed significant means for academic classification and five of the dependent variables to include career planning peer relations, emotional autonomy, educational involvement, and establishing and clarifying purpose. Post hoc analysis confirmed significant differences for four of those dependent variables. However, the analysis failed to confirm statistical significant differences in peer relations due to academic classification. The significant decline in the mean scores for development in these four areas, as students progressed from sophomore to senior year revealed strong implications for the need to provide programming and guidance for those students. Institutions of higher education should provide more attention to the non-cognitive areas of development as a means of understanding identity development and working toward creating support systems for students.

Including sustainability issues in nurse education: A comparative study of first year student nurses' attitudes in four European countries.

Science.gov (United States)

Richardson, Janet; Heidenreich, Thomas; Álvarez-Nieto, Carmen; Fasseur, Fabienne; Grose, Jane; Huss, Norma; Huynen, Maud; López-Medina, Isabel M; Schweizer, Angélick

2016-02-01

Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited research on student nurses' attitudes towards sustainability and no comparison of attitudes towards sustainability and its inclusion in the nursing curriculum across Europe. This project aims to assess student nurses' attitudes towards sustainability, its relevance to nursing and its inclusion in the nursing curricula. 1. To assess base-line attitudes at the start of nursing and midwifery training; 2. To compare sustainability awareness between students participating in training in a number of European universities. A comparative survey design using the Sustainability Attitudes in Nursing Survey (SANS_2) questionnaire. Nursing classes of Universities and Nursing Schools in four European countries were investigated using a questionnaire consisting of five sustainability-related items. 916 nursing students (UK: 450, Germany: 196, Spain: 124, Switzerland: 146). Standard descriptive and inferential statistical methods were used to establish psychometric quality (Principal Components Analysis, Cronbach's alpha, Pearson correlations) and compare student nurses from the four countries. The reliability of SANS_2 was good (Cronbach's alpha=.82) and the five items loaded on a single factor which explained 58% of variance. ANOVA of the SANS_2 total score showed significant differences between countries with German nursing students showing more sustainability awareness than students from the UK and Spain. SANS_2 is a reliable instrument to assess nursing students' sustainability awareness; there are significant differences in sustainability awareness of students of different European countries. Limitations of the study include non-random sampling, possible method effects and social desirability effects

Developing a Curriculum for Remote Research Mentoring of Virginia High School Students

Science.gov (United States)

Dirienzo, William J.; Corby, J.; Beaton, R.; Barcos-Munoz, L. D.; Jones, K. M.; Pennucci, T.

2014-01-01

Graduate students at the University of Virginia (UVa) are volunteering as research advisors on astronomy projects for Virginia's science and technology high schools. Over five years, we have worked with more than a dozen students through a research class at Central Virginia Governor's School for Science and Technology in Lynchburg and two students last year at Roanoke Valley Governor's School in Roanoke to develop an astronomy research curriculum that teaches background concepts and terminology, guides students in data analysis, and prepares them to present material in poster and oral forums. Because both schools are far from UVa in Charlottesville, the program operates remotely; graduate advisors and high school students interact through "virtual" means, establishing a successful framework for meaningful remote mentoring. In the current year, four students will complete projects on astrophysical topics including megamasers and astrochemistry using data taken by the Robert C. Byrd Green Bank Telescope (GBT). Previous topics also include pulsar searches, extended green object (EGO) searches, and the X-ray properties of YSOs in the Carina complex. All four students this year will receive hands-on experience in handling GBT data. The current projects are components of larger research efforts by graduate student and professional level researchers, so that the projects contribute to high-level projects only possible with the GBT. This stands as a rare outreach program that uses the principle of “deliberative practice” to train high school students in the development of skills that are crucial to success in science. Furthermore, it provides graduate students with an opportunity to plan and advise research projects, developing a skill set that is required in more advanced academic positions. Our poster discusses the implementation of our online curriculum in two distinct class settings and highlights the students' research contributions.

Development and Evaluation of a Positive Youth Development Course for University Students in Hong Kong

Directory of Open Access Journals (Sweden)

Daniel T. L. Shek

2012-01-01

Full Text Available With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university’s role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong. In The Hong Kong Polytechnic University, a course entitled Tomorrow’s Leader focusing on positive youth development constructs to promote student well-being will be offered on a compulsory basis starting from 2012/13 academic year under the new undergraduate curriculum structure. The proposed course was piloted in 2010/11 school year. Different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, process evaluation, and qualitative evaluation, are being carried out to evaluate the developed course. Preliminary evaluation findings based on the piloting experience in 2010/11 academic year are presented in this paper.

An Emerging Theoretical Model of Music Therapy Student Development.

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Dvorak, Abbey L; Hernandez-Ruiz, Eugenia; Jang, Sekyung; Kim, Borin; Joseph, Megan; Wells, Kori E

2017-07-01

Music therapy students negotiate a complex relationship with music and its use in clinical work throughout their education and training. This distinct, pervasive, and evolving relationship suggests a developmental process unique to music therapy. The purpose of this grounded theory study was to create a theoretical model of music therapy students' developmental process, beginning with a study within one large Midwestern university. Participants (N = 15) were music therapy students who completed one 60-minute intensive interview, followed by a 20-minute member check meeting. Recorded interviews were transcribed, analyzed, and coded using open and axial coding. The theoretical model that emerged was a six-step sequential developmental progression that included the following themes: (a) Personal Connection, (b) Turning Point, (c) Adjusting Relationship with Music, (d) Growth and Development, (e) Evolution, and (f) Empowerment. The first three steps are linear; development continues in a cyclical process among the last three steps. As the cycle continues, music therapy students continue to grow and develop their skills, leading to increased empowerment, and more specifically, increased self-efficacy and competence. Further exploration of the model is needed to inform educators' and other key stakeholders' understanding of student needs and concerns as they progress through music therapy degree programs. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Developing design-based STEM education learning activities to enhance students' creative thinking

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Pinasa, Siwa; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

Creative thinking on applying science and mathematics knowledge is required by the future STEM career. The STEM education should be provided for the required skills of future STEM career. This paper aimed to clarify the developing STEM education learning activities to enhance students' creative thinking. The learning activities were developed for Grade 10 students who will study in the subject of independent study (IS) of Khon Kaen Wittayayon School, Khon Kaen, Thailand. The developing STEM education learning activities for enhancing students' creative thinking was developed regarding on 6 steps including (1) providing of understanding of fundamental STEM education concept, (2) generating creative thinking from prototype, (4) revised ideas, (5) engineering ability, and (6) presentation and discussion. The paper will clarify the 18 weeks activities that will be provided based these 6 steps of developing learning activities. Then, these STEM learning activities will be discussed to provide the chance of enhancing students' creative thinking. The paper may have implication for STEM education in school setting.

Development of an Android-based Learning Media Application for Visually Impaired Students

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Nurul Azmi

2017-06-01

Full Text Available This research aims to develop the English for Disability (EFORD application, on Android-based learning english media for Visually Impaired students and determine its based this on assessment of matter expert, media expert, special needs teacher and students. The research method adopted in this research is Research and Development (R&D. The development of this application through five phases: (1 Analysis of problems, through observation and interviews. (2 Collecting information as product planning / analysis of the needs of the media as required of blind children. (3 The design phase of products such as the manufacture of flow and storyboard navigation map.(4 Design validation phase form of an expert assessment of the media is developed. (5 testing products phase, such as assessment of the application by blind students. The results of this research is EFORD application which is feasible to be used as English learning media for visual impairment application based on assessment: 1Media expert it's obtained a percentage scored 95%, include for very worthy category, 2Subject matter, expert its obtained percentage scored 75% include for worthy category and 3 Special needs teacher it's obtained a percentage scored 83% include for very worthy category. Upon demonstration, students indicated the positive response of ≥ 70% in each indicator. Therefore English learning media with Android based application English for Disability (EFORD is very feasible to be used as an English learning media especially grammar and speaking English content for students of visual impairment for a number of reasons. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Implementation of an education development project in pathology to improve student competency-lessons learnt.

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Negi, Gita; Harsh, Meena; Chauhan, Vijendra D; Kalra, Vinita; Agarwal, Pradeep; Kusum, Anuradha

2015-08-01

Basic medical sciences and clinical teachings are not coordinated in the present medical education system. They are not taught keeping in mind the outcomes required at the time of actual handling of patients in the community. An educational development project was implemented in the Department of Pathology with the aim that it will result in the student learning to link the pathophysiology of the disease to clinical scenarios and become fully competent for lifelong medical practice. The pathology teaching of the second professional batch was modified by starting with defining the desired outcomes/competencies in the student's knowledge, skills, and attitude which were then addressed by lectures, demonstrations, practical classes and small group activities where case scenarios and laboratory reports were included. The outcome was assessed by Objectively Structured Clinical/Practical Examination and multiple choice questions. Force field analysis, faculty and student interviews, and questionnaires were used to assess the factors affecting its implementation and impact. Totally 80 students of the 2(nd) Professional MBBS were exposed to a competency-based education development project. It was found that the system was appreciated by faculty and students, especially the integration with clinical scenarios. There were many factors which influenced the execution of this program, including motivation level of students and faculty, time, logistics and meticulous planning. There was a significant improvement in student's performance and satisfaction. Many factors including prior planning were a major determinant for the success of this education development project.

Systems, Stakeholders, and Students: Including Students in School Reform

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Zion, Shelley D.

2009-01-01

The education system in the United States is under pressure from a variety of sources to reform and improve the delivery of educational services to students. Change across a system as complex and dynamic as the educational system requires a systemic approach and requires the participation or buy-in of all participants and stakeholders. This…

Perceptions of Engineering students, lecturers and academic development practitioners about academic development classes at a university of technology

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Thembeka G.C. Shange

2016-03-01

Full Text Available With the increase in student enrolments in higher education, which has resulted in changesto student profiles, academic development has become important in terms of students’success. This article is a report on a qualitative study that used in-depth interviews toinvestigate the perceptions of Engineering students and staff to academic developmentclasses at a university of technology (UoT in South Africa. The students’ feelingsconcerning the need for academic development to continue beyond their first year ofstudy was of particular interest. Participants included five lecturers from the Engineeringfaculty and four academic development practitioners, who were all purposefully selected.The sample consisted of men and women who were interviewed individually. Interviewswere also conducted with ten first-year Engineering students and ten second-year students,who were randomly selected on the grounds of having been involved in the academicdevelopment programme during their first year.The responses of the lecturers were compared with those of the academic developmentpractitioners and the first- and second-year students’ responses were compared. It emergedthat academic development was considered questionable as it did not seem to be structuredand that the academic development curriculum, itself, was problematic.

Developing and Using Dashboard Indicators in Student Affairs Assessment

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Mitchell, Joshua J.; Ryder, Andrew J.

2013-01-01

Dashboard systems are increasingly popular as assessment and performance management tools in higher education. This chapter examines the use of dashboards in student affairs, including examples of key indicators and considerations for developing and implementing these tools. The chapter begins with an overview of the origins of dashboards, from…

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

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Altenburger, Peter; Wilson, Anne M

2017-01-01

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

Impact of a student leadership development program.

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Chesnut, Renae; Tran-Johnson, Jennifer

2013-12-16

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

Health Promotion Behavior of Chinese International Students in Korea Including Acculturation Factors: A Structural Equation Model.

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Kim, Sun Jung; Yoo, Il Young

2016-03-01

The purpose of this study was to explain the health promotion behavior of Chinese international students in Korea using a structural equation model including acculturation factors. A survey using self-administered questionnaires was employed. Data were collected from 272 Chinese students who have resided in Korea for longer than 6 months. The data were analyzed using structural equation modeling. The p value of final model is .31. The fitness parameters of the final model such as goodness of fit index, adjusted goodness of fit index, normed fit index, non-normed fit index, and comparative fit index were more than .95. Root mean square of residual and root mean square error of approximation also met the criteria. Self-esteem, perceived health status, acculturative stress and acculturation level had direct effects on health promotion behavior of the participants and the model explained 30.0% of variance. The Chinese students in Korea with higher self-esteem, perceived health status, acculturation level, and lower acculturative stress reported higher health promotion behavior. The findings can be applied to develop health promotion strategies for this population. Copyright © 2016. Published by Elsevier B.V.

Developing Students' Energy Literacy in Higher Education

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

2015-01-01

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

An Intervention Including an Online Game to Improve Grade 6 Students' Performance in Early Algebra

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Kolovou, Angeliki; van den Heuvel-Panhuizen, Marja; Koller, Olaf

2013-01-01

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve…

Training mechanical engineering students to utilize biological inspiration during product development.

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Bruck, Hugh A; Gershon, Alan L; Golden, Ira; Gupta, Satyandra K; Gyger, Lawrence S; Magrab, Edward B; Spranklin, Brent W

2007-12-01

The use of bio-inspiration for the development of new products and devices requires new educational tools for students consisting of appropriate design and manufacturing technologies, as well as curriculum. At the University of Maryland, new educational tools have been developed that introduce bio-inspired product realization to undergraduate mechanical engineering students. These tools include the development of a bio-inspired design repository, a concurrent fabrication and assembly manufacturing technology, a series of undergraduate curriculum modules and a new senior elective in the bio-inspired robotics area. This paper first presents an overview of the two new design and manufacturing technologies that enable students to realize bio-inspired products, and describes how these technologies are integrated into the undergraduate educational experience. Then, the undergraduate curriculum modules are presented, which provide students with the fundamental design and manufacturing principles needed to support bio-inspired product and device development. Finally, an elective bio-inspired robotics project course is present, which provides undergraduates with the opportunity to demonstrate the application of the knowledge acquired through the curriculum modules in their senior year using the new design and manufacturing technologies.

Body Awareness and Movement for Students with Multiple Disabilities Including Visual Impairments

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DePountis, Vicki; Cady, Deborah; Hallak, Tracy

2013-01-01

This conference presentation examines concept development for congenitally blind students. It presents current research on best-practice for teaching this population. Examples of strategies to reinforce understanding of body concepts, spatial awareness, and positional language, while promoting mirroring, self regulation, and purposeful movement to…

“For a Long Time Our Voices have been Hushed”: Using Student Perspectives to Develop Supports for Neurodiverse College Students

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Gillespie-Lynch, Kristen; Bublitz, Dennis; Donachie, Annemarie; Wong, Vincent; Brooks, Patricia J.; D’Onofrio, Joanne

2017-01-01

Although the challenges that autistic students face adapting to college are often pronounced, they are similar to the challenges that students with other disabilities face (e.g., difficulties with social interaction, self-advocacy, and executive functioning). However, extant evaluations of services for autistic college students are very limited despite an emerging literature examining supports for college students with a range of other disabilities. Given that many autistic students do not self-identify as autistic in college, and consequently might avoid autism-specific services, autistic students might benefit from services that are designed to support a broad range of neurodiverse students, or services that are structured according to the principles of Universal Design. In order to develop such services, we assessed the self-reported needs of autistic college students and their peers with other disabilities. Guided by needs assessments and feedback from students, we developed and evaluated two semesters of mentor-led group programming for autistic college students and students with other disabilities. The first semester of the program focused on social skills; after receiving feedback from participants, the curriculum for the second semester focused on self-advocacy. Participation in social-skills groups was associated with decreased anxiety and autism symptoms. Participation in self-advocacy groups was associated with increased perceived social support from friends, academic self-efficacy, and more accurate definitions of self-advocacy. This research suggests that supports for neurodiverse college students should be developed with their input and should include opportunities to engage with diverse peers. PMID:28458645

Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

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Serin, Mehmet Koray; Incikabi, Semahat

2017-01-01

Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

Developing clinical teaching capacities of midwifery students.

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Rance, Sharon; Sweet, Linda

2016-06-01

Competency Standards in Australia articulate that the midwife must be able to contribute to the professional development of themselves and others. Few undergraduate health professional curricula currently incorporate content for the development of specific knowledge and skills required for clinical teaching. This project aimed to understand and enhance midwifery students' preparedness to assume their future clinical teaching responsibilities. Design-based research was used to implement an educational intervention aimed at developing clinical teaching skills through a peer education session between 1st and 3rd year students. The perspectives of 30 undergraduate midwifery students about their preparedness for their teaching role and the intervention were obtained through 3 focus groups. A thematic analysis of the data was undertaken. Three themes were identified encompassing the research aims and objectives; 'Co-creating a culture for learning', 'reciprocal teaching and learning' and 'developing clinical teaching capacities'. The findings indicate that the midwifery students had a holistic understanding of their responsibilities in clinical teaching in the workplace. They were able to identify ways in which their teaching capacities were being developed through their clinical experiences and the curriculum, both intended and hidden. Despite limited educational activities for clinical teaching, the midwifery students made explicit connections of the relational interdependence of workplace-based experiences and their learning. Students were clearly able to identify ways in which their own learning experiences and the culture in which this learning is embedded, assists them to develop clinical teaching skills, ready to support the next generation of midwifery students. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Developing Critical Thinking Skills of Students in Mathematics Learning

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Firdaus Firdaus

2015-08-01

Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and  evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts;  the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.

Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students.

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Jorm, Christine; Nisbet, Gillian; Roberts, Chris; Gordon, Christopher; Gentilcore, Stacey; Chen, Timothy F

2016-08-08

More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-directed (self-organised) learning activity with a diverse team, whose assessable products would be emergent creations. Complicated but authentic clinical cases (n = 12) were developed to challenge student teams (n = 5 or 6). Assessment consisted of a written management plan (academically marked) and a five-minute video (peer marked) designed to assess creative collaboration as well as provide evidence of integrated collective knowledge; the cohesive patient-centred management plan. All students (including the disciplines of diagnostic radiology, exercise physiology, medicine, nursing, occupational therapy, pharmacy, physiotherapy and speech pathology), completed all tasks successfully. Of the 26 % of students who completed the evaluation survey, 70 % agreed or strongly agreed that the IPL activity was worthwhile, and 87 % agreed or strongly agreed that their case study was relevant. Thematic analysis found overarching themes of engagement and collaboration-in-action suggesting that the IPL activity enabled students to achieve the intended learning objectives. Students recognised the contribution of others and described negotiation, collaboration and creation of new collective knowledge after working

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

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

2015-11-01

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

University Students Leaving Relationships (USLR): Scale Development and Gender Differences in Decisions to Leave Romantic Relationships

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Hendy, Helen M.; Can, S. Hakan; Joseph, Lauren J.; Scherer, Cory R.

2013-01-01

The University Students Leaving Relationships scale was developed to identify student concerns when contemplating dissolution of romantic relationships. Participants included 1,106 students who rated the importance of issues when deciding to leave relationships. Factor analysis produced three dimensions: Missing the Relationship, Social…

Does the inclusion of 'professional development' teaching improve medical students' communication skills?

Science.gov (United States)

2011-01-01

Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept

Does the inclusion of 'professional development' teaching improve medical students' communication skills?

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Kubacki Angela M

2011-06-01

Full Text Available Abstract Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35 received a traditional pre-clinical curriculum. Group 2 (n = 47 received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being

Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

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Soyyılmaz, Demet; Griffin, Laura M; Martín, Miguel H; Kucharský, Šimon; Peycheva, Ekaterina D; Vaupotič, Nina; Edelsbrunner, Peter A

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder.

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White, Susan W; Elias, Rebecca; Capriola-Hall, Nicole N; Smith, Isaac C; Conner, Caitlin M; Asselin, Susan B; Howlin, Patricia; Getzel, Elizabeth E; Mazefsky, Carla A

2017-10-01

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

Development of global health education at Johns Hopkins University School of Medicine: a student-driven initiative

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Dane Moran

2015-07-01

Full Text Available Global health is increasingly present in the formal educational curricula of medical schools across North America. In 2008, students at Johns Hopkins University School of Medicine (JHUSOM perceived a lack of structured global health education in the existing curriculum and began working with the administration to enhance global health learning opportunities, particularly in resource-poor settings. Key events in the development of global health education have included the introduction of a global health intersession mandatory for all first-year students; required pre-departure ethics training for students before all international electives; and the development of a clinical global health elective (Global Health Leadership Program, GHLP. The main challenges to improving global health education for medical students have included securing funding, obtaining institutional support, and developing an interprofessional program that benefits from the resources of the Schools of Medicine, Public Health, and Nursing. Strategies used included objectively demonstrating the need for and barriers to more structured global health experiences; obtaining guidance and modifying existing resources from other institutions and relevant educational websites; and harnessing institution-specific strengths including the large Johns Hopkins global research footprint and existing interprofessional collaborations across the three schools. The Johns Hopkins experience demonstrates that with a supportive administration, students can play an important and effective role in improving global health educational opportunities. The strategies we used may be informative for other students and educators looking to implement global health programs at their own institutions.

A Leadership Elective Course Developed and Taught by Graduate Students

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Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

2013-01-01

Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

Using Facebook to enhance commencing student confidence in clinical skill development: A phenomenological hermeneutic study.

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Watson, Bernadette; Cooke, Marie; Walker, Rachel

2016-01-01

The purpose of this study was to explore commencing nursing students' experience of Facebook as an adjunct to on-campus course delivery to determine its impact as a learning strategy for improving confidence in clinical skill development. Approaches supporting nursing students in the development of clinical skills have relied on 'real-life' clinical placements and simulated on-campus clinical laboratories. However students continue to report a lack of confidence in their clinical skills for practice. Social networking sites including Facebook are being used as a learning strategy to stimulate active and collaborative learning approaches. A hermeneutic phenomenological approach was used to provide an understanding of the experience of confidence in clinical skills development for nursing students. Data were collected through in-depth interviews with commencing students about their experience as learners using Facebook and their perceptions of the impact on their clinical skill development. Ten first-year student nurses at one university in south-east Queensland, Australia. Four themes emerged from the data including: 'We're all in this together'; 'I can do this'; 'This is about my future goals and success'; and, 'Real time is not fast enough!'. These themes provide new meaningful insights demonstrating students' sense of confidence in clinical skills was increased through engagement with a dedicated Facebook page. The findings of this study have relevance to academics in the design of learning strategies for clinical courses to further support student confidence and engagement through peer collaboration and active learning processes. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Developing an Audiovisual Notebook as a Self-Learning Tool in Histology: Perceptions of Teachers and Students

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Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

2014-01-01

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four…

Meteorological Development Laboratory Student Career Experience Program

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McCalla, C., Sr.

2007-12-01

The National Oceanic and Atmospheric Administration's (NOAA) National Weather Service (NWS) provides weather, hydrologic, and climate forecasts and warnings for the protection of life and property and the enhancement of the national economy. The NWS's Meteorological Development Laboratory (MDL) supports this mission by developing meteorological prediction methods. Given this mission, NOAA, NWS, and MDL all have a need to continually recruit talented scientists. One avenue for recruiting such talented scientist is the Student Career Experience Program (SCEP). Through SCEP, MDL offers undergraduate and graduate students majoring in meteorology, computer science, mathematics, oceanography, physics, and statistics the opportunity to alternate full-time paid employment with periods of full-time study. Using SCEP as a recruiting vehicle, MDL has employed students who possess some of the very latest technical skills and knowledge needed to make meaningful contributions to projects within the lab. MDL has recently expanded its use of SCEP and has increased the number of students (sometimes called co- ops) in its program. As a co-op, a student can expect to develop and implement computer based scientific techniques, participate in the development of statistical algorithms, assist in the analysis of meteorological data, and verify forecasts. This presentation will focus on describing recruitment, projects, and the application process related to MDL's SCEP. In addition, this presentation will also briefly explore the career paths of students who successfully completed the program.

Laboratory Works Designed for Developing Student Motivation in Computer Architecture

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Petre Ogrutan

2017-02-01

Full Text Available In light of the current difficulties related to maintaining the students’ interest and to stimulate their motivation for learning, the authors have developed a range of new laboratory exercises intended for first-year students in Computer Science as well as for engineering students after completion of at least one course in computers. The educational goal of the herein proposed laboratory exercises is to enhance the students’ motivation and creative thinking by organizing a relaxed yet competitive learning environment. The authors have developed a device including LEDs and switches, which is connected to a computer. By using assembly language, commands can be issued to flash several LEDs and read the states of the switches. The effectiveness of this idea was confirmed by a statistical study.

Developing the Intercultural Competence of Graduate Students

Science.gov (United States)

Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

2014-01-01

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

Why Teachers Find It Difficult to Include Students with EBD in Mainstream Classes

Science.gov (United States)

Gidlund, Ulrika

2018-01-01

In Sweden, teachers in mainstream schools show frustration and insecurity about how to organise education for inclusion and diversity. This article contributes to the understanding of how they articulate their view of the advantages and disadvantages of including students with EBD in mainstream classes. To study teachers' understanding, an…

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

Science.gov (United States)

Utami, Wiwik Sri; Sumarmi; Ruja, I. Nyoman; Utaya, Sugeng

2016-01-01

The purpose of this study is to examine the effectiveness of geography student worksheet in developing high school students' learning experiences. The student worksheet was planned to gain opportunity to develop creative and geography skills. The effectiveness is assessed from the contribution of the worksheets in improving the skills of…

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

Science.gov (United States)

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

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

A Case Study of Tack Tiles[R] Literacy Instruction for a Student with Multiple Disabilities Including Congenital Blindness

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Klenk, Jessicia A.; Pufpaff, Lisa A.

2011-01-01

Research on literacy instruction for students with multiple disabilities is limited. Empirical research on braille instruction for students with multiple disabilities that include congenital blindness is virtually nonexistent. This case study offers initial insight into possible methods of early braille literacy instruction for a student with…

Student Development in Higher Education: A Constructivist Approach

Science.gov (United States)

Ibrahim, Rania; Sarirete, Akila

Sustainable education requires a new approach to knowledge acquisition and learning. This approach is manifested in merging student experience inside and outside the classroom, which eventually results in shaping the 21 st century lifelong learner. This paper presents an innovative student development model based on the constructivist approach; showing the collaboration between student affairs and academics. Furthermore, it illustrates a unique experience implemented at Effat University for developing the student as a whole person. This is done to complement the student's academic experience with the necessary skills and abilities derived from Effat University mission that focuses on creating women leaders. The student finds herself in a journey of self development and growth throughout the course of her study until graduation. At the time of graduation, she is equipped with all what it takes to be a successful career woman and a leader of change in her society.

The Impact of a Teacher Professional Development Program on Student Engagement

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Powers, Kristin; Shin, Seon-Hi; Hagans, Kristi S.; Cordova, Monica

2015-01-01

Student engagement is associated with many positive outcomes, including academic achievement, school persistence, and social-emotional well-being. The present study examined whether the Freedom Writers Institute, a professional development program designed to improve teachers' skills in creating personalized learning environments, can increase…

Developing a Model to Support Students in Solving Subtraction

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Nila Mareta Murdiyani

2013-01-01

Full Text Available Subtraction has two meanings and each meaning leads to the different strategies. The meaning of “taking away something” suggests a direct subtraction, while the meaning of “determining the difference between two numbers” is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and second strategy rarely appeared in the mathematical textbooks and teacher explanations, including in Indonesia. Therefore, this study was conducted to contribute to the development of a local instruction theory for subtraction by designing instructional activities that can facilitate first grade of primary school students to develop a model in solving two digit numbers subtraction. Consequently, design research was chosen as an appropriate approach for achieving the research aim and Realistic Mathematics Education (RME was used as a guide to design the lesson. This study involved 6 students in the pilot experiment, 31 students in the teaching experiment, and a first grade teacher of SDN 179 Palembang. The  result of this study shows that the beads string could bridge students from the contextual problems (taking ginger candies and making grains bracelets to the use of the empty number line. It also shows that the empty number line could promote students to  use different strategies (direct subtraction, indirect addition, and indirect subtraction in solving subtraction problems. Based on these findings, it is recommended to apply RME in the teaching learning process to make it more meaningful for students. Keywords: Subtraction, Design Research, Realistic Mathematics Education, The Beads String, The Empty Number Line DOI: http://dx.doi.org/10.22342/jme.4.1.567.95-112

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

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Oura, Hiroki

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

Developing Critical Thinking through Student Consulting Projects

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Canziani, Bonnie; Tullar, William L.

2017-01-01

The authors present survey results from faculty at 44 universities on the role of student consulting projects in developing business students' critical thinking. They conclude that students can improve critical thinking by engaging in guided primary and secondary research to inform their business assumptions that underpin business planning and…

Development of student self-study activities

DEFF Research Database (Denmark)

Kvols, Anja Madsen; Kim, Won-Chung; Christensen, Dorthe Ansine

2015-01-01

of the teacher education and will aim at strengthening students' motivation for choosing self-initiated activities. The motivation should for example be based on students´ perception of relevance and quality of their own initiatives and the possibility of guidance in self-selected activities. This paper...... the possibility of developing educational theories for the teachers’ education in an effort to develop independence as a study skill. Keywords: studieaktivitetsmodellen, selvstændige studieaktiviteter, kortlægning af studieaktiviteter...

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

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

2015-03-01

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

Development of reading comprehension with graphic organizers for students with dyslexia

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Jacqueline Lopez

2018-04-01

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

Medical student involvement in website development.

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

2009-07-01

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

Privacy Issues in the Development of a Virtual Mental Health Clinic for University Students: A Qualitative Study.

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Gulliver, Amelia; Bennett, Kylie; Bennett, Anthony; Farrer, Louise M; Reynolds, Julia; Griffiths, Kathleen M

2015-01-01

There is a growing need to develop online services for university students with the capacity to complement existing services and efficiently address student mental health problems. Previous research examining the development and acceptability of online interventions has revealed that issues such as privacy critically impact user willingness to engage with these services. To explore university student perspectives on privacy issues related to using an online mental health service within the context of the development of an online, university-based virtual mental health clinic. There were two stages of data collection. The first stage consisted of four 1.5-hour focus groups conducted with university students (n=19; 10 female, 9 male, mean age = 21.6 years) to determine their ideas about the virtual clinic including privacy issues. The second stage comprised three 1-hour prototype testing sessions conducted with university students (n=6; 3 male, 3 female, mean age = 21.2 years) using participatory design methods to develop and refine a service model for the virtual clinic and determine student views on privacy within this context. The students raised a number of issues related to privacy in relation to the development of the university virtual clinic. Major topics included the types of personal information they would be willing to provide (minimal information and optional mental health data), concern about potential access to their personal data by the university, the perceived stigma associated with registering for the service, and privacy and anonymity concerns related to online forums contained within the virtual clinic. Students would be more comfortable providing personal information and engaging with the virtual clinic if they trust the privacy and security of the service. Implications of this study include building the clinic in a flexible way to accommodate user preferences.

DEVELOPMENT OF COORDINATION ABILITIES OF SPECIAL MEDICAL GROUPS STUDENTS IN PHYSICAL EDUCATION PROCESS

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E. N. Dotsenko

2013-08-01

kinesthesia was introduced for the first time. The effect of the experimental program to the level of development and the relationship of coordination abilities and criteria of spare capacities in exact motions system control were determined. Practical value. To develop the content of training in special medical groups using the coordination exercises and elements to enhance the motor abilities of female students. Organizational and methodological aspects of holding trainings in special medical group with a load for students with different variations in health status were improved. The mathematical model describing the movements, including coordi nating students abilities in special medical group was developed. On the basis of developed indicators one can take into account the functional and physical fitness of students and form optimal regimes of motor activity for each nosologic group. It is especially important for the organization of educational process in universities physical education.

Mainstream Teachers about Including Deaf or Hard of Hearing Students

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Vermeulen, Jorine A.; Denessen, Eddie; Knoors, Harry

2012-01-01

This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students' needs in their teaching…

A COMPARISON OF SOCIAL SKILLS OF STUDENTS WITH VISUAL IMPAIRMENTS AND TYPICALLY DEVELOPING STUDENTS

OpenAIRE

Demir, Fatih Emrah; Ozdemir, Selda

2016-01-01

The purpose of this study was to compare the social skills of students with visual impairments with social skills of typically developing students. The study groups consisted of 64 students with visual impairments and 68 typically developing students from the first to fourth grade. The Social Skills Rating System (SSRS) Teacher Form was used to evaluate the social skills of both groups. The results of the study indicated that cooperation, assertiveness, and self-control sub-scale scores and o...

Developing and Validating a Tool to Assess Ethical Decision-Making Ability of Nursing Students, Using Rubrics

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Indhraratana, Apinya; Kaemkate, Wannee

2012-01-01

The aim of this paper is to develop a reliable and valid tool to assess ethical decision-making ability of nursing students using rubrics. A proposed ethical decision making process, from reviewing related literature was used as a framework for developing the rubrics. Participants included purposive sample of 86 nursing students from the Royal…

Topics in Bioethics: A Development of Student Perspectives

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Keith A. Johnson

2014-10-01

Full Text Available Exposing students to current biotechnological and medical issues is eye-opening for many students in a way that is not always achieved through lecture-based learning. Lecture or investigative teaching styles provide a tremendous knowledge base for the students, but sometimes these teaching styles do not allow the student to fully develop, especially personal attitudes to issues in bioethics. Through online videos, Hollywood movies, guided readings and classroom discussions, students in this course are informed of some bioethical topics, encouraged to learn about other topics, and use this gained knowledge to develop personal positions regarding the value and/or risk of the issues. This course has been well-received by previous students as a favorite in terms of both topics covered and style.

Students Union, University Administration and Political Development ...

African Journals Online (AJOL)

Students Union, University Administration and Political Development of Nations. ... African Research Review ... resting on the reciprocal determinism of the social learning theory, that students union makes university administration smooth.

Pharmacy resident-led student mentoring program: A focus on developing mentoring skills.

Science.gov (United States)

Howard, Meredith L; Steuber, Taylor D; Nisly, Sarah A; Wilhoite, Jessica; Saum, Lindsay

2017-11-01

Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years FINDINGS: Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role. Copyright © 2017 Elsevier Inc. All rights reserved.

Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study

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Bunch, Seleta LeAnn

2016-01-01

Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity…

Intelligences Developed by the Student Chess Player

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Yuraima Margelis Matos De Rojas

2018-05-01

Full Text Available To strengthen cognitive development in students requires the use of innovative, creative and formative strategies that allow it to achieve, being one of the didactic strategies chess. For what was proposed as research purpose: Identify the intelligences developed by the student athlete of the Sports Talent Education Unit that play chess, to suggest some recommendations that can be put into practice in educational institutions. Methodologically it was approached from the qualitative paradigm through a phenomenological method that reveals the reality from the experiences and experiences of the social actors. Six key students of the institution were chess players, to whom an open interview was applied to obtain the necessary information, which was systematized to extract the categories, codifications and triangulate the information. As results, it was obtained that the students develop the intelligences: logical-mathematical, linguistic, spatial and visual, as the intrapersonal during the game of chess and in the learning processes. Configured in categories, analyzed and interpreted from the voices of social actors, theorists and researchers. Suggesting some recommendations that can be put into practice to strengthen the intelligences in the student.

Development and evaluation of an electronic health record configuration and customization laboratory course for clinical informatics students.

Science.gov (United States)

Mohan, Vishnu; Hersh, William R

2013-01-01

There is a need for informatics educational programs to develop laboratory courses that facilitate hands-on access to an EHR, and allow students to learn and evaluate functionality and configuration options. This is particularly relevant given the diversity of backgrounds of informatics students. We implemented an EHR laboratory course that allowed students to explore an EHR in both inpatient and outpatient clinical environments. The course focused on specific elements of the EHR including order set development, customization, clinical decision support, ancillary services, and billing and coding functionality. Students were surveyed at the end of the course for their satisfaction with the learning experience. We detailed challenges as well as lessons learned after analyzing student evaluations of this course. Features that promote the successful offering of an online EHR course, include (1) using more than one EHR to allow students to compare functionalities, (2) ensuring appropriate course calibration, (3) countering issues specific to EHR usability, and (4) fostering a fertile environment for rich online conversations are discussed.

Assessing Christian-Faith and Cognitive Development in College Students: CFCDS Instrument Development

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Foote, Laura S.

2013-01-01

What happens when students go to college? An important outcome of college attendance is student cognitive development. Part of that developmental process is learning how to address contrasting values, beliefs, knowledge structures, and worldviews critically. This study addressed the relationship between cognitive and Christian-faith development in…

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

Science.gov (United States)

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

2016-05-01

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

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

Science.gov (United States)

Irwan; Gustientiedina; Sunarti; Desnelita, Yenny

2017-12-01

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

Development of performance assessment instrument based contextual learning for measuring students laboratory skills

Science.gov (United States)

Susilaningsih, E.; Khotimah, K.; Nurhayati, S.

2018-04-01

The assessment of laboratory skill in general hasn’t specific guideline in assessment, while the individual assessment of students during a performance and skill in performing laboratory is still not been observed and measured properly. Alternative assessment that can be used to measure student laboratory skill is use performance assessment. The purpose of this study was to determine whether the performance assessment instrument that the result of research can be used to assess basic skills student laboratory. This research was conducted by the Research and Development. The result of the data analysis performance assessment instruments developed feasible to implement and validation result 62.5 with very good categories for observation sheets laboratory skills and all of the components with the very good category. The procedure is the preliminary stages of research and development stages. Preliminary stages are divided in two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) development of the type instrument, 2) validation by an expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The instrument included in the category of effective because 26 from 29 students have very high laboratory skill and high laboratory skill. The research of performance assessment instrument is standard and can be used to assess basic skill student laboratory.

Including Overweight or Obese Students in Physical Education: A Social Ecological Constraint Model

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Li, Weidong; Rukavina, Paul

2012-01-01

In this review, we propose a social ecological constraint model to study inclusion of overweight or obese students in physical education by integrating key concepts and assumptions from ecological constraint theory in motor development and social ecological models in health promotion and behavior. The social ecological constraint model proposes…

Factors Influencing College Student Health: Development of the Psychological Distress Inventory.

Science.gov (United States)

Lustman, Patrick J.; And Others

1984-01-01

Describes the three-phase development of the Psychological Distress Inventory (PDI), an instrument designed primarily to measure life stress in college students. Standard psychometric information is presented, including reliability, validity, and some effects of response set. The PDI allows users to separately assess degree of depression, anxiety,…

Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students.

Science.gov (United States)

Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

2014-01-01

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes. © 2013 American Association of Anatomists.

Comparing Efficacy of Instructional Approaches to Develop Environmental Awareness Among School Students

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Doris D’Souza

2014-12-01

Full Text Available This study aims to compare efficacy of self-learning, audiovisual, and fun activity instructional approaches among school students of Patna, the capital city of Bihar state of India, to develop environmental awareness. The study participants include 144 randomly selected students (72 girls and 72 boys from eight different schools of Patna. During a weeklong environmental awareness program, students were instructed using above three approaches of instruction. Data have been analyzed by using linear regression. Regression was carried out to eliminate the effect of general mental ability (GMA scores. The results suggest about overall superiority of fun activity approach over other approaches tested in the present study. However, awareness gain has been significant among the students with high GMA when instructed through audiovisual approach.

Monitoring Student Activity in Collaborative Software Development

DEFF Research Database (Denmark)

Dietsch, Daniel; Podelski, Andreas; Nam, Jaechang

2013-01-01

year of studies formed 20 groups and worked collaboratively to develop video games. Throughout the lab, students have to use a variety of tools for managing and developing their projects, such as software version control, static analysis tools, wikis, mailing lists, etc. The students are also supported......This paper presents data analysis from a course on Software Engineering in an effort to identify metrics and techniques that would allow instructor to act proactively and identify patterns of low engagement and inefficient peer collaboration. Over the last two terms, 106 students in their second...... by weekly meetings with teaching assistants and instructors regarding group progress, code quality, and management issues. Through these meetings and their interactions with the software tools, students leave a detailed trace of data related to their individual engagement and their collaboration behavior...

Health, physical education and physical development of students in historically and personally developing paradigm

Directory of Open Access Journals (Sweden)

S.I. Belykh

2013-05-01

Full Text Available It is considered the general health situation of the population of Europe. It is shown that in the last decade in the European Union there is a steady trend towards better health. It is noted that in the countries of the former Soviet Union, including Ukraine, the reverse process. Revealed the possibility of improved system of physical education students in improving indicators of physical development, functional status and health of students and the general population. It is noted that the intense physical activity of young people is only 3 - 4 minutes per day, and moderate and total - just over 1 hour. It is noted that the enhancement of the educational component of university discipline Physical Education is defined professional and personal characteristics of teachers of physical education departments, their willingness to self-improvement and development. The prospects for the use of personal-oriented campaign in the reform of university academic discipline Physical Education.

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

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

2011-01-01

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

Assessing Opportunities for Student Pharmacist Leadership Development at Schools of Pharmacy in the United States.

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Feller, Tara T; Doucette, William R; Witry, Matthew J

2016-06-25

Objective. To summarize student pharmacist leadership development opportunities delivered by pharmacy programs, to describe selected opportunities, and to assess how these opportunities meet leadership development competencies. Methods. A multi-method study was conducted that comprised a systematic content analysis of pharmacy education journals, pharmacy program websites, and telephone interviews with key informants, which included open-ended questions and scaled responses. Results. Review of six articles, 37 American Association of Colleges of Pharmacy (AACP) Annual Meeting abstracts, and 138 websites resulted in the identification of 191 leadership development opportunities. These consisted of courses, projects/programs, and events/speaker series. Interviews with 12 key informants detailed unique events that developed leadership competencies. Formal assessments of student leadership development were limited and primarily focused on informal feedback and course evaluations. Conclusion. Most US pharmacy programs offer their students an array of opportunities to develop leadership abilities. Pharmacy programs should consider expanding opportunities beyond elective courses, learn from the successes of others to implement new leadership development opportunities, and bolster the assessment of student leadership competencies and outcomes.

Internationalizing Student Learning and Development

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Roberts, Dennis C.; Komives, Susan R.

2016-01-01

Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

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

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

2017-01-01

Inappropriate social media behavior can have detrimental effects on students' future opportunities, but medical students are given little opportunity to reflect upon ways of integrating their social media identities with their newly forming professional identities. In 2012, a required educational session was developed for 1st-year medical students on social media and professional identity. Objectives include identifying professionalism issues and recognizing positive social media use. The 2-hour large-group session uses student-generated social media examples to stimulate discussion and concludes with an expert panel. Students complete a postsession reflection assignment. The required social media session occurs early in the 1st year and is part of the Professionalism curriculum in The George Washington University School of Medicine. Reflection papers are graded for completion. The study began in 2012 and ran through 2014; a total of 313/505 participants (62%) volunteered for the study. Assessment occurred through qualitative analysis of students' reflection assignments. Most students (65%, 203/313) reported considering changes in their social media presence due to the session. The analysis revealed themes relating to a broader understanding of online identity and opportunities to enhance careers. In a 6-month follow-up survey of 76 students in the 2014 cohort who completed the entire survey, 73 (94%) reported some increase in awareness, and 48 (64%) made changes to their social media behavior due to the session (response rate = 76/165; 46%), reflecting the longer term impact. Opportunities for discussion and reflection are essential for transformational learning to occur, enabling understanding of other perspectives. Incorporating student-submitted social media examples heightened student interest and engagement. The social media environment is continually changing, so curricular approaches should remain adaptable to ensure timeliness and relevance. Including

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

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Hubenthal, M.; Brudzinski, M.

2016-12-01

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

Developing Middle Grades Students' MP3

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Tassell, Janet; Stobaugh, Rebecca; Sheffield, Linda

2011-01-01

Middle grades are a critical time for capturing the interest and imagination and developing the potential of mathematically promising students. This is a time for students to make sense of mathematics, build a solid foundation and enthusiasm, and set the course for the highest levels of mathematics in the future. This is a time to explore their…

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

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Torres, Vasti; LePeau, Lucy A.

2013-01-01

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

Using Students' Design Tasks to Develop Scientific Abilities

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Zou, Xueli

2007-11-01

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

Development of reading comprehension with graphic organizers for students with dyslexia

Directory of Open Access Journals (Sweden)

MSc. Jacqueline López

2018-02-01

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

Aggressive Neglect, Matrix Organization, and Student Development Implementation

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Borland, David T.

1977-01-01

Organizational facilitation of student development is a significant but difficult process in colleges and universities with traditional priorities on academic concerns. Organizational factors are analyzed and a model is proposed implementing student development through the accommodation of diverse organizational elements and by an integrated…

Learning Communities: Foundations for First-Year Students' Development of Pluralistic Outcomes

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Soria, Krista M.; Mitchell, Tania D.

2015-01-01

The purpose of this study was to investigate the associations between first-year undergraduates' (n = 1,701) participation in learning communities and their development of leadership and multicultural competence. The sample included first-year students who were enrolled at six large, public research universities in 2012 and completed the Student…

The Significance of Student Organizations to Leadership Development.

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Rosch, David M; Collins, Jasmine D

2017-09-01

Student organizations have existed for almost as long as educational institutions have. This chapter examines the historical role of student organizations in developing leadership capacity in students, as well as their current roles on high school and collegiate campuses in creating transformational environments for student leadership learning and growth. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Developing Automatic Student Motivation Modeling System

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Destarianto, P.; Etikasari, B.; Agustianto, K.

2018-01-01

Achievement motivation is one of the internal factors in encouraging a person to perform the best activity in achieving its goals. The importance of achievement motivation must be possessed as an incentive to compete so that the person will always strive to achieve success and avoid failure. Based on this, the system is developed to determine the achievement motivation of students, so that students can do self-reflection in improving achievement motivation. The test results of the system using Naïve Bayes Classifier showed an average rate of accuracy of 91,667% in assessing student achievement motivation. By modeling the students ‘motivation generated by the system, students’ achievement motivation level can be known. This class of motivation will be used to determine appropriate counseling decisions, and ultimately is expected to improve student achievement motivation.

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

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

2015-12-01

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

Development of eStudent iOS mobile application

Directory of Open Access Journals (Sweden)

Mladjan Antic

2013-01-01

Full Text Available Abstract— iOS is the Apple mobile operating system, for Apple mobile devices. Initially developed for iPhone, and later for iPod Touch, iPad, AppleTV. The Metropolitan University has a Web application titled eStudent, which enables students by Web to get information about their marks for all subjects, their financies, exam scheduling, professors and assistents, and send exam registration and feedback about teaching, etc. This paper explains the development of the mobile application eStudent on the iOS platform. This application enables students whenever they want, by using their iPhone mobile phone, to get access to the information from the eStudent Web application, and to present it on their iPhone User Interface (UI. This paper explains in details software requirements analysis, system architecture, system modelling, and UI of the eStudent iOS mobile application.

[The evaluation of physical development of students].

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2012-01-01

The article demonstrates that physical health of university students is conditioned by the aggregate of morpho-functional indices and depends on the development of physical qualities of students. The evaluation of mass/height indicators of female students demonstrates the increase of total body size and weakness of body build. The testing of physical readiness testified the ambiguity of high-speed and high-speed/power qualities and results of stamina evaluation.

The development and implications of peer emotional support for student service members/veterans and civilian college students.

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Whiteman, Shawn D; Barry, Adam E; Mroczek, Daniel K; Macdermid Wadsworth, Shelley

2013-04-01

Student service members/veterans represent a growing population on college campuses. Despite this growth, scholarly investigations into their health- and adjustment-related issues are almost nonexistent. The limited research that is available suggests that student service members/veterans may have trouble connecting with their civilian counterparts and be at risk for social isolation. The present study compared the development and implications of emotional support from peers among 199 student service members/veterans and 181 civilian students through 3 distinct occasions over the course of 1 calendar year. Data were collected via electronic survey. Measured constructs included perceived emotional support from university friends, mental health, alcohol use, and academic functioning. A series of multilevel models revealed that student service members/veterans reported less emotional support from their peers compared with their civilian counterparts; yet, emotional support from peers increased similarly for both groups over time. Although, increasing peer emotional support was generally related to better academic and mental health outcomes for both groups, the links between emotional support and mental health were stronger for civilian students. Results suggest that mental health practitioners, particularly those on college campuses, should be prepared to deal with veteran-specific experiences that occur before and during college.

Supporting Law Students' Skills Development Online--A Strategy to Improve Skills and Reduce Student Stress?

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Hewitt, Anne; Stubbs, Matthew

2017-01-01

Law students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a…

Developing students' teaching through peer observation and feedback.

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

2015-10-01

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

Development and validation of a new assessment tool for suturing skills in medical students.

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Sundhagen, Henriette Pisani; Almeland, Stian Kreken; Hansson, Emma

2018-01-01

In recent years, emphasis has been put on that medical student should demonstrate pre-practice/pre-registration core procedural skills to ensure patient safety. Nonetheless, the formal teaching and training of basic suturing skills to medical students have received relatively little attention and there is no standard for what should be tested and how. The aim of this study was to develop and validate, using scientific methods, a tool for assessment of medical students' suturing skills, measuring both micro- and macrosurgical qualities. A tool was constructed and content, construct, concurrent validity, and inter-rater, inter-item, inter-test reliability were tested. Three groups were included: students with no training in suturing skills, students who have had training, plastic surgery. The results show promising reliability and validity when assessing novice medical students' suturing skills. Further studies are needed on implementation of the instrument. Moreover, how the instrument can be used to give formative feedback, evaluate if a required standard is met and for curriculum development needs further investigation.Level of Evidence: Not ratable.

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

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Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette

2017-10-06

The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. The format of patient cases included in teaching may have a substantial impact on students' patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education.

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Salzmann-Erikson, Martin; Bjuhr, Marie; Mårtensson, Gunilla

2017-04-01

This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving. © 2015 Wiley Periodicals, Inc.

Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

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Justice, Nicola

Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research on GTA professional development focuses on structured activities (e.g., courses, workshops) that have been developed to improve GTAs' pedagogy and content knowledge. Few studies take into account the social contexts of GTAs' professional development. However, GTAs perceive their social interactions with other GTAs to be a vital part of their preparation and support for teaching (e.g., Staton & Darling, 1989). Communities of practice (CoPs) are one way to bring together the study of the social contexts and structured activities of GTA professional development. CoPs are defined as groups of practitioners who deepen their knowledge and expertise by interacting with each other on an ongoing basis (e.g., Lave & Wenger, 1991). Graduate students may participate in CoPs related to teaching in many ways, including attending courses or workshops, participating in weekly meetings, engaging in informal discussions about teaching, or participating in e-mail conversations related to teaching tasks. This study explored the relationship between statistics graduate students' experiences in CoPs and the extent to which they hold student-centered teaching beliefs. A framework for characterizing GTAs' experiences in CoPs was described and a theoretical model relating these characteristics to GTAs' beliefs was developed. To gather data to test the model, the Graduate Students' Experiences Teaching Statistics (GETS) Inventory was created. Items were written to collect information about GTAs' current teaching beliefs, teaching beliefs before entering their degree programs, characteristics of GTAs' experiences in CoPs, and demographic information. Using an online program, the GETS Inventory was administered to N =218 statistics graduate students representing 37 institutions in 24 different U.S. states

The Relevance of Software Development Education for Students

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Liebenberg, Janet; Huisman, Magda; Mentz, Elsa

2015-01-01

Despite a widely-acknowledged shortage of software developers, and reports of a gap between industry needs and software education, the possible gap between students' needs and software development education has not been explored in detail. In their university education, students want to take courses and carry out projects that clearly relate to…

Model development of production management unit to enhance entrepreneurship attitude of vocational school students from fashion department

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Sumaryani, Sri

2018-03-01

The purpose of this study is to develop a model of production management unit to enhance entrepreneurship attitude of vocational school students from fashion department. This study concerns in developing students' entrepreneurship attitude in management which includes planning, organizing, applying and evaluation. The study uses Research and Development (R & D) approach with three main steps; preliminary study, development step, and product validation. Research subject was vocational school teachers from fashion department in Semarang, Salatiga and Demak. This study yields a development model of production management unit that could enhance vocational school students' entrepreneurship attitude in fashion department. The result shows that research subjects have understood about of production management unit in Vocational School (SMK).

Developing a Rubric to Assess Student Learning Outcomes Using a Class Assignment

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Thaler, Nicholas; Kazemi, Ellie; Huscher, Crystal

2009-01-01

We developed a rubric to assess several of our department's undergraduate student learning outcomes (SLOs). Target SLOs include applications of principles of research methodology, using appropriate statistics, adherence to the Publication Manual of the American Psychological Association, and written communication skills. We randomly sampled 20…

Students' Development and Use of Models to Explain Electrostatic Interactions

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Mayer, Kristin Elizabeth

The National Research Council (2012) recently published A Framework for K-12 Science Education that describes a vision for science classrooms where students engage in three dimensions--scientific and engineering practices, crosscutting concepts, and disciplinary core ideas--to explain phenomena or observations they can make about the universe around them. This vision of science instruction is a significant shift from current classroom instruction. This dissertation provides detailed examples of how students developed and used models to build causal explanations of phenomena. I co-taught classes that focused on having students develop and revise models of electric fields and atomic structure using a curriculum that was designed to align with the three-dimensional vision of learning. I developed case studies of eleven students from these classes. I analyzed the students' responses and interviewed the students throughout the school year. By comparing and contrasting the analysis across the analysis of students' interviews, I identified four themes: 1) students could apply their ideas to explain novel and abstract phenomena; 2) students struggled to connect changes in their atomic models to evidence, but ended up with dynamic models of atomic structure that they could apply to explain phenomena; 3) students developed models of atomic structure that they applied to explain phenomena, but they did not use models of electric fields in this way; and 4) too much focus on details interfered with students' ability to apply their models to explain new phenomena. This dissertation highlights the importance of focusing on phenomena in classrooms that aim at aligning with three-dimensional learning. Students struggled to focus on specific content and apply their ideas to explain phenomena at the same time. In order to apply ideas to new context, students had to shift their focus from recalling ideas to applying the ideas they do have. A focus on phenomena allowed students to show

Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource.

Science.gov (United States)

Hogan, Rosemarie; Orr, Fiona; Fox, Deborah; Cummins, Allison; Foureur, Maralyn

2018-03-01

An innovative blended learning resource for undergraduate nursing and midwifery students was developed in a large urban Australian university, following a number of concerning reports by students on their experiences of bullying and aggression in clinical settings. The blended learning resource included interactive online learning modules, comprising film clips of realistic clinical scenarios, related readings, and reflective questions, followed by in-class role-play practice of effective responses to bullying and aggression. On completion of the blended learning resource 210 participants completed an anonymous survey (65.2% response rate). Qualitative data was collected and a thematic analysis of the participants' responses revealed the following themes: 'Engaging with the blended learning resource'; 'Responding to bullying' and 'Responding to aggression'. We assert that developing nursing and midwifery students' capacity to effectively respond to aggression and bullying, using a self-paced blended learning resource, provides a solution to managing some of the demands of the clinical setting. The blended learning resource, whereby nursing and midwifery students were introduced to realistic portrayals of bullying and aggression in clinical settings, developed their repertoire of effective responding and coping skills for use in their professional practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Developing Student Worksheet Based On Higher Order Thinking Skills on the Topic of Transistor Power Amplifier

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Sardia Ratna Kusuma, Luckey; Rakhmawati, Lusia; Wiryanto

2018-04-01

The purpose of this study is to develop a student worksheet about the transistor power amplifier based on higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking, which could be useful for teachers in improving student learning outcomes. Research and Development (R & D) methodology was used in this study. The pilot study of the worksheet was carried out with class X AV 2 at SMK Negeri 5 Surabaya. The result showed satisfies aspect of validity with 81.76 %, and effectiveness (students learning outcomes is classically passed out with percentage of 82.4 % and the students gave positive responses to the student worksheet of each statement. It can be concluded that this worksheet categorized good and worthy to be used as a source of learning in the learning activities.

A study of the development of scientific literacy in students of conservative Christian schools

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Johns, Christopher D.

A collision of concepts often occurs within the science classrooms of Christian schools. Students are faced with the task of accommodating biblical teachings with science theories that are not only incompatible but often directly conflicting. Teachers in the Christian school must choose to what extent and how this conflicting information will be addressed. Students must manage the tension caused by this conflict and then determine their own belief systems. High-stakes achievement testing also plays a role in the curriculum and instruction of science in the Christian school as well as public schools. Science literacy, a lifelong pursuit of understanding of the physical world, can be a victim of instructional strategies aimed at promoting student success on a specific test covering a specific set of facts instead of a comprehensive plan developed for individual-specific growth. This study was designed to gain an understanding of science literacy development of the middle school student in the Christian school. This was accomplished by comparing the individual component scores of the science Indiana Statewide Testing for Educational Progress-Plus achievement test for a 3-year period of 5 Christian schools in Indiana to the overall state averages. Armed with this information, the study, in its second phase, included interviews of the 7th-grade science teachers of the included schools. The goal of the interviews was to provide meaning and substance to the score comparisons. The purpose of the study was to understand how the students in Christian schools compared to the overall population of students in areas of science that may conflict with their Biblical beliefs. Additionally, this study was developed to understand how the science teachers in Christian schools managed the conflict that develops between the Bible and theories of science. Findings from this study showed that students in Christian schools continue to score higher than the overall population of students

From Student Associations to CEUNE: The Development of Student Representation in Spain

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Parejo, José Luis; Lorente, Javier

2012-01-01

The forms of students' political participation in the administration of higher education in Spain have evolved throughout history. Spain has developed from a period characterised by the corporatist model of Sindicato Espanõl Universitario--as a single syndicate of students controlled by the Franco Regime--towards the emergence of a student…

University student’s engagement: development of the University Student Engagement Inventory (USEI

Directory of Open Access Journals (Sweden)

João Maroco

2016-01-01

Full Text Available Abstract Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI. This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development

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Bae, Young Seh

2013-01-01

Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development Young Seh Bae This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically…

SUSTAINING OCCUPATIONAL INFORMATION FOR CAREER CHOICE AND DEVELOPMENT IN STUDENTS OF TECHNICAL COLLEGES IN ENUGU STATE, NIGERIA

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Moses Ikebe Odo

2015-01-01

This study takes on the issue of sustaining occupational information for career choice and development in students of technical colleges in Enugu State, Nigeria. The method adopted for this study was the survey design and the population included were all final year students of the three government technical colleges in Enugu State of Nigeria. The technical colleges were sampled as follows: Government Technical College, Enugu (156 students); Government Technical College, Nsukka (148 students);...

A course for developing interprofessional skills in pre-professional honor students using humanities and media.

Science.gov (United States)

Poirier, Therese I; Stamper-Carr, Connie; Newman, Kate

2017-09-01

To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities. A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes. The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course. The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills. The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards. Copyright © 2017 Elsevier Inc. All rights reserved.

Engaging Business Students in Quantitative Skills Development

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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…

Peer Assessment of Oral Presentations: Effects of Student Gender, University Affiliation and Participation in the Development of Assessment Criteria

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Langan, Mark A.; Wheater, Philip C.; Shaw, Emma M.; Haines, Ben J.; Cullen, Rod W.; Boyle, Jennefer C.; Penney, David; Oldekop, Johan A.; Ashcroft, Carl; Lockey, Les; Preziosi, Richard F.

2005-01-01

Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer-awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have…

Student-perceived barriers and facilitators to e-learning in continuing professional development in primary care.

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Docherty, Andrea; Sandhu, Harbinder

2006-01-01

WHAT IS ALREADY KNOWN IN THIS AREA • E-learning is being increasingly used within learning and teaching including its application within healthcare education and service provision. Multiple advantages have been identified including enhanced accessibility and increased flexibility of learning. Guidance on the generic-design and development of e-learning courses has been generated. WHAT THIS WORK ADDS • This paper provides a detailed understanding of the barriers and facilitators to e-learning as perceived by students on a continuing professional development (CPD); course arid highlights its multifaceted values. In addition, the paper ṕrovides evidence-based guidance for the development of courses within CPD utilising e-learning. SUGGESTIONS FOR FUTURE RESEARCH • Future research would benefit from, focusing upon the perceptions of staff including barriers and facilitators to the implementation of e-learning and awareness of student experience to generate a balanced and informed understanding of e-learning within the context-of CPD.

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

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Foster, Jamie S; Lemus, Judith D

2015-01-01

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

MODEL DEVELOPMENT OF NURSING STUDENT LOYALTY IN POLITEKNIK OF HEALTH

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Hammad Hammad

2017-04-01

Full Text Available Introduction: Loyalty of nursing student is an important factor that nursing education should pay attention in order to compete with other nursing educations; involved by perceived value, expectation, and quality assurance in nursing higher education. The purpose of this study was to develop a loyalty model of nursing student in nursing higher education. Methods: This study was an explanatory research with cross sectional approach. Population were nursing student in Poltekkes Banjarmasin, with 112 samples which is selected by proportional random sampling. Data was collected by giving questionnaire and analyzed by partial least square. Result: Result of this study indicates that was an effect of costumer expectation on quality assurance in nursing higher education, there was effect of costumer expectation on perceived value in nursing student, there was an effect of customer expectation on student satisfaction (4 there was effect of quality assurance in nursing higher education, there wasn’t any affect of quality assurance in nursing higher education on student satisfaction, there was effect of perceived value in nursing student on student satisfaction, there was effect of student satisfaction on student loyalty. Discussion: Overall result of this research were, student loyalty in nursing higher education developed by student satisfaction. Student satisfaction formed by perceived value. Perceived value developed from two aspects quality assurance, and student expectation, quality assurance of higher education wasn’t directly effect to student sasfaction. However, indirectly effect through student perceived value. Student satisfaction in nursing higher education was stronger effect than any other variable in this loyalty model. Loyalty model in this research can be use for improvement student loyalty on health education that focused on improvement student satisfaction without deny the other aspect. Further research is needed to analyze word of

Research Skills Development in Higher Education Students

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Bergamini, Tiziana Priede; Navarro, Cristina Lopez-Cozar

2014-01-01

This case study presents the development of a research project in a third-year undergraduate course, Family Business Administration. The research project aimed at promoting research skills in students. The authors formed working groups of no more than six students, and each group had to select an original research topic after conducting a…

Development and validation of the computer technology literacy self-assessment scale for Taiwanese elementary school students.

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Chang, Chiung-Sui

2008-01-01

The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of the computer technology literacy self-assessment scale (CTLS) for elementary school students. The instrument included five CTLS dimensions (subscales): the technology operation skills, the computer usages concepts, the attitudes toward computer technology, the learning with technology, and the Internet operation skills. Participants were 1,539 elementary school students in Taiwan. Data analysis indicated that the instrument developed in the study had satisfactory validity and reliability. Correlations analysis supported the legitimacy of using multiple dimensions in representing students' computer technology literacy. Significant differences were found between male and female students, and between grades on some CTLS dimensions. Suggestions are made for use of the instrument to examine complicated interplays between students' computer behaviors and their computer technology literacy.

Empowering High School Students in Scientific Careers: Developing Statewide Partnerships

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Aguilar, C.; Swartz, D.

2008-05-01

Center for Multiscale Modeling of Atmospheric Processes (CMMAP) is a National Science Foundation Science and Technology Center focused on improving the representation of cloud processes in climate models. The Center is divided into three sections including Knowledge Transfer, Research, and Education and Diversity. The Science Education and Diversity mission is to educate and train people with diverse backgrounds in Climate and Earth System Science by enhancing teaching and learning and disseminating science results through multiple media. CMMAP is partnering with two local school districts to host an annual global climate conferences for high school students. The 2008 Colorado Global Climate Conference seeks "To educate students on global and local climate issues and empower them to se their knowledge." The conference is sponsored by CMMAP, The Governor's Energy Office, Poudre School District, Thompson School District, Clif Bar, and Ben and Jerry's Scoop Shop of Fort Collins. The conference seeks to inspire students to pursue future education and careers in science fields. Following an opening welcome from the Governor's Energy Office, Keynote Piers Sellers will discuss his experiences as an atmospheric scientist and NASA astronaut. Students will then attend 3 out of 16 breakout sessions including such sessions as "Hot poems, Cool Paintings, and the treasures of Antiquity of Climate Change", "Mitigation vs Adaptation", "Bigfoot Walks(What Size is our carbon footprint?)" "The Wedges: Reduc ing Carbon Emissions", and "We the People: Climate and Culture of Climate Change" to name a few. Using The Governor's High School Conference on the Environment sponsored by the Wisconsin Center for Environmental Education as a model we are developing statewide partnerships to bring high school students together to look at global climate issues that will impact their future and of which they can be part of the solution through their education and career paths. In addition to

Teacher Attitudes on Including Students with Behavior Intervention Plans in a High-School Inclusive Classroom

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Tucker, Thurman D.

2017-01-01

This research examined attitudes to determine factors influencing teachers' attitudes toward including students with behavior intervention plans in inclusive high-school classrooms. For Research Question 1 one-way ANOVAs analyzed quantitative data with no significant differences found and qualitative data discovered common patterns that BIPs are…

Developing a Personal-Learning-Portfolio (PLP) for 1st year students at Department of Psychology

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Johnsen, Anna Thit; Beck Hansen, Nina; Andersen, Mette Elmose

Abstract title: Developing a Personal-Learning-Portfolio (PLP) for 1st year students at Department of Psychology Learning outcome of activity: B01 is the first module of the education in Psychology at University of Southern Denmark (SDU). The aim of B01 is to give the students a ‘map...... different strategies: first the overall framework of the PLP is discussed and second we conduct cognitive interviews evaluating the comprehensibility and relevance of the questions posed in the PLP. The PLP is then adapted based on the comments from the students. The development and initial testing...... be an inspiration to others who wish to develop and implements PLPs. Second, we will show the format of our particular Personal-Learning-Portfolio together with reflections on why it was developed in such a way. This includes the students’ opinions about the PLP and the results of the cognitive interviews....

The Empowering Role of Profession-Based Student Organizations in Developing Student Leadership Capacity.

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Lebrón, Mariana J; Stanley, Cheryl L; Kim, Ariana J; Thomas, Kieara H

2017-09-01

After recreation and intramural groups, students participate in profession-based organizations more frequently than any other. This chapter explores how these groups can leverage their unique context to accelerate student leadership development and profession-related leadership competencies. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Development and validation of the Acculturative Stress Scale for Chinese College Students in the United States (ASSCS).

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Bai, Jieru

2016-04-01

Chinese students are the biggest ethnic group of international students in the United States. This study aims to develop a reliable and valid scale to accurately measure their acculturative stress. A 72-item pool was sent online to Chinese students and a five-factor scale of 32 items was generated by exploratory factor analysis. The five factors included language insufficiency, social isolation, perceived discrimination, academic pressure, and guilt toward family. The Acculturative Stress Scale for Chinese Students demonstrated high reliability and initial validity by predicting depression and life satisfaction. It was the first Chinese scale of acculturative stress developed and validated among a Chinese student sample in the United States. In the future, the scale can be used as a diagnostic tool by mental health professionals and a self-assessment tool by Chinese students. (c) 2016 APA, all rights reserved.

Geography literacy can develop Geography skills for high school students: is it true?

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Utami, W. S.; Zain, I. M.; Sumarmi

2018-01-01

The most important issue related to education in Indonesia is the low quality of student learning and competence. The basic thing that is important to be studied is the demands of 21st-century skills that are difficult to fulfil with the low competence of student learning. Low competence of student learning demonstrated by low capacity of scientific literacy includes geography literacy. Geography skills of Indonesian students are also low. It is shown from the students’ ability to use maps to describe and to analyze is low. The purpose of this study is to determine the correlation between the literacy skills of geography to develop geography skills of high school students in Surabaya. Written and performance tests were given to the sample of 29 high school students. The results of the tests we analyzed based on Geography literacy and its correlation to Geography skills in terms of the ability to use the media, map, and analyze the phenomenon of the geosphere. The results showed that the students who have low literacy geography have difficulty in using map.

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

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

2013-07-01

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

Designing a Materials Development Course for EFL Student Teachers: Principles and Pitfalls

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Bouckaert, Marina

2016-01-01

This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the…

The Adolescent Dip in Students' Sustainability Consciousness--Implications for Education for Sustainable Development

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Olsson, Daniel; Gericke, Niklas

2016-01-01

Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This…

Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

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Miller, G.; Schoof, J. T.; Therrell, M. D.

2011-12-01

Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

TA Professional Development: A Graduate Student's Perspective

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Alicea-Munoz, Emily

Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

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

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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.

Cross-Cultural Context, Content, and Design: Development of Courses in Global Topics Serving International Students

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Van Hook, Steven R.

2011-01-01

This research was conducted in the development of courses for students from multiple nations at two California universities, applying cross-cultural tactics in course content and design. The paper examines the evolution of courses in Global Issues and Global Economics, including the theoretical foundations of socioeconomic development, how those…

DEVELOPING LINGUISTIC SKILLS AND ABILITIES IN EMP STUDENTS

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Nataša Milosavljević

2012-03-01

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

Student mathematical activity as a springboard to developing teacher didactisation practices

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Piera Biccard

2015-12-01

Full Text Available This article is part of a larger study on teacher development. The main study investigated teacher development within primary school Mathematics teachers’ classrooms to determine if teaching practices could be enhanced through a didactisation-based programme. It sought to develop teachers within their own environments and classrooms. Design research (both designing the conditions for change and studying the results of those conditions enabled the researchers to design a programme that was congruent with teachers’ own needs and experiences. The programme ran for a period of a year with regular contact between the teachers and the researcher conducting the programme (the first author. The programme set out nine didactisation practices: active students, differentiation, mathematisation, vertically aligned lessons, accessing student thinking and ideas, probing student thinking and ideas, connecting student ideas, assessing students and reflecting on practice. One practice, student activity, is the focus of this article. It was found that by initiating discussion and cognitive conflict in teachers by using modelling problems, and further allowing teachers to observe pupils working in groups with modelling problems, teachers were starting to incorporate the didactisation practices within their own classrooms. This article documents specifically the fundamental role of student mathematical activity and the importance of improving student mathematical experiences, both for teacher development and for student mathematical learning. The study may be valuable in structuring and planning further effective teacher development programmes.

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

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

2015-01-01

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

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

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Kodama, Corinne M; Laylo, Rhonda

2017-09-01

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

Instructor Attitudes toward Students: Job Satisfaction and Student Outcomes

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Wilson, Janie H.

2008-01-01

The relational teaching approach suggests that instructors should develop positive relationships with students, with benefits including greater job satisfaction. One way to build positive relationships with students involves exhibiting immediacy behaviors. The author examined relationships among professors' attitudes toward students, immediacy…

Physics Identity Development: A Snapshot of the Stages of Development of Upper-Level Physics Students

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Irving, Paul W.; Sayre, Eleanor C.

2013-01-01

As part of a longitudinal study into identity development in upper-level physics students a phenomenographic research method is employed to assess the stages of identity development of a group of upper-level students. Three categories of description were discovered which indicate the three different stages of identity development for this group…

Chemical Reactions: What Understanding Do Students with Blindness Develop?

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Lewis, Amy L. Micklos; Bodner, George M.

2013-01-01

This study examined the understanding of chemical equations developed by three students with blindness who were enrolled in the same secondary-school chemistry class. The students were interviewed while interpreting and balancing chemical equations. During the course of these interviews, the students produced diagrams using Braille symbols that…

A formative model for student nurse development and evaluation

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A. S. van der Merwe

1996-03-01

Full Text Available Preparing student nurses for the profession is a complex task for nurse educators; especially when dealing with the development of personal and interpersonal skills, qualities and values held in high esteem by the nursing profession and the community they serve. These researchers developed a model for formative evaluation of students by using the principles of inductive and deductive reasoning. This model was implemented in clinical practice situations and evaluated for its usefulness. It seems that the model enhanced the standards of nursing care because it had a positive effect on the behaviour of students and they were better motivated; the model also improved interpersonal relationships and communication between practising nurses and students.

Developing critical thinking, creativity and innovation skills of undergraduate students

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Shoop, Barry L.

2014-07-01

A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years.

Problem-based learning: Developing resilience in nursing students

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Jih-Yuan Chen

2011-06-01

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

Development of Handcraft Exercise Courses that Bring Out Student's Creativity

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Senda, Shinkoh; Yamamoto, Koji; Fukumori, Tutom; Matsuura, Hideo; Sato, Kazuo

We have developed a new type of handcraft exercise program that aims to stimulate student's creativity on the way of design and fabrication of the subject machines. Conventional handicraft exercise program used to aim at letting students learn procedures of machining operation in accordance with a designated manual. Students having experienced our conventional exercise did not fully satisfied at those programs because of the lack in a room for their idea and creativity. Authors, a group of both technical and academic staffs, have developed and started the new type of program since 2003 at the Creation Plaza in Nagoya University. Developed program is classified into grades according to the difference in technical contents required for students.

Using Game Development to Engage Students in Science and Technology

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Wiacek, John

2011-01-01

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

Student Developed Knowledge Portfolios from a Soil Fertility Course

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Sindelar, Meghan; Mamo, Martha; Wingeyer, Ana

2018-01-01

Students who have completed the Soil Nutrient Relationships course at the University of Nebraska-Lincoln often contact instructors once they have begun full-time work, seeking reminders of specific concepts. These students either did not take or keep detailed notes during the course. To assist students, instructors have developed a portfolio…

Development and Validation of an Exploratory Measure to Assess Student Coping: The Student Coping Scale

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Boujut, Emile

2013-01-01

Students is a very specific population according to their manner to cope with stress. A coping questionnaire for students was developed and administered to 1100 French students at the beginning of the term (T1). Principal Component Analysis of responses, followed by varimax rotations, yielded three factors accounting for 50.5% of the total…

Working Together To Become Proficient Readers. Early Impact of the Talent Development Middle School's Student Team Literature Program. Report No. 15.

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

The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to…

Developing Students' Critical Reasoning About Online Health Information: A Capabilities Approach

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Wiblom, Jonna; Rundgren, Carl-Johan; Andrée, Maria

2017-11-01

The internet has become a main source for health-related information retrieval. In addition to information published by medical experts, individuals share their personal experiences and narratives on blogs and social media platforms. Our increasing need to confront and make meaning of various sources and conflicting health information has challenged the way critical reasoning has become relevant in science education. This study addresses how the opportunities for students to develop and practice their capabilities to critically approach online health information can be created in science education. Together with two upper secondary biology teachers, we carried out a design-based study. The participating students were given an online retrieval task that included a search and evaluation of health-related online sources. After a few lessons, the students were introduced to an evaluation tool designed to support critical evaluation of health information online. Using qualitative content analysis, four themes could be discerned in the audio and video recordings of student interactions when engaging with the task. Each theme illustrates the different ways in which critical reasoning became practiced in the student groups. Without using the evaluation tool, the students struggled to overview the vast amount of information and negotiate trustworthiness. Guided by the evaluation tool, critical reasoning was practiced to handle source subjectivity and to sift out scientific information only. Rather than a generic skill and transferable across contexts, students' critical reasoning became conditioned by the multi-dimensional nature of health issues, the blend of various contexts and the shift of purpose constituted by the students.

Photonics education development for electrical engineering students

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Cao, Yang; Luo, Yuan; Liu, Yu; Hu, ZhangFang; Cai, Xuemei

2017-08-01

We describe the contents of an advanced undergraduate course on photonics at School of Electrical Engineering, Chongqing University of Posts and Telecommunications. The main goal of the course is to equip the student with the necessary theoretical and practical knowledge to participate in photonics-related industry and further graduate level study and research if they choose. The prerequisites include college-level physics and higher mathematics which a general engineering student has already had in his/her first and second year college study. Although applications of photonics are ubiquitous such as telecommunications, photonic computing, spectroscopy, military technology, and biophotonics etc. Telecommunication information system application is more emphasized in our course considering about the potential job chances for our students.

Individualized Instruction Strategies in Mainstream Classrooms: Including Students with Autistic Spectrum Disorder

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Betts, Stephanie R.

2008-01-01

This literature review describes research based teaching strategies for general education teachers to provide equal education for students diagnosed with autism. General education classrooms are often made up of students with a broad spectrum of abilities, and it is the teacher's job to meet the needs of those students. Strategies addressed in…

Student Motivation to Study Abroad and Their Intercultural Development

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Anderson, Philip H.; Hubbard, Ann; Lawton, Leigh

2015-01-01

To date, student motivation for electing to study abroad has not been incorporated into study abroad research as a potential factor influencing intercultural development. The authors of this study hypothesize that a student's motivation for studying abroad plays an important role in influencing the program a student selects and in determining what…

Internationalisation and the Development of Students' Intercultural Competence

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Lantz-Deaton, Caprice

2017-01-01

Universities' internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed…

Development of nuclear energy and radiation textbooks for high school students

Energy Technology Data Exchange (ETDEWEB)

Lee, Seung Koo; Park, Pil Han; Choi, Yoon Seok; Kim, Wook; Jeong, Im Soon; Han, Eun Ok [Dept. of Education and Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

2015-04-15

This study aimed to develop textbooks about nuclear energy and radiation targeting high school students-the leaders of the next generation. Students learn about nuclear power generation and radiation through minimal information in science textbooks; most students acquire concepts through teaching-learning activities between teachers and students. Therefore, if a science teacher has an inaccurate perception about nuclear energy and radiation, this may have an improper influence on students. Before the failure of securing social acceptance due to ignorance about nuclear energy and radiation leads to biased political effects, the correct information should be provided in schools to allow future generations to develop educated value judgments. The present textbooks were developed as a part of such effort.

Development of nuclear energy and radiation textbooks for high school students

International Nuclear Information System (INIS)

Lee, Seung Koo; Park, Pil Han; Choi, Yoon Seok; Kim, Wook; Jeong, Im Soon; Han, Eun Ok

2015-01-01

This study aimed to develop textbooks about nuclear energy and radiation targeting high school students-the leaders of the next generation. Students learn about nuclear power generation and radiation through minimal information in science textbooks; most students acquire concepts through teaching-learning activities between teachers and students. Therefore, if a science teacher has an inaccurate perception about nuclear energy and radiation, this may have an improper influence on students. Before the failure of securing social acceptance due to ignorance about nuclear energy and radiation leads to biased political effects, the correct information should be provided in schools to allow future generations to develop educated value judgments. The present textbooks were developed as a part of such effort

Student project of optical system analysis API-library development

Science.gov (United States)

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

2017-08-01

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

Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

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Lawrence Ingvarson

2005-01-01

Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students.

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Jung, Hee-Yeon; Kim, Jae-Won; Lee, Seunghee; Yoo, Seong Ho; Jeon, Ju-Hong; Kim, Tae-Woo; Park, Joong Shin; Jeong, Seung-Yong; Oh, Seo Jin; Kim, Eun Jung; Shin, Min-Sup

2016-06-01

The authors conducted a survey on essential humanistic competency that medical students should have, and on teaching methods that will effectively develop such attributes. The participants consisted of 154 medical school professors, 589 medical students at Seoul National University College of Medicine, 228 parents, and 161 medical school and university hospital staff. They answered nine questions that the authors created. According to the results, all groups chose "morality and a sense of ethics," a "sense of accountability," "communication skills," and "empathic ability" were selected as essential qualities. According to the evaluation on the extent to which students possess each quality, participants believed students had a high "sense of accountability" and "morality," whereas they thought students had low "empathic ability," "communicate," or "collaborate with others". In terms of effective teaching methods, all sub-groups preferred extracurricular activities including small group activities, debates, and volunteer services. With regard to the speculated effect of humanism education and the awareness of the need for colleges to offer it, all sub-groups had a positive response. However the professors and students expressed a relatively passive stance on introducing humanism education as a credited course. Most participants responded that they preferred a grading method based on their rate of participation, not a relative evaluation. In order to reap more comprehensive and lasting effects of humanism education courses in medical school, it is necessary to conduct faculty training, and continuously strive to develop new teaching methods.

INTEGRATED DEVELOPMENT OF CHEMICAL TEACHING MATERIALS ON MATERIAL BASED THERMOCHEMICAL SOFT SKILLS FOR VOCATIONAL STUDENTS

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S. D. Purnawan

2015-11-01

Full Text Available Business and industrial field need workers who have not only good academic achievement but also the ability of hard skills and soft skills.  In order to prepare students who have a good academic skills, hard skills, soft skills it has to be done in all subjects including chemistry expertise to integrate the competencies of Motorcycle Engineering.  The research design uses One Group Pretest Posttest Design imposed on students in class XI SMK 1 Kedung TSM. Validator assessment results indicate that teaching materials developed very feasible for use in learning chemistry.  The result show that the learning device by using the integrated chemistry materials can increase students understanding of the thermo chemistry material with the acquisition of N-gain is at 0.63 or in the medium category.  Group of high-achieving students have the score of N-gain of 0.65, while the medium-achieving students get 0.63 and low-achieving students get 0.61, all have medium category.  Percentage  of students who passes the mastery learning  if mastery learning (KKM > 75 or reach 87 %.  The percentage of students’ soft skills in at least good criteria is at 87.10 %.  Students gave positive responses  90.71 % towards the learning material that is developed.

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

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

2018-04-01

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

Factors influencing the development of end-of-life communication skills: A focus group study of nursing and medical students.

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Gillett, Karen; O'Neill, Bernadette; Bloomfield, Jacqueline G

2016-01-01

Poor communication between health care professionals and dying patients and their families results in complaints about end-of-life care. End-of-life communication skills should be a core part of nursing and medical education but research suggests that qualified doctors and nurses find this a challenging area of practice. The aim of this study was to explore factors influencing the development of end-of-life communication skills by nursing and medical students. A qualitative study comprising five focus groups. Second year undergraduate nursing (n=9 across 2 focus groups) and fourth year undergraduate medical students (n=10 across 3 focus groups) from a London University. Barriers and facilitators influenced nursing and medical students' experience of communication with dying patients and their families in clinical practice. Extrinsic barriers included gatekeeping by qualified staff and lack of opportunity to make sense of experiences through discussion. Intrinsic barriers included not knowing what to say, dealing with emotional responses, wasting patients' time, and concerns about their own ability to cope with distressing experiences. Facilitating factors included good role models, previous experience, and classroom input. In addition to clinical placements, formal opportunities for reflective discussion are necessary to facilitate the development of students' confidence and skills in end-of-life communication. For students and mentors to view end-of-life communication as a legitimate part of their learning it needs to be specified written practice-learning outcome. Mentors and supervisors may require training to enable them to facilitate students to develop end-of-life communication skills. Copyright © 2015 Elsevier Ltd. All rights reserved.

Health Promotion Behavior of Chinese International Students in Korea Including Acculturation Factors: A Structural Equation Model

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Sun Jung Kim, RN, PhD

2016-03-01

Conlcusions: The Chinese students in Korea with higher self-esteem, perceived health status, acculturation level, and lower acculturative stress reported higher health promotion behavior. The findings can be applied to develop health promotion strategies for this population.

Metabolic Pathways Visualization Skills Development by Undergraduate Students

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dos Santos, Vanessa J. S. V.; Galembeck, Eduardo

2015-01-01

We have developed a metabolic pathways visualization skill test (MPVST) to gain greater insight into our students' abilities to comprehend the visual information presented in metabolic pathways diagrams. The test is able to discriminate students' visualization ability with respect to six specific visualization skills that we identified as key to…

On the Development of College Student Information Management System

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Jin Anjiang

2015-01-01

Full Text Available currently there exist severe fragmentation, different development standards, lack of sufficient support and other problems in the development of college student information management system. Therefore accelerating the development of student information management system is of necessity to improve universities’ management and administration efficiency. From the perspective of customers’ demands, the system should be designed and developed on the basis of Web Service by adopting B/S structure and SQL Server technology so as to coordinate applicability, security, compatibility, stability, maintainability and other non-functional demands.

Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences

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McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

Science.gov (United States)

Prakash, Srinivasan; Xavier S. J., S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

Student Leadership Development: A Functional Framework

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Hine, Gregory Stephen Colin

2014-01-01

This article presents a longitudinal, qualitative case study of a student leadership program in a Catholic secondary school in Perth, Western Australia. Data were collected over a period of three years through multiple methods, including one-on-one interviewing, focus group interviewing, document searches, field notes, and researcher reflective…

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

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

2015-04-01

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

Survey Development to Assess College Students' Perceptions of the Campus Environment.

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Sowers, Morgan F; Colby, Sarah; Greene, Geoffrey W; Pickett, Mackenzie; Franzen-Castle, Lisa; Olfert, Melissa D; Shelnutt, Karla; Brown, Onikia; Horacek, Tanya M; Kidd, Tandalayo; Kattelmann, Kendra K; White, Adrienne A; Zhou, Wenjun; Riggsbee, Kristin; Yan, Wangcheng; Byrd-Bredbenner, Carol

2017-11-01

We developed and tested a College Environmental Perceptions Survey (CEPS) to assess college students' perceptions of the healthfulness of their campus. CEPS was developed in 3 stages: questionnaire development, validity testing, and reliability testing. Questionnaire development was based on an extensive literature review and input from an expert panel to establish content validity. Face validity was established with the target population using cognitive interviews with 100 college students. Concurrent-criterion validity was established with in-depth interviews (N = 30) of college students compared to surveys completed by the same 30 students. Surveys completed by college students from 8 universities (N = 1147) were used to test internal structure (factor analysis) and internal consistency (Cronbach's alpha). After development and testing, 15 items remained from the original 48 items. A 5-factor solution emerged: physical activity (4 items, α = .635), water (3 items, α = .773), vending (2 items, α = .680), healthy food (2 items, α = .631), and policy (2 items, α = .573). The mean total score for all universities was 62.71 (±11.16) on a 100-point scale. CEPS appears to be a valid and reliable tool for assessing college students' perceptions of their health-related campus environment.

Comparing Levels of Professional Satisfaction in Preschool Teachers Whose Classes Include or Do Not Include a Special-Needs Student

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Koyutürk, Nazife; Sahbaz, Ümit

2015-01-01

The purpose of this study is to compare the professional satisfaction of the preschool teachers in whose class there is a student with special needs to the preschool teachers in whose class there are not any students with special needs. The research study group was composed of 185 pre-school teachers who work in the city and county center in…

Tell me your life: including life stories in an adult development and aging course.

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Villar, Feliciano; Celdran, Montserrat; Fabà, Josep

2014-01-01

The goals of this study were to determine the learning impact of an assignment that consisted of interviewing and analyzing older people's life stories, and to explore how the assignment was evaluated by students. Participants in the study were 122 first-year social education students enrolled in an adult development and aging course. They evaluated the assignment using an eight-adjective questionnaire and were asked about the benefits of the task. Their answers to the questionnaire were then reviewed using content analysis. The results indicated that marks on the life story assignment predicted marks on an exam about basic course concepts. Students considered that the assignment was interesting, useful, and integrated into the course, although most of them also thought that it was very time-consuming. They identified benefits related to the explicit goals of the course (improvement in the learning of developmental concepts, the acquisition of research-related skills, and the deactivation of aging stereotypes) and personal, growth-related benefits. The authors discuss the difficulties posed by the assignment and its usefulness as a complement to more traditional, lecture-based teaching methods in adult development and aging courses.

Influence of students' physical development on their professional teaching

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Tishchenko V.A.

2012-02-01

Full Text Available The purpose of the article is research of interdependence of bodily condition and results of having time of students. Supervisions were conducted above 229 students. Physical preparedness of students on indexes: level of quickness (run 100 m, level of endurance (run 1000 m, level of power possibilities (undercutting on a cross-beam, level speed-power preparations (standing broad jump in length was estimated. The results of dynamics of physical and mental development of students are presented. Close cross-correlation dependence is set between the indexes of mental capacity and bodily condition of students.

Toward Understanding Business Student Professional Development Engagement

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Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen

2017-01-01

Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…

Developing Students' Cultural Awareness in College English Teaching

Institute of Scientific and Technical Information of China (English)

刘利

2009-01-01

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

Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research.

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Kaya, Hülya; Şenyuva, Emine; Bodur, Gönül

2017-01-01

Emotional Intelligence is considered as an important characteristic of nurses that can affect the quality of their work including clinical decision-making, critical thinking, evidence and knowledge use in practice. The study is aimed to determine nursing students' critical thinking disposition and emotional intelligence in an academic year. A longitudinal design. The focus population of this longitudinal study consists of 197 freshman students studying at a faculty of nursing. Asymmetrical cluster sampling method was used to determine sample group and all the students registered in the first year were included in scope of the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used for data collection. SPSS version 11.5 was used for data analysis. Nursing students have a low level of critical thinking disposition and intermediate level of emotional intelligence both at the beginning and end of academic year. There was no statistically significant difference in both skills at the beginning and end of year. There was a statistically significant difference between students' critical thinking disposition and emotional intelligence at the beginning of academic year. There was a positive correlation at a medium level between students' critical thinking disposition and emotional intelligence at the beginning and end of academic year. In light of these results, it is that suggested the study should be prolonged as longitudinal because development of both skills require a long time. The current study holds importance that it sheds light on other relevant studies and nursing education programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Rhetorical meta-language to promote the development of students' writing skills and subject matter understanding

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Pelger, Susanne; Sigrell, Anders

2016-01-01

Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to

Development and evaluation of a leadership program for veterinary students.

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Moore, D A; Klingborg, D J

2001-01-01

Leadership skills are important for many facets of professional life, but no known leadership training programs exist in North American veterinary schools. It was the purpose of this project to develop, deliver, and evaluate a leadership program for first-year veterinary students. Leadership attributes emphasized in the course included effective communication, openness to learning from others, self-awareness, commitment beyond self-interest, motivation, decision making, understanding issue complexity, and team building. The five-day course was delivered to 21 new veterinary students randomly selected just prior to their first-year orientation in the fall of 2000. Participants ranked themselves higher than non-participants in a post-course evaluation on their ability to be effective leaders. Participants reported an increase in self-confidence and a clearer understanding of their leadership roles. Participants also noted new support systems among co-participants and expressed a new ability to consider complex issues more broadly. Most reported that they frequently used enhanced skills in giving and receiving feedback and team building. Other leadership tools identified as valuable included negotiation, group dynamics, a structured approach to problem solving, time management, and an awareness of personal learning style preferences as a means to improve communication.

Development of a Laboratory Project to Determine Human ABO Genotypes--Limitations Lead to Further Student Explorations

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Salerno, Theresa A.

2009-01-01

A multiplex allele-specific PCR analysis was developed to identify six "common" genotypes: AA, AO, BB, BO, OO, and AB. This project included a pre-laboratory exercise that provided active learning experiences and developed critical thinking skills. This laboratory resulted in many successful analyses, which were verified by student knowledge of…

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

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Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development

Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views

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Gisela Cebrián

2015-03-01

Full Text Available In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.

A student-initiated and student-facilitated international health elective for preclinical medical students.

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Vora, Nirali; Chang, Mina; Pandya, Hemang; Hasham, Aliya; Lazarus, Cathy

2010-02-15

Global health education is becoming more important for developing well-rounded physicians and may encourage students toward a career in primary care. Many medical schools, however, lack adequate and structured opportunities for students beginning the curriculum. Second-year medical students initiated, designed, and facilitated a pass-fail international health elective, providing a curricular framework for preclinical medical students wishing to gain exposure to the clinical and cultural practices of a developing country. All course participants (N=30) completed a post-travel questionnaire within one week of sharing their experiences. Screening reflection essays for common themes that fulfill university core competencies yielded specific global health learning outcomes, including analysis of health care determinants. Medical students successfully implemented a sustainable global health curriculum for preclinical student peers. Financial constraints, language, and organizational burdens limit student participation. In future, long-term studies should analyze career impact and benefits to the host country.

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

Science.gov (United States)

Hastie, Carolyn Ruth

2018-03-01

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

Student Organizations as Avenues for Leader Learning and Development.

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Sessa, Valerie I; Alonso, Nicole; Farago, Pamela; Schettino, Gaynell; Tacchi, Kelcie; Bragger, Jennifer D

2017-09-01

This chapter describes theory and research demonstrating that the experiences students have within student organizations, and the people with whom they interact within those organizations, are powerful triggers for leader learning and development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Student involvement as a vehicle for empowerment: a case study of the student platform for engineering education development

KAUST Repository

Delaine, David A.

2010-08-01

This paper examines the mission, structure and outputs of one organisation, the Student Platform for Engineering Education Development (SPEED), as a case study for how student-led organisations can use student involvement to promote and sustain student self-efficacy in an academic field. SPEED attracts young people to engineering through student participation in engineering education (EE). SPEED is a global, non-profit student organisation that functions as an interdisciplinary network to diversify dialogue, stimulate change and impact the development of EE and its effect on society. SPEED is directly attracting young people to engineering in various ways: the organisation of its keynote event, the Global Student Forum; facilitating interactions between globally minded, socially inclined engineers with aspirations to change the world; and through the global dissemination of SPEED\\'s work and practices through broad and relevant channels. Short-term outcomes are highlighted here. This case study can serve as a model for student engagement and involvement in other disciplines. © 2010 SEFI.

Helping Students Develop Listening Comprehension

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Cárdenas Beltrán Melba Libia

2000-08-01

Full Text Available Listening practice is often neglected or handled inappropriately in the teachinglearning process. This poses problem because listening is an integral part of conversations. Oral skills without equally welldeveloped listening abilities are of little practical value. In this article, I will take a look at issues related to the area of listening that may be considered when guiding students toward developing listening comprehension.

Development of a Water-Quality Lab That Enhances Learning & Connects Students to the Land

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Enos-Berlage, Jodi

2012-01-01

A 3-week laboratory module was developed for an undergraduate microbiology course that would connect student learning to a real-life challenge, specifically a local water-quality project. The laboratory series included multiple field trips, sampling of soil and water, and subsequent analysis for bacteria and nitrate. Laboratory results confirmed…

Developing pre-qualification inter-professional education for nursing and medical students: sampling student attitudes to guide development.

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Morison, Sue; Boohan, Mairead; Moutray, Marianne; Jenkins, John

2004-03-01

Teamwork and collaboration are regarded as important goals for health and social care education and inter-professional education (IPE) the vehicle to achieve this. However, there is debate concerning the best strategies for implementation, location and delivery of IPE. This exploratory study was undertaken to anticipate some of the problems of implementing a pre-qualification IPE programme for Children's Branch nursing students and medical students undertaking a Paediatrics module and to identify strategies to maximise success. A modified version of the readiness for inter-professional learning scale (RIPLS), including additional open-ended questions, was used with a convenient, purposeful sample of 20 medical and 10 nursing students. Both groups regarded learning team-working skills as important. Medical students regarded IPE as a means to learn about team-work and professional roles otherwise they indicated a preference for a discipline-based approach. Both groups were found to have acquired a strong sense of their own professional role. Both perceived IPE as disadvantageous if it impeded their own professional learning. Results also highlighted the importance of class size, stage of learning, appropriate skills and subject in IPE planning. We conclude that a small exploratory study can provide a useful guide for programme planning and additional qualitative data can enable a more comprehensive explanation of results.

Information Communication Technology to support and include Blind students in a school for all An Interview study of teachers and students’ experiences with inclusion and ICT support to blind students

OpenAIRE

Rony, Mahbubur Rahman

2017-01-01

The topic of this is this study is how blind students and teachers experiences Information Communication Technology as a tool to support and include blind students in a school for all. The study investigates how Information and Communication Technologies (ICT) enables blind students to adjust into non-special schools. The research method used to collect data is interview. The goal is to get insight to teachers and students’ experiences with inclusion and ICT as a tool to support blind student...

Development of Malayalam Handwriting Scale for School Students in Kerala

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Gafoor, K. Abdul; Naseer, A. R.

2015-01-01

With a view to support instruction, formative and summative assessment and to provide model handwriting performance for students to compare their own performance, a Malayalam handwriting scale is developed. Data from 2640 school students belonging to Malappuram, Palakkad and Kozhikode districts, sampled by taking 240 students per each grade…

Compression of Cognitive Flexibility and Adjustment of Students with Developmental Coordination Disorder (DCD and Typically Developing Students

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Hasan Sadeghi

2012-10-01

Full Text Available Objectives: The aim of this research is to compare cognitive flexibility and adjustment between two groups of students with Developmental Coordination Disorder (DCD and typically developing students. Methods: For this purpose, 50 students with DCD and 50 typically developing students were chosen among 12 primary schools. The Developmental Coordination Disorder Questionnaire (DCD-Q, Adjustment Inventory for School Students (AISS and Wisconsin Card Sorting Test (WCST were used to measure the research variables. Results: The results of the multivariate analysis of variance (MANOVA showed that the mean score of cognitive flexibility and emotional, educational and social adjustment is significantly higher in the students with developmental coordination disorder (P<0.001. The results of multivariate regression analysis also showed that a 25% variance percentage of cognitive flexibility and adjustment can explain the variance of developmental coordination disorder in people with such a disorder (P<0.001. Discussion: The result of the present study provides further evidence based on low cognitive flexibility and Adjustment in students with DCD.

Attitudes of medical students to medical leadership and management: a systematic review to inform curriculum development.

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Abbas, Mark R; Quince, Thelma A; Wood, Diana F; Benson, John A

2011-11-14

There is a growing acknowledgement that doctors need to develop leadership and management competences to become more actively involved in the planning, delivery and transformation of patient services. We undertook a systematic review of what is known concerning the knowledge, skills and attitudes of medical students regarding leadership and management. Here we report the results pertaining to the attitudes of students to provide evidence to inform curriculum development in this developing field of medical education. We searched major electronic databases and citation indexes within the disciplines of medicine, education, social science and management. We undertook hand searching of major journals, and reference and citation tracking. We accessed websites of UK medical institutions and contacted individuals working within the field. 26 studies were included. Most were conducted in the USA, using mainly quantitative methods. We used inductive analysis of the topics addressed by each study to identity five main content areas: Quality Improvement; Managed Care, Use of Resources and Costs; General Leadership and Management; Role of the Doctor, and Patient Safety. Students have positive attitudes to clinical practice guidelines, quality improvement techniques and multidisciplinary teamwork, but mixed attitudes to managed care, cost containment and medical error. Education interventions had variable effects on students' attitudes. Medical students perceive a need for leadership and management education but identified lack of curriculum time and disinterest in some activities as potential barriers to implementation. The findings from our review may reflect the relatively little emphasis given to leadership and management in medical curricula. However, students recognise a need to develop leadership and management competences. Although further work needs to be undertaken, using rigorous methods, to identify the most effective and cost-effective curriculum innovations, this

Contemporary Student Activism Context as a Vehicle for Leader Identity Development

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Ivester, Stephen B.

2013-01-01

Contemporary college student activism efforts are growing. Little research has been conducted on student activism and leadership development. As student affairs educators consider leadership an important part of an undergraduate education it is important to consider how the context of activism actually influences student leader identity…

The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

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Stewart, Richard Lee

A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

[Development and Effects of Assertiveness Training applying Dongsasub Training for Nursing Students in Clinical Practice].

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Kim, Myoungsuk

2016-08-01

This study was conducted to develop assertiveness training applying Dongsasub training for junior nursing students, and to verify effectiveness of the training on assertiveness behavior, self-esteem, clinical practice stress, and clinical competence. The study design was a non-equivalent control group non-synchronized design. Participants were 63 nursing students in clinical training (31 students in the experimental group and 32 students in the control group). The assertiveness training applying Dongsasub training consisted of four sessions. Outcome variables included assertiveness behavior, self-esteem, clinical practice stress, and clinical competence. Data were analyzed using Chi-square, Fisher's exact test and independent samples t-test with SPSS/WIN 21.0. Scores of assertiveness behavior (t=-2.49, p=.015), self-esteem (t=-4.80, passertiveness training applying Dongsasub training can be used as a nursing intervention to lower clinical practice stress and improve the clinical competence of nursing students.

Student Evaluation of Teaching: An Instrument and a Development Process

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Alok, Kumar

2011-01-01

This article describes the process of faculty-led development of a student evaluation of teaching instrument at Centurion School of Rural Enterprise Management, a management institute in India. The instrument was to focus on teacher behaviors that students get an opportunity to observe. Teachers and students jointly contributed a number of…

A mass merchandiser's role in enhancing pharmacy students' business plan development skills for medication therapy management services.

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Moultry, Aisha Morris

2011-09-10

To develop a relationship between a pharmacy management course and a mass merchandiser and to determine whether involving pharmacy managers from the mass merchandiser in the course would enhance student skills in developing a business plan for medication therapy management services. The pharmacy managers from the mass merchandiser participated in lectures, provided panel discussions, and conducted a business plan competition. Learning was assessed by means of 4 examinations and 1 project (ie, the business plan). At the conclusion of the semester, surveys were administered to solicit student input and gain insight from pharmacy managers on the perceived value of this portion of the course. Students' average grade on the business plan assignment, which included the oral presentation, the peer assessment, and the written proposal, was 92.2%. Approximately 60% (n=53) of surveyed students agreed or strongly agreed that their management skills had improved because of the participation of pharmacy managers from the mass merchandiser. All of the managers enjoyed participating in the experience. The involvement of pharmacy managers from a mass merchandiser enhanced student learning in the classroom, and managers felt that their participation was an important contribution to the development of future pharmacists.

Lean Belt Certification: Pathway for Student, Resident, and Faculty Development and Scholarship.

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Elghouche, Alhasan N; Lobo, Brian C; Wannemuehler, Todd J; Johnson, Kimberly E; Matt, Bruce H; Woodward-Hagg, Heather K; Kokoska, Mimi S

2016-05-01

Since July 2013, 20 trainee participants have completed the quality improvement curriculum within the Indiana University Department of Otolaryngology-Head & Neck Surgery, including 7 otolaryngology residents, 6 otolaryngology-bound medical students, and 7 psychiatry residents. Nine faculty and staff attended. Participants were highly satisfied with the quality and effectiveness of the program. Following program implementation, 2 otolaryngology residents and 2 medical students initiated their own quality improvement projects. Lean training directly resulted in oral and poster presentations at national conferences, journal publications, and institutional research and quality awards. Students completing the program established a local affiliate group of an international health care quality organization. Quality improvement training can be successfully incorporated into residency training with overwhelming program satisfaction and results in greater scholarly and professional development for motivated participants. The skillset acquired by participants leads to projects that improve patient care, increase value, and justify equipment and personnel retention and expansion. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

Student involvement as a vehicle for empowerment: a case study of the student platform for engineering education development

KAUST Repository

Delaine, David A.; Seif-Naraghi, Sonya B.; Al-Haque, Shahed; Wojewoda, Nicolò ; Meninato, Yvonne; DeBoer, Jennifer

2010-01-01

This paper examines the mission, structure and outputs of one organisation, the Student Platform for Engineering Education Development (SPEED), as a case study for how student-led organisations can use student involvement to promote and sustain

Development of diagnostic test instruments to reveal level student conception in kinematic and dynamics

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Handhika, J.; Cari, C.; Suparmi, A.; Sunarno, W.; Purwandari, P.

2018-03-01

The purpose of this research was to develop a diagnostic test instrument to reveal students' conceptions in kinematics and dynamics. The diagnostic test was developed based on the content indicator the concept of (1) displacement and distance, (2) instantaneous and average velocity, (3) zero and constant acceleration, (4) gravitational acceleration (5) Newton's first Law, (6) and Newton's third Law. The diagnostic test development model includes: Diagnostic test requirement analysis, formulating test-making objectives, developing tests, checking the validity of the content and the performance of reliability, and application of tests. The Content Validation Index (CVI) results in the category are highly relevant, with a value of 0.85. Three questions get negative Content Validation Ratio CVR) (-0.6), after revised distractors and clarify visual presentation; the CVR become 1 (highly relevant). This test was applied, obtained 16 valid test items, with Cronbach Alpha value of 0.80. It can conclude that diagnostic test can be used to reveal the level of students conception in kinematics and dynamics.

Medical students are afraid to include abortion in their future practices: in-depth interviews in Maharastra, India.

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Sjöström, Susanne; Essén, Birgitta; Gemzell-Danielsson, Kristina; Klingberg-Allvin, Marie

2016-01-12

Unsafe abortions are estimated to cause eight per-cent of maternal mortality in India. Lack of providers, especially in rural areas, is one reason unsafe abortions take place despite decades of legal abortion. Education and training in reproductive health services has been shown to influence attitudes and increase chances that medical students will provide abortion care services in their future practice. To further explore previous findings about poor attitudes toward abortion among medical students in Maharastra, India, we conducted in-depth interviews with medical students in their final year of education. We used a qualitative design conducting in-depth interviews with twenty-three medical students in Maharastra applying a topic guide. Data was organized using thematic analysis with an inductive approach. The participants described a fear to provide abortion in their future practice. They lacked understanding of the law and confused the legal regulation of abortion with the law governing gender biased sex selection, and concluded that abortion is illegal in Maharastra. The interviewed medical students' attitudes were supported by their experiences and perceptions from the clinical setting as well as traditions and norms in society. Medical abortion using mifepristone and misoprostol was believed to be unsafe and prohibited in Maharastra. The students perceived that nurse-midwives were knowledgeable in Sexual and Reproductive Health and many found that they could be trained to perform abortions in the future. To increase chances that medical students in Maharastra will perform abortion care services in their future practice, it is important to strengthen their confidence and knowledge through improved medical education including value clarification and clinical training.

Pairing students in clinical assignments to develop collaboration and communication skills.

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Bartges, Mali

2012-01-01

Skillful collaboration and communication among healthcare team members are associated with favorable patient outcomes. Student nurses need opportunities for supervised development of these crucial and intertwined skills. The author describes the implementation of a practice-change project for simultaneously developing collaboration and communication skills by pairing prelicensure student nurses in clinical assignments. This easily adapted strategy increases options for faculty looking to stimulate student acquisition of these professional skills.

A student-initiated and student-facilitated international health elective for preclinical medical students

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Nirali Vora

2010-02-01

Full Text Available Introduction: Global health education is becoming more important for developing well-rounded physicians and may encourage students toward a career in primary care. Many medical schools, however, lack adequate and structured opportunities for students beginning the curriculum. Methods: Second-year medical students initiated, designed, and facilitated a pass–fail international health elective, providing a curricular framework for preclinical medical students wishing to gain exposure to the clinical and cultural practices of a developing country. Results: All course participants (N=30 completed a post-travel questionnaire within one week of sharing their experiences. Screening reflection essays for common themes that fulfill university core competencies yielded specific global health learning outcomes, including analysis of health care determinants. Conclusion: Medical students successfully implemented a sustainable global health curriculum for preclinical student peers. Financial constraints, language, and organizational burdens limit student participation. In future, long-term studies should analyze career impact and benefits to the host country.

Development of a Career Resilience Scale for University Students

OpenAIRE

児玉, 真樹子

2017-01-01

The purpose of this study was to develop a career resilience scale for university students. The data of 114 university students was collected. Career resilience, career decision making anxiety, and the degree of career development were measured. The result of a confirmatory factor analysis indicated a five-factor structure of career resilience with a high Cronbach’s alpha: ability to cope with problems and changes; social skills; interest in novelty; optimism about the future; and willingness...

The peculiarities of physical development of pupils and students

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E.E. Menshikh

2013-12-01

Full Text Available Presented results of physical development of young people. 965 pupils and 438 students participated in research. One measured length and mass of the body, registered cardiorespiratory indexes – cardiac rate at peace and after 20 squats, vital capacity of lungs, breath-holding on inhalation and exhalation. The coefficient of physical development was calculated on a formula taking into account actual and middling population indexes. Gradual development of morphofunctional indexes is set for pupils and students from 7 to 20 years old. Rates of such changes were different both in age-old and sexual groups. It is educed that for boys and girls 7-8 years middling the statistical values of coefficient of physical development exceeded standard indexes. In 9-13 years on a background of further increase of morphofunctional parameters the rates of increase of physical development diminished a bit. From 13 to 16 years the index of coefficient of physical development changed a little, except for an insignificant increase in 14 years. It is shown that in an age-old period 17-20 years a mesosomia prevails for the inspected students. It is educed reliable differences between the values of coefficient of physical development in the groups of boys and girls 17 and 19 years.

Developing an instrument for assessing students' concepts of the nature of technology

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Liou, Pey-Yan

2015-05-01

Background:The nature of technology has been rarely discussed despite the fact that technology plays an essential role in modern society. It is important to discuss students' concepts of the nature of technology, and further to advance their technological literacy and adaptation to modern society. There is a need to assess high school students' concepts of the nature of technology. Purpose:This study aims to engage in discourse on students' concepts of the nature of technology based on a proposed theoretical framework. Moreover, another goal is to develop an instrument for measuring students' concepts of the nature of technology. Sample:Four hundred and fifty-five high school students' perceptions of technology were qualitatively analyzed. Furthermore, 530 students' responses to a newly developed questionnaire were quantitatively analyzed in the final test. Design and method:First, content analysis was utilized to discuss and categorize students' statements regarding technology and its related issues. The Student Concepts of the Nature of Technology Questionnaire was developed based on the proposed theoretical framework and was supported by the students' qualitative data. Finally, exploratory factor analysis and reliability analysis were applied to determine the structure of the items and the internal consistency of each scale. Results:Through a process of instrument development, the Student Concepts of the Nature of Technology Questionnaire was shown to be a valid and reliable tool for measuring students' concepts of the nature of technology. This newly developed questionnaire is composed of 29 items in six scales, namely 'technology as artifacts,' 'technology as an innovation change,' 'the current role of technology in society,' 'technology as a double-edged sword,' 'technology as a science-based form,' and 'history of technology.' Conclusions:The Student Concepts of the Nature of Technology Questionnaire has been confirmed as a reasonably valid and reliable

Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

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Gürleyik, Sinan; Akdemir, Elif

2018-01-01

Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

Student Opinions on Mobile Augmented Reality Application and Developed Content in Science Class

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Damla Karagozlu

2017-11-01

Full Text Available As one of the most important branches of science, natural science studies have never lost their currency. The purpose of this study is to examine the development process of Augmented Reality contents which were developed using a design-based research method with the purpose of using it in teaching of natural science topics and to look into student evaluations. In the study which employed design-based research model, developed contents were applied, analysed and re-designed with students constantly. The study group of the research consisted of forty 7th grade students at a private college in 2016-2017 fall semester. Augmented reality contents developed for science teaching were evaluated by teachers and students as effective. According to the teacher and student opinions, it was concluded that augmented reality contents of science teaching developed during design-based research process was nice, easily applicable and useful. It can be said that while developing educative materials for students, applying design-based research model and paying attention to material design principles secures the effectiveness of the developed material.

How Students Learn: Information Processing, Intellectual Development and Confrontation

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Entwistle, Noel

1975-01-01

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

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

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Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

2016-04-01

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

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Gussy, M G; Knevel, R J M; Sigurdson, V; Karlberg, G

2006-08-01

Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self-concept

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Häussler, Peter; Hoffmann, Lore

2000-11-01

This article presents three interlinked studies aimed at: (1) developing a curricular frame for physics education; (2) assessing the students' interest in the contents, contexts, and activities that are suggested by that curricular frame; and (3) developing a curriculum that is in line with that frame and measuring its cognitive and emotional effects on students. The curricular frame was developed by adopting the Delphi technique and drawing on the expertise of 73 persons selected according to specified selection criteria. Interest data of some 8000 students and information of the presently taught physics curriculum were sampled longitudinally as well as cross-sectionally in various German Länder (states) by questionnaire. The third study comprised 23 experimental and 7 control classes. As a result of the comparison between the features of the curricular frame, the interest structure of students, and the current physics curriculum, there is a remarkable congruency between students' interest in physics and the kind of physics education identified in the Delphi study as being relevant. However, there is a considerable discrepancy between students' interest and the kind of physics instruction practiced in the physics classroom. Regression analysis revealed that students' interest in physics as a school subject is hardly related to their interest in physics, but mainly to the students' self-esteem of being good achievers. The data strongly suggest physics be taught so that students have a chance to develop a positive physics-related self-concept and to link physics with situations they encounter outside the classroom. A curriculum based on these principles proved superior compared to a traditional curriculum.

YouTube Fridays: Student Led Development of Engineering Estimate Problems

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Liberatore, Matthew W.; Vestal, Charles R.; Herring, Andrew M.

2012-01-01

YouTube Fridays devotes a small fraction of class time to student-selected videos related to the course topic, e.g., thermodynamics. The students then write and solve a homework-like problem based on the events in the video. Three recent pilots involving over 300 students have developed a database of videos and questions that reinforce important…

Centro TORTUGA's Integrated Research and Professional Development Training for Early Stage Hispanic Students in Puerto Rico

Science.gov (United States)

Moser, F. C.; Allen, M. R.; Barberena-Arias, M.; Clark, J.; Harris, L.; Maldonado, P. M.; Olivo-Delgado, C.; Pierson, J. J.

2017-12-01

Over the last five years our multidisciplinary team explored different undergraduate research and professional development (PD) strategies to improve early stage Hispanic student retention in marine science with the objective of interesting them in pursuing degrees that may ultimately lead to geoscience careers. This research led to the 2016 launch of our current project, Centro TORTUGA (Tropical Oceanography Research Training for Undergraduate Academics). Our overarching goal is to increase the number of underrepresented students from minority serving institutions in geoscience-relevant disciplines and careers. Critical to success is building a program rich in both research and PD. Based on qualitative and quantitative evaluations we found students benefited from PD efforts to increase skills in areas such as: 1) speaking and writing English; 2) science communication; 3) teamwork; 4) project management; and 5) completing internship/graduate school applications. To build student self-confidence, networking, and science skills Centro Tortuga involves students' families, bridges cultural gaps across research and non-research institutions inside and outside of Puerto Rico, and provides a gathering place (Centro TORTUGA) for students. With our partners, Universidad del Turabo (UT), Universidad Metropolitana (UMET), and University of Maryland Center for Environmental Sciences, we are now testing a 12-month integrated research and PD curriculum. Initial results suggest areas for improved student training include: 1) science communication (reports and graphs); 2) science ethics; and 3) poster and oral presentations. Students also identified specific preparation they would like included in the Centro TORTUGA curriculum.

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

Science.gov (United States)

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

2017-12-01

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

Center Planning and Development Student Engineer

Science.gov (United States)

Jenkins, Kenneth T.

2013-01-01

This fall I was the Student Trainee (Engineering) Pathways Intern (co-op) at the Kennedy Space Center (KSC) in the Center Planning Development (CPD) Directorate. CPD works with commercial companies who are interested using KSCs unique capabilities in spaceflight, spacecraft processing, ground systems and Research Development (RD) projects that fall in line with NASAs mission and goals. CPD is divided into four (4) groups: (1) AD-A, which works on the Master Planning for center, (2) AD-B (where I am), which works on project management and integration, (3) AD-C, which works on partnership development, and (4) AD-T, which works on the RD aspects of partnerships. CPDs main goal is to one day make KSC the worlds largest spaceport and maintain the center as a leader in space exploration. CPD is a very diverse group with employees having a wide knowledge of not only the Space Shuttle, but also that of the Apollo era. Our director of CPD, Scott Colloredo, is on the advisory board for Commercial Space Operations (CSO) and has a degree at ERAU. I worked on a number of different tasks for AD-B, as well as CPD, that includes, but not limited to: reviewing and reissuing engineering drawings from the Apollo and Shuttle eras, to supporting NASA rocket launches (MAVEN), and working on actual agreementsproposals that will be used in the partnership process with multiple partners. Most of the work I have done is sensitive information and cannot be disclosed.

Development of a Student-Centered Instrument to Assess Middle School Students' Conceptual Understanding of Sound

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Eshach, Haim

2014-01-01

This article describes the development and field test of the Sound Concept Inventory Instrument (SCII), designed to measure middle school students' concepts of sound. The instrument was designed based on known students' difficulties in understanding sound and the history of science related to sound and focuses on two main aspects of sound: sound…

Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

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

2017-06-01

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.

Development and evaluation of a risk communication curriculum for medical students

NARCIS (Netherlands)

Han, P.K.; Joekes, K.; Elwyn, G.; Mazor, K.M.; Thomson, R.; Sedgwick, P.; Ibison, J.; Wong, J.B.

2014-01-01

OBJECTIVE: To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. METHODS: A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental

Medical student retention of embryonic development: impact of the dimensions added by multimedia tutorials.

Science.gov (United States)

Marsh, Karen R; Giffin, Bruce F; Lowrie, Donald J

2008-01-01

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format-lecture combined with printed diagrams, text, and existing computer animations-with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long-term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules-and possibly computer-assisted-instruction modules in general-are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long-term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Copyright 2008 American Association of Anatomists

Graduate Counseling Students' Learning, Development, and Retention of Knowledge

Science.gov (United States)

Lambie, Glenn W.; Ieva, Kara P.; Mullen, Patrick R.

2013-01-01

The present study investigated 52 graduate counseling students' levels of ethical and legal knowledge (Lambie, Hagedorn, & Ieva, 2010) and social-cognitive development (Hy & Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students' ethical and legal…

Korean Graduate Students' Perceptions of Guidance and Professional Development

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Lee, Kent; Lee, Hikyoung

2017-01-01

Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current…

Unlocking Student Talent: The New Science of Developing Expertise

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

2017-01-01

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

Developing Creative Behavior in Elementary School Students with Robotics

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Nemiro, Jill; Larriva, Cesar; Jawaharlal, Mariappan

2017-01-01

The School Robotics Initiative (SRI), a problem-based robotics program for elementary school students, was developed with the objective of reaching students early on to instill an interest in Science, Technology, Engineering, and Math disciplines. The purpose of this exploratory, observational study was to examine how the SRI fosters student…

DEVELOPMENT OF ATTENTION CONCENTRATION AND STABILITY OF RAILWAY STUDENTS IN THE PROCESS OF PSYCHOLOGICAL AND PSYCHOPHYSICAL TRAINING

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V. V. Pichurin

2014-03-01

Full Text Available Purpose. Some railway professions impose exceptionally high demands on such characteristics of railway students as concentration and stability. One should find out the conditions for effective development of these characteristics in the process of physical training. Methodology. Pedagogical experiment is the main method of research. During this experiment the content of psychological and psychophysical training foundations developed by the author was an independent value. A dependent value was the dynamics performance of the level of development of concentration and stability of railway students’ attention. Findings. It was established, that realization of measure complex (included by the author to the content of foundations of psychological and psychophysical training of railway students during the lessons is the effective direction of the development of the attention concentration and stability. Originality. The effectiveness of using the psychological and psychophysical training of students for development of attention concentration and stability during the lessons was confirmed. Practical value. Realization of the proposed approach during the training of specialists for the railway branch will increase the productivity and safety of railway transportations.

Review: typically-developing students' views and experiences of inclusive education.

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Bates, Helen; McCafferty, Aileen; Quayle, Ethel; McKenzie, Karen

2015-01-01

The present review aimed to summarize and critique existing qualitative studies that have examined typically-developing students' views of inclusive education (i.e. the policy of teaching students with special educational needs in mainstream settings). Guidelines from the Centre for Reviews and Dissemination were followed, outlining the criteria by which journal articles were identified and critically appraised. Narrative Synthesis was used to summarize findings across studies. Fourteen studies met the review's inclusion criteria and were subjected to quality assessment. Analysis revealed that studies were of variable quality: three were of "good" methodological quality, seven of "medium" quality, and four of "poor" quality. With respect to findings, three overarching themes emerged: students expressed mostly negative attitudes towards peers with disabilities; were confused by the principles and practices of inclusive education; and made a number of recommendations for improving its future provision. A vital determinant of the success of inclusive education is the extent to which it is embraced by typically-developing students. Of concern, this review highlights that students tend not to understand inclusive education, and that this can breed hostility towards it. More qualitative research of high methodological quality is needed in this area. Implications for Rehabilitation Typically-developing students are key to the successful implementation of inclusive education. This review shows that most tend not to understand it, and can react by engaging in avoidance and/or targeted bullying of peers who receive additional support. Schools urgently need to provide teaching about inclusive education, and increase opportunities for contact between students who do and do not receive support (e.g. cooperative learning).

Effectiveness of solution focus brief counseling approach (SFBC in developing student career adaptability

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Mulawarman Mulawarman

2016-12-01

Full Text Available Career adaptability is the preparedness role in work and adjustman to changes in working situation in the future. The purpose of this study was to examine Solution Focused Brief Counseling (SFBC approach in developing career adaptability of students.The method used in this study was a mix method . Subjects selected through a purposive sampling method that is focused on graduate students at the beginning of the semester with a major in Guidance and Counseling Faculty of Education, Semarang State University. Career adaptability in this study consists of four dimensions, concern, control, curiosity and confidence. Stages of Solution Focused Brief Counseling (SFBC implemented include establishing relationships, Identifying a solvable complaint, Establishing goals, Designing and Implementing Intervention, and termination, evaluation, and follow-up. The results of this study showed Solution Focused Brief Counseling (SFBC is effective in improving the adaptability of student career both qualitatively and quantitatively.

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

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Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

2014-07-01

We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.

Analysis of Student Service-Learning Reflections for the Assessment of Transferable-Skills Development

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Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.

2010-12-01

The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in

Supporting Student Retention and Success: Including Family Areas in an Academic Library

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Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

2017-01-01

Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

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Larrinaga McGee, Patria Maria

Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science

Theory and practice in medical education--expectations and development of skills experienced by students of human medicine compared with students in other disciplines.

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Piedmont, Silke; Robra, Bernt-Peter

2015-01-01

The aim of this article is to compare students of human medicine (HM) with students specialising in the MINT disciplines (mathematics, computer science, natural sciences and engineering), the humanities and social sciences as well as law and economic sciences with regard to their expectations of their university study and career and the areas of competence where they feel they have been supported by their education. We present in detail issues particularly relevant to prospective physicians, which are discussed with the main focus on the "theoretical and practical orientation of medical education". We used the database in the Public Use File of the "11th Student Survey", a written survey of randomly selected students studying at 25 German tertiary institutions during the 2009/2010 winter term, which was supplied by the Tertiary Education Research working group at the University of Constance. Data on 7536 students was included, of which 488 (6.5%) were prospective physicians. Human medicine students have a clear career aim and want to complete their education quickly. They have a far above-average interest in working with and for people. About one student in two is interested in a career in science or research (53% in each case - close to the average for all subjects). Compared with the other disciplines, HM students are most likely to consider their university education to have practical and research relevance and are most likely to feel prepared for their profession. Yet over half of all students (Ø 53.3%; HM 54.5%) do not consider their education to have fostered their research skills. MINT students in particular are better able to enhance their skills through independent experimentation, while theory and practice are more likely to be communicated academically in the regular teaching of human medicine. Accordingly, the HM students feel less well supported in some areas of competence required for their later work than students in other disciplines, in developing

Prelicensure Baccalaureate Nursing Students' Perceptions of Their Development of Clinical Reasoning.

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Herron, Elizabeth K; Sudia, Tanya; Kimble, Laura P; Davis, Alison H

2016-06-01

Establishing a strong foundation for the development of clinical reasoning in nursing students is essential to ensure safe and effective patient care. This study explored prelicensure baccalaureate nursing students' perceptions of their development of clinical reasoning, as well as their perceptions of how it is taught. In this phenomenological study, individual semistructured interviews were conducted to gather data related to participants' perceptions of their development of clinical reasoning. Data were analyzed using procedural steps delineated by Giorgi. Data analysis revealed three main themes: Instructor Characteristics, Importance of Clinical Reasoning, and Best Place to Learn Clinical Reasoning. Students recognized how clinical reasoning enhances safe and effective clinical practice and indicated the clinical arena was the most beneficial environment in which to learn clinical reasoning. Understanding students' perceptions of learning benefits nurse educators in planning nursing program curricula to enhance and facilitate the development of clinical reasoning. [J Nurs Educ. 2016;55(6):329-335.]. Copyright 2016, SLACK Incorporated.

Medical students' professional identity development in an early nursing attachment.

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Helmich, Esther; Derksen, Els; Prevoo, Mathieu; Laan, Roland; Bolhuis, Sanneke; Koopmans, Raymond

2010-07-01

The importance of early clinical experience for medical training is well documented. However, to our knowledge there are no studies that assess the influence of very early nursing attachments on the professional development and identity construction of medical students. Working as an assistant nurse while training to be a doctor may offer valuable learning experiences, but may also present the student with difficulties with respect to identity and identification issues. The aim of the present study was to describe first-year medical students' perceptions of nurses, doctors and their own future roles as doctors before and after a nursing attachment. A questionnaire containing open questions concerning students' perceptions of nurses, doctors and their own future roles as doctors was administered to all Year 1 medical students (n=347) before and directly after a 4-week nursing attachment in hospitals and nursing homes. We carried out two confirmatory focus group interviews. We analysed the data using qualitative and quantitative content analyses. The questionnaire was completed by 316 students (response rate 91%). Before starting the attachment students regarded nurses as empathic, communicative and responsible. After the attachment students reported nurses had more competencies and responsibilities than they had expected. Students' views of doctors were ambivalent. Before and after the attachment, doctors were seen as interested and reliable, but also as arrogant, detached and insensible. However, students maintained positive views of their own future roles as doctors. Students' perceptions were influenced by age, gender and place of attachment. An early nursing attachment engenders more respect for the nursing profession. The ambivalent view of doctors needs to be explored further in relation to students' professional development. It would seem relevant to attune supervision to the age and gender differences revealed in this study.

Recent Development of Education for Gifted Students in Taiwan.

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Tsai, Den-Mo

1993-01-01

This paper reviews the historical development of special education for gifted students in Taiwan; provides an overview of three chronological stages in the development of programming; describes educational opportunities and problems; and proposes recommendations for program development. (JDD)

Teacher Assertiveness in the Development of Students' Social Competence

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Villena Martínez, M. D.; Justicia, F. Justicia; Fernández de Haro, E.

2016-01-01

Introduction: Social competence in school students has been studied extensively in terms of their being socially competent or not. However, there has been little analysis of how teachers contribute to the development of these skills. This research assesses the influence of teachers' assertiveness on the social competence of their students and on…

Developing a Model of Theory-to-Practice-to-Theory in Student Affairs: An Extended Case Analysis of Theories of Student Learning and Development

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Kimball, Ezekiel W.

2012-01-01

Recent literature suggests a problematic connection between theory and practice in higher education scholarship generally and the study of student learning and development specifically (e.g. Bensimon, 2007; Kezar, 2000; Love, 2012). Much of this disconnect stems from a lack of differentiation between various types of theory used in student affairs…

Volcanic Eruption: Students Develop a Contingency Plan

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Meisinger, Philipp; Wittlich, Christian

2013-04-01

Dangerous, loud, sensational, exciting - natural hazards have what it takes to get students attention around the globe. Arising interest is the first step to develop an intrinsic motivation to learn about the matter and endure the hardships that students might discover along the way of the unit. Natural hazards thereby establish a close-knit connection between physical and anthropological geography through analyzing the hazardous event and its consequences for the people living in the affected area. Following a general principle of didactics we start searching right on our doorsteps to offer students the possibility to gain knowledge on the familiar and later transfer it to the unknown example. Even in Southwest Germany - a region that is rather known for its wine than its volcanic activity - we can find a potentially hazardous region. The "Laacher See" volcano (a caldera lake) in northern Rhineland-Palatinate is according to Prof. H.U. Schminke a "potentially active volcano" . Its activity can be proven by seismic activities, or experienced when visiting the lake's southeastern shore, where carbondioxid and sulphur gases from the underlying magma chamber still bubble up. The Laacher See is part of a range of volcanoes (classified from 'potentially active' to 'no longer active') of the East Eifel Volcanic Field. Precariously the Laacher See is located closely to the densely populated agglomerations of Cologne (NE, distance: 45 km) and the former capital Bonn (NE: 35km), as well as Koblenz (E: 24km) and the Rhine river. Apart from that, the towns of Andernach (E: 8km ± 30 000 inhabitants) and Mayen (SW: 11km ±20 000 inhabitants) and many smaller towns and villages are nearby due to economic reasons. The number of people affected by a possible eruption easily exceeds two million people considering the range as prime measurement. The underlying danger, as projected in a simulation presented by Prof. Schminke, is a lava stream running down the Brohltal valley

DEVELOPING VALUES FOR SECONDARY SCHOOL STUDENTS THROUGH THE STUDY OF ART OBJECTS

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Maria Eliza Dulamă

2011-11-01

Full Text Available The paper begins with some issues related to aesthetics, aesthetic education, art and axiological education. The empirical research has the general assumption that secondary school students and youth have difficulties in selecting values. The objective of the research was three fold: to design, to organize and to carry learning activities from which students shall acquire educational values through the study of art objects. The exploratory research was conducted on a sample of 50 students (25 in experimental group and 25 in control group. The content sample included fairy-tales and short stories (Beauty and the Beast; The money earned by Alexandru Mitru and artistic topics on several well-known art objects (The Endless Column, Table of Silence, The Gate of Kiss, Peleş castle, Voroneţ monastery, and St. Michael’s Cathedral from Cluj-Napoca. The tested hypothesis stated that if secondary school students are involved in learning contexts where they perceive, analyze and explain artistic objects then they develop aesthetic and ethic values. The learning context students were exposed to represents the independent variable and the outputs – the educational values themselves – represent the dependent variable. In order to test for the hypothesis we planned a formative didactic experiment. In order to test the hypothesis the pre-test/post-test design was used.

Motivating Students and Lecturers for Education in Sustainable Development

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Mulder, Karel F.; Ferrer, Didac; Segalas Coral, Jordi; Kordas, Olga; Nikiforovich, Eugene; Pereverza, Kateryna

2015-01-01

Purpose: This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach: The paper briefly reviews literature…

Psychological models for development of motorcycle helmet use among students in Vietnam

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Kumphong, J.; Satiennam, T.; Satiennam, W.; Trinh, Tu Anh

2018-04-01

A helmet can reduce head accident severity. The aim of this research study was to study the intention for helmet use of students who ride motorcycles in Vietnam, by Structural Equation Modeling (SEM). Questionnaires developed by several traffic psychology modules, including the Theory of Planned Behaviour (TPB), Traffic Locus of Control (T-LOC), and Health Belief Model (HBM), were distributed to students at Ton Thang University and University of Architecture, Ho Chi Minh City. SEM was used to explain helmet use behaviour. The results indicate that TPB, T-LOC and HBM could explain the variance in helmet use behaviour. However, TPB can explain behaviour (helmet use intention) better than T-LOC and HBM. The outcome of this study is useful for the agencies responsible to improve motorcycle safety.

Speeding up development activities in student projects with time boxing and scrum

DEFF Research Database (Denmark)

Ovesen, Nis; Eriksen, Kaare; Tollestrup, Christian

2011-01-01

This research project investigates how procedures from agile software development can be of benefit to development activities in projects of design engineering students. The agile methods Scrum and Time boxing are evaluated through a student workshop focusing on near-future concepts for design...... competitions. Scrum meetings within the student design teams are conducted and video documented each hour throughout the workshop activities as a structured process evaluation tool. Based on a subsequent student survey it is argued that scrum and time boxing are strengthening the focus, communication...

The development of a screening tool for the early identification of risk for suicidal behavior among students in a developing country.

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Vawda, Naseema B M; Milburn, Norweeta G; Steyn, Renier; Zhang, Muyu

2017-05-01

Adolescent suicidal behavior is a public health concern in South Africa. The purpose of this article is to report on the development of a screening tool for teachers to identify South African students who are most at risk for suicidal behavior. This need is addressed within the context of the limited number of mental health professionals available to provide screening and care services in South Africa. Grade 8 students participated by completing sociodemographic questionnaires and self-report psychometric instruments. A screening tool for suicidal behavior was developed using a 4-phase approach. Twelve factors for high-risk suicidal behavior were identified and included in the screening tool. While further research is needed to validate the screening tool, the findings provide a useful preliminary starting point for teachers to refer students at high risk for suicidal behavior to mental health services for treatment. This screening tool is based on factors that were identified as being associated with suicidal behavior from local research on South African adolescents. The tool contributes to research on adolescent mental health, particularly suicidal behavior, in developing low and middle income countries like South Africa, with the aim of creating African prevention and intervention programs. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Employability development in Higher Education institutions: a tourism student perspective

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N Wakelin-Theron

2014-01-01

Full Text Available Tourism is the world‟s largest and fastest-growing industry. The South African tourism industry (TI contributes to the creation of employment (National Department of Tourism (NDT 2011, and the development and growth of the country's economy. Yet, the South African TI experiences a critical skills shortage. This results from the fact that many tourism graduates do not possess the skills required by the world of work. Put another way, tourism graduates are not adequately prepared for absorption in the tourism industry. This, in turn, prevents them from participating effectively in the tourism industry. As Fallows and Steven (2000 put it, the knowledge of an academic subject is no longer enough in today's challenging work environment; as such, it is important for graduates to develop skills that will increase their chances of finding employment. In light of the above, it is imperative for higher educational institutions to include the development of employability skills in their tourism-related programmes. Hence, it becomes essential to explore ways in which higher education institutions could respond more effectively to the needs and expectations of the tourism industry in order to reduce youth unemployment in South Africa. In this regard, focus group interviews constitute the most suitable qualitative research technique to elicit valuable information on employability development, from multiple student perspectives. In other words, focus groups allow for open, flexible, and democratic discussions. The researcher took the necessary precautions to ensure the high quality and trustworthiness of the focus group interviews. By getting students together, to discuss their experiences and opinions, the researcher obtained valuable and insightful information on the development of tourism students‟ employability attributes.

Educational Leadership and the Imperative of Including Student Voices, Student Interests, and Students' Lives in the Mainstream

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Angus, Lawrence

2006-01-01

Smyth introduces this special issue with the claim that the question of "how to pursue forms of leadership that listen to and attend to the voices of...young people" is the "most urgent issue of our times". Dana Mitra's article describes what seem to be serious and elaborate attempts to involve students in school…

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

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Brunsell, Eric Steven

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

Students' Development of Representational Competence Through the Sense of Touch

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Magana, Alejandra J.; Balachandran, Sadhana

2017-06-01

Electromagnetism is an umbrella encapsulating several different concepts like electric current, electric fields and forces, and magnetic fields and forces, among other topics. However, a number of studies in the past have highlighted the poor conceptual understanding of electromagnetism concepts by students even after instruction. This study aims to identify novel forms of "hands-on" instruction that can result in representational competence and conceptual gain. Specifically, this study aimed to identify if the use of visuohaptic simulations can have an effect on student representations of electromagnetic-related concepts. The guiding questions is How do visuohaptic simulations influence undergraduate students' representations of electric forces? Participants included nine undergraduate students from science, technology, or engineering backgrounds who participated in a think-aloud procedure while interacting with a visuohaptic simulation. The think-aloud procedure was divided in three stages, a prediction stage, a minimally visual haptic stage, and a visually enhanced haptic stage. The results of this study suggest that students' accurately characterized and represented the forces felt around a particle, line, and ring charges either in the prediction stage, a minimally visual haptic stage or the visually enhanced haptic stage. Also, some students accurately depicted the three-dimensional nature of the field for each configuration in the two stages that included a tactile mode, where the point charge was the most challenging one.

The value of coaching in developing students´ enterprising behavior

DEFF Research Database (Denmark)

Qvistgaard, Annette

coaching in an entrepreneurial context. The focus of this research is to investigate the influence of coaching as a method of dialogue executed with students in the early phase of their entrepreneurial enterprise. The main two questions arising are: 1.How are students able to be enterprising at the means......Purpose: The present study investigates how coaching as a purpose of creating a process of dialogue is able to push students to become enterprising in an entrepreneurial context. The study examines the connection between the interpretation of student´s enterprising behavior before and after...... of coaching, and 2.How are educators able to facilitate coaching to develop student entrepreneurship....

Developing scientist-practitioner students

OpenAIRE

Merdian, Hannah Lena; Miller, Kirsty

2017-01-01

At the University of Lincoln, we offer three undergraduate degrees in psychology: Psychology; Psychology with Clinical Psychology; and Psychology with Forensic Psychology. All three programmes are very positively perceived, by the students, teaching team, and external examiners. While the ‘with’ students show high satisfaction for the applied elements of their courses, they consistently rate the core psychology modules (common across the three programmes) lower than the Psychology students an...

Newspaper Reading among College Students in Development of Their Analytical Ability

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Kumar, Dinesh

2009-01-01

The study investigated the newspaper reading among college students in development of their analytical ability. Newspapers are one of the few sources of information that are comprehensive, interconnected and offered in one format. The main objective of the study was to find out the development of the analytical ability among college students by…

LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

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Luiza KRAFT

2011-01-01

Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

Pedagogical Management of University Students' Communication Ability Development

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Anatolievna, Spirchagova Tatiana; Munirovna, Nasyrova Albina; Kasimovna, Vakhitova Dilyara; Mirzayanovna, Sadrieva Liliya; Anatolievna, Brodskaya Tatiana

2017-01-01

The development of social interaction forms emphasizes urgency and importance of the topic. The purpose of the study is to find out peculiarities of pedagogical management of university students' communication ability development. The leading approach to the research was the narrative approach which allows considering pedagogical management of…

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

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

2013-06-01

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

Peculiarities of endurance development for first year students

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A.G. Pochernina

2014-06-01

Full Text Available Purpose: to determine the dynamics of the specific endurance first-year students in the classroom of physical education. Material : the study involved 20 students. Conducted educational testing: seed of lifting in supine position, hang on bent arms, jumping from sitting up with the stop, run 30m, bending and straightening the arms in emphasis lying, tilt forward from a sitting position, shuttle run, broad jump start. Results : found that the passage of the training module volleyball observed development of specific endurance and all motor abilities. Established that the manifestation and development of motor skills are interrelated. Since force is a functional foundation for the development of other skills, flexibility - the foundation of all mechanical movements. Without the development of strength, speed, coordination abilities impossible to develop endurance. Therefore, it is inappropriate and incorrect receipt of unidirectional only specific endurance (dynamic power and static, speed-power. Conclusions: indicated the need to achieve functional specialization of the body in the direction which is necessary for high-level manifestation of certain motor skills.

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

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Mahfood, Denise Marcia

The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

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

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Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

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

Effect of personality development program for medical and nursing students: A pilot study

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Naresh Nebhinani

2015-01-01

Full Text Available Background: Personal development is an ongoing but complex process and it is crucial for the medical educator to recognize the trait and design the training for optimal development of students. Though importance of human personality is widely recognized for functional efficiency of an individual and organization, but its recognition is grossly missing from medical curriculum. Aim: To organize and evaluate the 'Personality Development Program' for medical and nursing students.Methods: First year medical and nursing students were recruited through total enumeration method. 'Personality development program' was conducted by a trained psychologist and it was evaluated through 'partially open ended anonymous structured feedback'.Results: Majority of the students found this program relevant, comprehensive and purposeful. Again majority had perceived some improvement in their confidence and level of communication, interpersonal relationships, planned time schedule, emotional confidence, and better stress management. They have also narrated shortcomings of the program along with some constructive suggestions.Conclusion: This preliminary attempt for personality development was highly appreciated by the students as well as their supervisors as a means to professional development. It further emphasizes the vital need of ongoing programs both for enhancing personality and professionalism.Key words: Personality development, enhancement, medical and nursing students

Development of an instrument to measure student attitudes toward science fairs

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Huddleston, Claudia A.

Science fairs are woven into the very fabric of science instruction in the United States and in other countries. Even though thousands of students participate in science fairs every year, no instrument to measure student attitudes toward partaking in this hands-on learning experience has been fully developed and available for school administrators and teachers to assess the perceived value that current students attribute to participation in science fairs. Therefore, the purpose of this study was to continue the development and refinement of an instrument that measured student attitudes towards science fairs based on an unpublished instrument created by Michael (2005). The instrument developed and tested using 110 students at two different middle schools in southwest Virginia. The instrument consisted of 45 questions. After applying a principal component factor analysis, the instrument was reduced to two domains, enjoyment and value. The internal consistency of the instrument was calculated using Cronbach's alpha and showed good internal consistency of .89 between the two domains. Further analysis was conducted using a Pearson product-moment test and showed a significant positive correlation between enjoyment and value (r = .78). Demographic information was explored concerning the domains using a series of statistical tests, and results revealed no significant differences among race and science fair category. However, a significant difference was found among gender and students who won awards and those who did not. The conclusion was that further development and refinement of the instrument should be conducted.

The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students

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Angelo Reyes Dullas

2018-04-01

Full Text Available Primarily the research is focused on the development and validation of the Academic Self-efficacy Scale (ASES-FJHS for Filipino junior high school students. Self-efficacy refers to people’s beliefs in their capabilities to produce certain effects and to learn or perform behaviors at designated levels (Bandura, 2006, 2012. In relation to test construction, most of the developed self-efficacy scale focuses on one source of self-efficacy and are constructed as subscale. Given the limited published ASES for Filipino junior high school students as well as the non-existence of published and established ASES in Philippine context, this study sought to develop and validate a self-efficacy scale that is more holistic than those previously published. The design of the research is Test Development and anchored on Classical Test Theory. Respondents comprised of 4,759 junior high school students from selected 20 public and private schools in Nueva Ecija, Philippines. The study followed the two stages of test development, i.e., the development of the initial, preliminary, and final forms and validation of the scale. The items were developed through consultation with experts and literature reviews. After the development of table of specification, items were validated by four expert judges. Results showed using Lawshe Content Validation Ratio (CVI = 0.87 and Intra-class Correlation [ICC (2,4 = 0.953, a = 0.000] that the expert validators have high agreement on the items of ASES. Moreover, Upper Limit-Lower Limit method (d = 0.43, Cronbach alpha (0.95, split-half method (Spearman-Brown Coefficient = 0.86, item to total correlation, and Principal Component Analysis were also utilized to test the reliability of test items. The factor structure verified the four iterations which includes perceived control (PC, competence (C, persistence (P, and self-regulated learning domains. Convergent (r = 0.498; p < 0.05 and concurrent validity (r�

Professional Development for Graduate Students through Internships at Federal Labs: an NSF/USGS Collaboration

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Snow, E.; Jones, E.; Patino, L. C.; Wasserman, E.; Isern, A. R.; Davies, T.

2016-12-01

In 2013 the White House initiated an effort to coordinate STEM education initiatives across federal agencies. This idea spawned several important collaborations, one of which is a set of National Science Foundation programs designed to place graduate students in federal labs for 2-12 months of their Ph.D. training. The Graduate Research Internship Program (GRIP) and the Graduate Student Preparedness program (GSP) each have the goal of exposing PhD students to the federal work environment while expanding their research tools and mentoring networks. Students apply for supplementary support to their Graduate Research Fellowship (GRIP) or their advisor's NSF award (GSP). These programs are available at several federal agencies; the USGS is one partner. At the U.S. Geological Survey, scientists propose projects, which students can find online by searching USGS GRIP, or students and USGS scientists can work together to develop a research project. At NSF, projects are evaluated on both the scientific merit and the professional development opportunities they afford the student. The career development extends beyond the science (new techniques, data, mentors) into the professional activity of writing the proposal, managing the budget, and working in a new and different environment. The USGS currently has 18 GRIP scholars, including Madeline Foster-Martinez, a UC Berkeley student who spent her summer as a GRIP fellow at the USGS Pacific Coastal and Marine Science Center working with USGS scientist Jessica Lacy. Madeline's Ph.D. work is on salt marshes and she has studied geomorphology, accretion, and gas transport using a variety of research methods. Her GRIP fellowship allowed her to apply new data-gathering tools to the question of sediment delivery to the marsh, and build and test a model for sediment delivery along marsh edges. In addition, she gained professional skills by collaborating with a new team of scientists, running a large-scale field deployment, and

Self-perceptions of basic skills for career development and competence in undergraduate students

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Maeda, Kenichi; Niimi, Naoko

2005-01-01

This study was designed to investigate the relationships among basic skills for career development, competence, and self-esteem in undergraduate students. Ninety-three students (41 male, 52 female) participated in this study. Results indicated that high self-esteem students scored significantly higher than low self-esteem students on self-perceptions of four basic skills for career development (communication, exploration of information, future planning, and decision-making) and of four domain...

Understanding Female Students' Physics Identity Development

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Hazari, Zahra

2017-01-01

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

The failure of medical education to develop moral reasoning in medical students.

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Murrell, Vicki S

2014-12-27

The goal of this study was to determine differences in moral judgment among students in medical school. This cross-sectional study involved students currently enrolled in undergraduate medical education. Recruited via email, 192 students took an online version of the Defining Issues Test to determine their current stage of moral judgment, as well as their percentage of postconventional thought. Independent variables included year of graduation, which indicated curriculum completion as well as participation in a professionalism course. Data was analyzed primarily using One-Way Analysis of Variance. Of the 192 participants, 165 responses were utilized. ANOVA showed no significant differences in moral judgment between or among any of the student cohorts, which were grouped by year of matriculation. Comparisons included students in the four years of medical school, divided by graduation year; students about to graduate (n=30) vs. those still in school (n=135); and students who had participated in a course in professionalism (n=91) vs. those who had not (n=74). These results demonstrate a lack of evolution in the moral reasoning of medical students and raise the issue of what might stimulate positive changes in moral judgment during the medical school experience.

The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students

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Berglund, Teresa; Gericke, Niklas; Rundgren, Shu-Nu Chang

2014-09-01

Background: Sustainable development (SD) is a complex idea, based on environmental, economic and social dimensions. In line with SD, education for sustainable development (ESD) is an approach to teaching that combines cognitive and affective domains and aims to build empowerment abilities. Purpose: The purpose of this article is to investigate effects of the implementation of ESD in Sweden, in terms of developing students' sustainability consciousness (SC). Two groups of students were included: one was from schools with a profile of ESD and the other one was from comparable schools without explicit ESD-profile. Sample: A total of 638 students from upper secondary schools (grade 12) in science-related or social science-related programs participated in the study. Design and methods: A procedure was created for the selection of schools considered to be the most active in using an ESD approach as well as comparable schools with no explicit ESD approach. During spring 2013, the students responded to a questionnaire based on sustainability knowingness, attitudes and behaviors within the environmental, economic and social dimensions of SD that together constitute the concept of SC. Data were analyzed using SPSS software. Results: The results indicate that there are significant differences in SC between students from schools that teach with an ESD approach compared to students from regular schools. Furthermore, a significant difference between the two groups of students was found in the underlying economic dimension of SC. No significant differences were found in the environmental and social dimensions of SC. Conclusions: Although the results show that ESD-profiled schools have effect on students' SC, the effects are relatively small. Therefore, the effects and nature of the implementation of ESD are discussed.

Theory and practice in medical education – expectations and development of skills experienced by students of human medicine compared with students in other disciplines

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Piedmont, Silke

2015-02-01

Full Text Available Aim: The aim of this article is to compare students of human medicine (HM with students specialising in the MINT disciplines (mathematics, computer science, natural sciences and engineering, the humanities and social sciences as well as law and economic sciences with regard to their expectations of their university study and career and the areas of competence where they feel they have been supported by their education. We present in detail issues particularly relevant to prospective physicians, which are discussed with the main focus on the “theoretical and practical orientation of medical education”.Methods: We used the database in the Public Use File of the “11 Student Survey”, a written survey of randomly selected students studying at 25 German tertiary institutions during the 2009/2010 winter term, which was supplied by the Tertiary Education Research working group at the University of Constance. Data on 7536 students was included, of which 488 (6.5% were prospective physicians.Results: Human medicine students have a clear career aim and want to complete their education quickly. They have a far above-average interest in working with and for people. About one student in two is interested in a career in science or research (53% in each case – close to the average for all subjects. Compared with the other disciplines, HM students are most likely to consider their university education to have practical and research relevance and are most likely to feel prepared for their profession. Yet over half of all students (Ø 53.3%; HM 54.5% do not consider their education to have fostered their research skills. MINT students in particular are better able to enhance their skills through independent experimentation, while theory and practice are more likely to be communicated academically in the regular teaching of human medicine. Accordingly, the HM students feel less well supported in some areas of competence required for their later work than

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

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Veronesi, Michael C; Gunderman, Richard B

2012-02-01

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

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

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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

Assessing College Student-Athletes' Life Stress: Initial Measurement Development and Validation

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Lu, Frank Jing-Horng; Hsu, Ya-Wen; Chan, Yuan-Shuo; Cheen, Jang-Rong; Kao, Kuei-Tsu

2012-01-01

College student-athletes have unique life stress that warrants close attention. The purpose of this study was to develop a reliable and valid measurement assessing college student-athletes' life stress. In Study 1, a focus group discussion and Delphi method produced a questionnaire draft, termed the College Student-Athletes' Life Stress Scale. In…

Development and Standardization of an Alienation Scale for Visually Impaired Students

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Punia, Poonam; Berwal, Sandeep

2017-01-01

Introduction: The present study was undertaken to develop a valid and reliable scale for measuring a feeling of alienation in students with visual impairments (that is, those who are blind or have low vision). Methods: In this study, a pool of 60 items was generated to develop an Alienation Scale for Visually Impaired Students (AL-VI) based on a…

Academic and Career Development: Rethinking Advising for Asian American Students

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Kodama, Corinne M.; Huynh, Jill

2017-01-01

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

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

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Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Career Development Skills, Outcomes, and Hope among College Students

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Sung, Yoonhee; Turner, Sherri L.; Kaewchinda, Marid

2013-01-01

The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person-environment fit, goal setting,…

The development and validation of the core competencies scale (CCS) for the college and university students.

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Ruan, Bin; Mok, Magdalena Mo Ching; Edginton, Christopher R; Chin, Ming Kai

2012-01-01

This article describes the development and validation of the Core Competencies Scale (CCS) using Bok's (2006) competency framework for undergraduate education. The framework included: communication, critical thinking, character development, citizenship, diversity, global understanding, widening of interest, and career and vocational development. The sample comprised 70 college and university students. Results of analysis using Rasch rating scale modelling showed that there was strong empirical evidence on the validity of the measures in contents, structure, interpretation, generalizability, and response options of the CCS scale. The implication of having developed Rasch-based valid and dependable measures in this study for gauging the value added of college and university education to their students is that the feedback generated from CCS will enable evidence-based decision and policy making to be implemented and strategized. Further, program effectiveness can be measured and thus accountability on the achievement of the program objectives.

Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching

Directory of Open Access Journals (Sweden)

Camille Kandiko Howson

2016-09-01

Full Text Available This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to establish a student-engaged model of teaching observation in a United Kingdom context, but also to critically examine the ways in which student, faculty, and developer participants conceptualise student expertise in relation to learning and teaching. Concept-map mediated interviews with students and faculty in humanities and healthcare subjects elicited conceptions and comparative knowledge structures of pedagogical intelligence for the purposes of enhancing teaching practice. The outcomes of the study are considered in relation to the theorisation of student engagement with particular focus on perspectives of expertise and power relations.

A computer literacy scale for newly enrolled nursing college students: development and validation.

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Lin, Tung-Cheng

2011-12-01

Increasing application and use of information systems and mobile technologies in the healthcare industry require increasing nurse competency in computer use. Computer literacy is defined as basic computer skills, whereas computer competency is defined as the computer skills necessary to accomplish job tasks. Inadequate attention has been paid to computer literacy and computer competency scale validity. This study developed a computer literacy scale with good reliability and validity and investigated the current computer literacy of newly enrolled students to develop computer courses appropriate to students' skill levels and needs. This study referenced Hinkin's process to develop a computer literacy scale. Participants were newly enrolled first-year undergraduate students, with nursing or nursing-related backgrounds, currently attending a course entitled Information Literacy and Internet Applications. Researchers examined reliability and validity using confirmatory factor analysis. The final version of the developed computer literacy scale included six constructs (software, hardware, multimedia, networks, information ethics, and information security) and 22 measurement items. Confirmatory factor analysis showed that the scale possessed good content validity, reliability, convergent validity, and discriminant validity. This study also found that participants earned the highest scores for the network domain and the lowest score for the hardware domain. With increasing use of information technology applications, courses related to hardware topic should be increased to improve nurse problem-solving abilities. This study recommends that emphases on word processing and network-related topics may be reduced in favor of an increased emphasis on database, statistical software, hospital information systems, and information ethics.

[Medical students' sexuality--development and fulfilment of sexual needs].

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Müldner-Nieckowski, Łukasz; Klasa, Katarzyna; Sobański, Jerzy A; Rutkowski, Krzysztof; Dembińska, Edyta

2012-01-01

Education in human sexual physiology and pathology, as well as own sexual health of medical doctors determines in a large proportion the ability to talk with patients about their sexual disorders. Therefore the authors considered important to collect and assess data regarding sexual health and development of Medical Faculty students. Analysis of selected aspects of psychosexual development and sex life of IVth grade medical students. We applied the self-report Questionnaire of Satisfaction with Sexual Life (KSS2), an instrument created to assess sexual problems in patients treated with group psychotherapy. Medical students filled the questionnaire when attending the courses of Psychopathology of neurotic disorders or Psychotherapy. Analysis of the collected data revealed a relatively high differentiation of the studied group in regard of satisfaction and experiences with sexual life, attitudes towards masturbation, relationships and sexual activity. Regarding some aspects, significant differences between women and men occurred. A set of factors were identified, some of them may negatively influence medical doctor's competencies in the domain of sexual health. These are not having sexual debut or even lack of any erotic experiences and lack of sexual satisfaction. The results indicate a significant prevalence of factors, which may impede students education as well as taking into consideration the sexual issues during the medical interview. Assessment of influence of students' and doctors' own sexuality on their competencies in diagnostics and treatment requires further studies.

Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.

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Mitchell, Christine M; Epstein-Peterson, Zachary D; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J

2016-11-01

Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Characterising the development of the understanding of human body systems in high-school biology students - a longitudinal study

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Snapir, Zohar; Eberbach, Catherine; Ben-Zvi-Assaraf, Orit; Hmelo-Silver, Cindy; Tripto, Jaklin

2017-10-01

Science education today has become increasingly focused on research into complex natural, social and technological systems. In this study, we examined the development of high-school biology students' systems understanding of the human body, in a three-year longitudinal study. The development of the students' system understanding was evaluated using the Components Mechanisms Phenomena (CMP) framework for conceptual representation. We coded and analysed the repertory grid personal constructs of 67 high-school biology students at 4 points throughout the study. Our data analysis builds on the assumption that systems understanding entails a perception of all the system categories, including structures within the system (its Components), specific processes and interactions at the macro and micro levels (Mechanisms), and the Phenomena that present the macro scale of processes and patterns within a system. Our findings suggest that as the learning process progressed, the systems understanding of our students became more advanced, moving forward within each of the major CMP categories. Moreover, there was an increase in the mechanism complexity presented by the students, manifested by more students describing mechanisms at the molecular level. Thus, the 'mechanism' category and the micro level are critical components that enable students to understand system-level phenomena such as homeostasis.

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

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Mehra, Vandana; Omidian, Faranak

2012-01-01

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

Welcome to 2012: Australian Academic Developers and Student-Driven University Funding

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Ling, Peter; Fraser, Kym; Gosling, David

2013-01-01

Are there consequences for academic development arising from the move to student-driven funding in the Australian higher education sector from 2012? In a move that has similarities to the UK, Australian government-supported student university funding will, from 2012, attach to students who can select a programme at the university of their choice…

Explaining Doctoral Students' Relational Maintenance with Their Advisor: A Psychosocial Development Perspective

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Goldman, Zachary W.; Goodboy, Alan K.

2017-01-01

This study explored how psychosocial development affects doctoral students' relationship and communication with their advisor. Chickering and Reisser's vectors of psychosocial development were examined in the doctoral context to understand how students preserve communicatively satisfying relationships with their advisor through the use of…

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

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Goates, Michael C.; Nelson, Gregory M.; Frost, Megan

2017-01-01

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate…

[Mass media influence and risk of developing eating disorders in female students from Lima, Peru].

Science.gov (United States)

Lazo Montoya, Yessenia; Quenaya, Alejandra; Mayta-Tristán, Percy

2015-12-01

Eating disorders (EDs) are a public health problem, and their relationship to mass media is still controversial. To assess whether there is an association between models of body image shown in mass media and the risk of developing EDs among female adolescent students from Lima, Peru. Cross-sectional study conducted in three schools located in the district of La Victoria, Lima, Peru. The risk of developing EDs was measured using the Eating Attitudes Test-26 (EAT-26), while mass media influence was measured using the Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3), which was categorized into tertiles both in the overall score and its subscales (information, pressure, general internalization, and athletic internalization). Adjusted prevalence ratios (aPR) for EDs were estimated. Four hundred and eighty-three students were included, their median age was 14 ? 3 years old. A risk of developing an ED was observed in 13.9% of them. Students who are more influenced by mass media (upper tertile of the SATAQ-3) have a higher probability of having a risk of developing an ED (aPR: 4.24; 95% confidence interval |-CI-|: 2.10-8.56), as well as those who have a greater access to information (PR: 1.89; 95% CI: 1.09-3.25), suffer more pressure (PR: 4.97; 95% CI: 2.31-10.69), show a greater general internalization (PR: 5.00; 95% CI: 2.39-10.43), and show a greater level of athletic internalization (PR: 4.35; 95% CI: 2.19-8-66). The greater the influence of mass media, the greater the probability of having a risk of developing an ED among female students from Lima, Peru.

Taiwanese University Students' Perspectives on Experiential Learning and Psychosocial Development

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Lin, Yii-Nii; Lai, Pi-Hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yueh-Hua

2016-01-01

This study described the relations of experiential learning and psychosocial development of Taiwanese university students through the qualitative method of phenomenology. Thirty-six students, age ranged from 19 to 25 years, from three research-oriented universities in northern Taiwan were interviewed. Seven themes were delineated: (1) discovering…

Teacher Perceptions about the Importance of Parental Involvement for Included Students with Learning Disabilities in New York Metropolitan Area Orthodox Yeshivas and Day Schools

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Grossman, Goldie Eichorn

2010-01-01

The population of students attending Jewish day schools includes an increasing number of students with exceptional needs. How Jewish schools meet the needs of these students is an important question. Inclusive education is a service model predicated on legal and philosophical mores as well as pedagogical and psychological findings. The quality of…

Development and validation of green eating behaviors, stage of change, decisional balance, and self-efficacy scales in college students.

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Weller, Kathryn E; Greene, Geoffrey W; Redding, Colleen A; Paiva, Andrea L; Lofgren, Ingrid; Nash, Jessica T; Kobayashi, Hisanori

2014-01-01

To develop and validate an instrument to assess environmentally conscious eating (Green Eating [GE]) behavior (BEH) and GE Transtheoretical Model constructs including Stage of Change (SOC), Decisional Balance (DB), and Self-efficacy (SE). Cross-sectional instrument development survey. Convenience sample (n = 954) of 18- to 24-year-old college students from a northeastern university. The sample was randomly split: (N1) and (N2). N1 was used for exploratory factor analyses using principal components analyses; N2 was used for confirmatory analyses (structural modeling) and reliability analyses (coefficient α). The full sample was used for measurement invariance (multi-group confirmatory analyses) and convergent validity (BEH) and known group validation (DB and SE) by SOC using analysis of variance. Reliable (α > .7), psychometrically sound, and stable measures included 2 correlated 5-item DB subscales (Pros and Cons), 2 correlated SE subscales (school [5 items] and home [3 items]), and a single 6-item BEH scale. Most students (66%) were in Precontemplation and Contemplation SOC. Behavior, DB, and SE scales differed significantly by SOC (P development and preliminary validation of this 25-item GE instrument provides a basis for assessment as well as development of tailored interventions for college students. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Utilizing Model Eliciting Activities (MEA's) to engage middle school teachers and students in storm water management practices to mitigate human impacts of land development

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Tazaz, A.; Wilson, R. M.; Schoen, R.; Blumsack, S.; King, L.; Dyehouse, M.

2013-12-01

'The Integrating STEM Project' engaged 6-8 grade teachers through activities incorporating mathematics, science and technology incorporating both Next Generation Science Standards (NGSS) and Common Core State Standards-Mathematics (CCSS-Math). A group of researchers from Oceanography, Mathematics, and Education set out to provide middle school teachers with a 2 year intensive STEM integration professional development with a focus on environmental topics and to monitor the achievement outcomes in their students. Over the course of 2 years the researchers created challenging professional development sessions to expand teacher knowledge and teachers were tasked to transform the information gained during the professional development sessions for classroom use. One lesson resource kit presented to the teachers, which was directly applicable to the classroom, included Model Eliciting Activities (MEA's) to explore the positive and negative effects land development has on climate and the environment, and how land development impacts storm water management. MEA's were developed to encourage students to create models to solve complex problems and to allow teachers to investigate students thinking. MEA's are a great curriculum technique used in engineering fields to help engage students by providing hands on activities using real world data and problems. We wish to present the Storm Water Management Resource toolkit including the MEA and present the outcomes observed from student engagement in this activity.

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

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Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2016-01-01

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

Attitudes and intellectual development of further education science students

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El-Farargy, Nancy Ibrahim

The world of teaching and learning in the sciences in the Further Education (FE) sector is relatively under-researched. This study, across Scottish FE colleges, has sought to define some of the key landmarks in the area of the sciences, looking specifically at the students and their college experiences by means of surveys, interviews and curriculum intervention. The study started from the issue, observed personally, of students finding the learning of chemistry for a nursing course as being problematic. The main aim was to explore the key issues of science in FE, focussing on problems and successes. The attitudes, intellectual development and self perceptions of students have all been considered. The study explores the attitudes and self perceptions of over 800 learners studying the sciences at ten Scottish colleges. Demographic data, prior learning experiences and current learning attitudes to science and learning were obtained by means of questionnaires and interviews. Intellectual development data was obtained using an adaptation of the Perry Scheme of Intellectual Development. Further interview data were obtained with participating students at various stages of their learning experiences. The results show that, in general, students have varied backgrounds, aspirations and reasons for learning in FE. The learning experiences obtained at college were, in general, viewed to be very positive. In addition, the participating lecturers in Further Education college classes were viewed in a very positive light. In most cases, attitudes towards students learning experiences at college were viewed more positively than at school level, this being a greater emphasis for biology than chemistry. In addition, the role of the teacher at school level could be seen clearly in developing positive attitudes to science. In relating this back to school experience, it was found that those who had positive attitudes to science at school level, correlated more with intentions of

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

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

2016-12-01

Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for involving undergraduates in research. In this study, we examined the experiences of undergraduates participating in a multi-institution and interdisciplinary biology research network. Unlike the traditional apprenticeship model of research, in which a student participates in research under the guidance of a single faculty member, students participating in networked research have the opportunity to develop relationships with additional faculty and students working in other areas of the project, at their own and at other institutions. We examined how students in this network develop social ties and to what extent a networked research experience affords opportunities for students to develop social, cultural, and human capital. Most studies of undergraduate involvement in science research have focused on documenting student outcomes rather than elucidating how students gain access to research experiences or how elements of research participation lead to desired student outcomes. By taking a qualitative approach framed by capital theories, we have identified ways that undergraduates utilize and further develop various forms of capital important for success in science research. In our study of the first 16 months of a biology research network, we found that undergraduates drew upon a combination of human, cultural, and social capital to gain access to the network. Within their immediate research groups, students built multidimensional social ties with faculty, peers, and others, yielding social capital that can be drawn upon for information, resources, and support. They reported developing cultural capital in the form of learning to

The Development of Students' Writing Skills by Teaching Critical Thinking

OpenAIRE

久保田, 祐歌

2011-01-01

The purpose of this paper is to present some approaches to teaching critical thinking to college students for developing their Japanese academic writing skills. By examining the literature of critical thinking and writing, this paper shows the following. (1)How philosophy faculty can teach critical thinking skills to their own students the way they can improve their skills necessary for writing argumentative essays. (2)By what class and curriculum students' academic writing skills can be fost...

Building Social Change Oriented Leadership Capacity Among Student Organizations: Developing Students and Campuses Simultaneously.

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Kezar, Adrianna; Acuña Avilez, Arely; Drivalas, Yianna; Wheaton, Marissiko M

2017-09-01

This chapter highlights nontraditional forms of leadership development in student organizations. Using the social change model for leadership as a framework, the authors discuss the ways in which collectivist and activist approaches can result in similar skills obtained through traditional forms of leadership development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Ethnic Identity and Career Development among First-Year College Students

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Duffy, Ryan D.; Klingaman, Elizabeth A.

2009-01-01

The current study explored the relation of ethnic identity achievement and career development progress among a sample of 2,432 first-year college students who completed the Career Decision Profile and Phinney's Multigroup Ethnic Identity Measure. Among students of color, correlational analyses revealed a series of statistically significant, but…

The Impact of Diversity Courses on College Students' Moral Development

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Parker, Eugene T., III; Barnhardt, Cassie L.; Pascarella, Ernest T.; McCowin, Jarvis A.

2016-01-01

We utilized data from a multi-institutional longitudinal study to investigate the association between diversity-related coursework and moral development among students over 4 years of college. Our findings parallel the prior research, which support the positive effects of diversity on college students, by offering new evidence that diversity…

First-Year College Students' Strengths Awareness and Perceived Leadership Development

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Soria, Krista M.; Roberts, Julia E.; Reinhard, Alex P.

2015-01-01

The purpose of this study was to examine whether first-year college students' strengths awareness is associated with their perceived leadership development. The institution in this study offered all first-year students the Clifton StrengthsFinder assessment and strengths-related programming. The results of hierarchical regression analysis of two…

Emotional Intelligence and Cognitive Moral Development in Undergraduate Business Students

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McBride, Elizabeth A.

2010-01-01

This study examines relationships between emotional intelligence (EI) and cognitive moral development (CMD) in undergraduate business students. The ability model of emotional intelligence was used in this study, which evaluated possible relationships between EI and CMD in a sample of 82 undergraduate business students. The sample population was…

Developing Cultural Competence: Student and Alumni Perspectives

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Petrovich, Anne; Lowe, Mitzi

2005-01-01

One of the areas of increased importance to social work pedagogy is the development of culturally competent practice skills. In focus groups, first and second year students, and recent alumni reflected on their growing awareness and competence concerning cultural diversity. Meaningful patterns emerged emphasizing the importance of psychologically…

INTERNSHIP ROLES IN TRAINING AND PROFESSIONAL DEVELOPEMENT OF STUDENTS

Directory of Open Access Journals (Sweden)

Munteanu Anca-Ioana

2012-07-01

Full Text Available Romanian specialist`s studies show a harsh reality: Romanian universities programs have only theoretical value, creating specialists but not for real life, but for a more abstract environment. Our university graduates are doing very well in a stable economic and institutional environment that offers relatively easy material and financial resources, with a set of skills and professional skills which fail to meet harsh reality of the labor market. An effective solution for professional skills development is the accumulation of work experience during college in the environment and on the job we have in view by following an internship program. As a form of practical education through work, internship meets young people, particularly students keen to gain experience through practical work in a job within a company or institution chosen, giving them the opportunity to translate theoretical knowledge into practice and to develop skills and experience of labor market activities that waits for them. This paper is an original applied research conducted in the West University of Timisoara, Faculty of Economics and Business Administration. It aims to identify whether there is a need for specialization Management students to acquire work experience before graduating, to what extent they are able to assess their skills and work in a company and especially the role of internship programs in professional and personal development of students. The results show that participation in an internship program is beneficial not only for students but also for employers. Leading to increased competences and to training and professional skills and personal development, internship becomes a more attractive alternative for young people because it gives them the opportunity to be “a ringer" of an employee on the position you have in view. Without being employed, students can gain practical experience in a certain position they sought in a company or institution on the

Student`s research initiatives in the study of strategic planning of regional development

OpenAIRE

Malchykova, Daria; Korobov, Volodymyr; Pylypenko, Ihor

2017-01-01

An article describes methodological foundations and principles of the various aspects of the process of strategic planning of regional development study. One of the priorities of innovative pedagogical and methodological work in teaching the competence approach appears. Competence in this approach is the ability of students to solve concrete tasks of regional development evaluation. According to dalto-competence approach the following principles were offered: scientific, systematic, interdisc...

Development and pilot evaluation of Native CREST-a Cancer Research Experience and Student Training program for Navajo undergraduate students.

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Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A

2013-03-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates' interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing, and evaluation of Native CREST (Cancer Research Experience and Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (five females, two males) were enrolled during the summers of 2008-2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people.

Developing students' qualitative muscles in an introductory methods course.

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SmithBattle, Lee

2014-08-30

The exponential growth of qualitative research (QR) has coincided with methodological innovations, the proliferation of qualitative textbooks and journals, and the greater availability of qualitative methods courses. In spite of these advances, the pedagogy for teaching qualitative methods has received little attention. This paper provides a philosophical foundation for teaching QR with active learning strategies and shows how active learning is fully integrated into a one-semester course. The course initiates students into qualitative dispositions and skills as students develop study aims and procedures; enter the field to gather data; analyze the full set of student-generated data; and write results in a final report. Conducting a study in one semester is challenging but has proven feasible and disabuses students of the view that QR is simple, unscientific, or non-rigorous. Student reflections on course assignments are integrated into the paper. The strengths and limitations of this pedagogical approach are also described.

Using Rationale To Assist Student Cognitive And Intellectual Development

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Janet E. Burge

2010-01-01

Full Text Available One of the questions posed at the National Science Foundation (NSF-sponsored workshop on Creativity and Rationale in Software Design was on the role of rationale in supporting idea generation in the classroom. College students often struggle with problems where more than one possible solution exists. Part of the difficulty lies in the need for students to progress through different levels of development cognitively and intellectually before they can tackle creative problem solving. Argumentation-based rationale provides a natural mechanism for representing problems, candidate solutions, criteria, and arguments relating those criteria to the candidate solutions. Explicitly expressing rationale for their work encourages students to reflect on why they made their choices, and to actively consider multiple alternatives. We report on an experiment performed during a Data Structures course where students captured rationale.

How volunteering helps students to develop soft skills

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Khasanzyanova, Albina

2017-06-01

It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills - so-called "soft skills" - are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of acquiring soft skills is volunteering with associations and non-governmental organisations (NGOs). This paper discusses the involvement of French third-level students in voluntary activities and the skills they acquire as a result. The author presents the findings of a study involving a questionnaire and semi-structured interviews. Results show that many students develop skills linked to their future professional career, that they reflect on this consciously and feel enriched by the experience. The author argues that "non-professional" activities like volunteering can be actively incorporated into students' learning process, making their overall experience of higher education more active, enjoyable and relevant. Learning through action was found to be the most important factor in the acquisition of soft skills. This article aims to contribute to research on the educational dimension of volunteering, demonstrating that it benefits both personal and professional development.

Relationships among Physical Activity Levels, Psychomotor, Psychosocial, and Cognitive Development of Primary Education Students.

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Isler, Ayse Kin; Asci, F. Hulya; Kosar, S. Nazan

2002-01-01

Investigated the relationships of physical activity levels and psychomotor, psychosocial, and cognitive development among Turkish elementary school students. Student evaluations indicated that physical activity level was an important factor in determining student psychomotor development, but it was not important in determining psychosocial and…

Developing and Implementing the Qatar Student Assessment System. Research Brief

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Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

This research brief summarizes the development of a standards-based student assessment system in Qatar, lessons for policymakers in Qatar and elsewhere, and challenges in aligning the assessment with future changes in the curriculum standards. Analysis of Qatar's standards-based student assessment system, the first in the region, offers several…

The teaching of drug development to medical students: collaboration between the pharmaceutical industry and medical school.

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Stanley, A G; Jackson, D; Barnett, D B

2005-04-01

Collaboration between the medical school at Leicester and a local pharmaceutical company, AstraZeneca, led to the design and implementation of an optional third year special science skills module teaching medical students about drug discovery and development. The module includes didactic teaching about the complexities of the drug discovery process leading to development of candidate drugs for clinical investigation as well as practical experience of the processes involved in drug evaluation preclinically and clinically. It highlights the major ethical and regulatory issues concerned with the production and testing of novel therapies in industry and the NHS. In addition it helps to reinforce other areas of the medical school curriculum, particularly the understanding of clinical study design and critical appraisal. The module is assessed on the basis of a written dissertation and the critical appraisal of a drug advertisement. This paper describes the objectives of the module and its content. In addition we outline the results of an initial student evaluation of the module and an assessment of its impact on student knowledge and the opinion of the pharmaceutical industry partner. This module has proven to be popular with medical students, who acquire a greater understanding of the work required for drug development and therefore reflect more favourably on the role of pharmaceutical companies in the UK.

Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving

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Holder, Lauren N.; Scherer, Hannah H.; Herbert, Bruce E.

2017-01-01

Engaging students in problem-solving concerning environmental issues in near-surface complex Earth systems involves developing student conceptualization of the Earth as a system and applying that scientific knowledge to the problems using practices that model those used by professionals. In this article, we review geoscience education research…

Engaging the audience: developing presentation skills in science students.

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Stuart, Ann E

2013-01-01

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

The Effects of Classroom Teaching on Students' Self-Efficacy for Personal Development

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Cheung, Derek; Lai, Edith

2013-01-01

The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students' self-efficacy for personal development. In this study, questionnaire items were constructed to measure classroom…

Using Self-Regulated Learning Strategies to Develop Students' Multicultural Counseling Competency

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Zeleke, Waganesh A.; Karayigit, Cebrail; Myers-Brooks, Kaitlyn

2018-01-01

This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and…

The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

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Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud

2017-01-01

Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…

Use of Student Experiments for Teaching Embedded Software Development Including HW/SW Co-Design

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Mitsui, H.; Kambe, H.; Koizumi, H.

2009-01-01

Embedded systems have been applied widely, not only to consumer products and industrial machines, but also to new applications such as ubiquitous or sensor networking. The increasing role of software (SW) in embedded system development has caused a great demand for embedded SW engineers, and university education for embedded SW engineering has…

Developing android-based science instructional media to improve scientific literacy of junior high school students

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Farida, I. I.; Jumadi; Wilujeng; Senam

2018-04-01

The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

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

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

2013-12-01

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

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

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Dori, Yehudit J.

1995-06-01

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

What Do Final Year Engineering Students Know about Sustainable Development?

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Nicolaou, I.; Conlon, E.

2012-01-01

This paper presents data from a project that aims to determine the level of knowledge and understanding of engineering students about sustainable development (SD). The data derive from a survey completed by final year engineering students in three Irish Higher Education Institutions. This paper is part of a larger study that examines the…

Bereavement: Applying Erikson's Theory of Psychosocial Development to College Students.

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Floerchinger, Debra S.

One of the developmental challenges that a college student may have to face is the death of a significant other, friend, spouse, relative, child, or parent. This article reviews the literature on the potential effects of bereavement on a college student with respect to Erik Erikson's stage six of psychosocial development (intimacy versus…

International Students from Melbourne Describing Their Cross-Cultural Transitions Experiences: Culture Shock, Social Interaction, and Friendship Development

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Belford, Nish

2017-01-01

Drawing from a study that explored how international students experience cross-cultural transitions after living and studying in Melbourne for a few years, this paper, in particular, examines the participants' experiences with culture shock, social interaction, and friendship development. The findings include narratives of their personal stories…

Effectiveness of narrative pedagogy in developing student nurses' advocacy role.

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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

Using Student Scholarship To Develop Student Research and Writing Skills.

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

2002-01-01

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

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

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Tesoro, Mary Gay

2012-08-01

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

A large-scale mass casualty simulation to develop the non-technical skills medical students require for collaborative teamwork.

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Jorm, Christine; Roberts, Chris; Lim, Renee; Roper, Josephine; Skinner, Clare; Robertson, Jeremy; Gentilcore, Stacey; Osomanski, Adam

2016-03-08

There is little research on large-scale complex health care simulations designed to facilitate student learning of non-technical skills in a team-working environment. We evaluated the acceptability and effectiveness of a novel natural disaster simulation that enabled medical students to demonstrate their achievement of the non-technical skills of collaboration, negotiation and communication. In a mixed methods approach, survey data were available from 117 students and a thematic analysis undertaken of both student qualitative comments and tutor observer participation data. Ninety three per cent of students found the activity engaging for their learning. Three themes emerged from the qualitative data: the impact of fidelity on student learning, reflexivity on the importance of non-technical skills in clinical care, and opportunities for collaborative teamwork. Physical fidelity was sufficient for good levels of student engagement, as was sociological fidelity. We demonstrated the effectiveness of the simulation in allowing students to reflect upon and evidence their acquisition of skills in collaboration, negotiation and communication, as well as situational awareness and attending to their emotions. Students readily identified emerging learning opportunities though critical reflection. The scenarios challenged students to work together collaboratively to solve clinical problems, using a range of resources including interacting with clinical experts. A large class teaching activity, framed as a simulation of a natural disaster is an acceptable and effective activity for medical students to develop the non-technical skills of collaboration, negotiation and communication, which are essential to team working. The design could be of value in medical schools in disaster prone areas, including within low resource countries, and as a feasible intervention for learning the non-technical skills that are needed for patient safety.

How student teachers’ understanding of the greenhouse effect develops during a teacher education programme

Directory of Open Access Journals (Sweden)

Margareta Ekborg

2012-10-01

Full Text Available This paper reports on a longitudinal study on how student teachers’ understanding of the greenhouse effect developed through a teacher education programme in mathematics and science for pupils aged 7-13. All student teachers, who were accepted to the programme one year, were followed trough 2.5 years of the programme. The student teachers took science courses in which they were taught about the greenhouse effect.Data was collected by questionnaires three times. The results show that a majority of the student teachers developed an adequate understanding of the greenhouse effect during the teaching programme. Several of the students developed further in the second science course. However a rather big group of students with poor understanding did not develop any further in the second science course and no one demonstrated full understanding. Different ways of collecting data and categorising responses affected how the students’ understanding was interpreted.

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

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Daniel T. L. Shek

2011-01-01

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

Forgotten, excluded or included? Students with disabilities: A case study at the University of Mauritius.

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Pudaruth, Sameerchand; Gunputh, Rajendra P; Singh, Upasana G

2017-01-01

Students with disabilities in the tertiary education sector are more than a just a phenomenon, they are a reality. In general, little attention is devoted to their needs despite the fact that they need more care and attention. This paper, through a case study at the University of Mauritius, sought to answer some pertinent questions regarding students with disabilities. Does the University of Mauritius have sufficient facilities to support these students? Are students aware of existing facilities? What additional structures need to be put in place so that students with any form of disability are neither victimised, nor their education undermined? Are there any local laws about students with disabilities in higher education? To answer these questions and others, an online questionnaire was sent to 500 students and the responses were then analysed and discussed. The response rate was 24.4% which showed that students were not reticent to participate in this study. Our survey revealed that most students were not aware of existing facilities and were often neglected in terms of supporting structures and resources. ICT facilities were found to be the best support that is provided at the University of Mauritius. The right legal framework for tertiary education was also missing. Ideally, students with disabilities should have access to special facilities to facilitate their learning experiences at tertiary institutions. Awareness about existing facilities must also be raised in order to offer equal opportunities to them and to enable a seamless inclusion.

Assessing personal initiative among vocational training students: development and validation of a new measure.

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Balluerka, Nekane; Gorostiaga, Arantxa; Ulacia, Imanol

2014-11-14

Personal initiative characterizes people who are proactive, persistent and self-starting when facing the difficulties that arise in achieving goals. Despite its importance in the educational field there is a scarcity of measures to assess students' personal initiative. Thus, the aim of the present study was to develop a questionnaire to assess this variable in the academic environment and to validate it for adolescents and young adults. The sample comprised 244 vocational training students. The questionnaire showed a factor structure including three factors (Proactivity-Prosocial behavior, Persistence and Self-Starting) with acceptable indices of internal consistency (ranging between α = .57 and α =.73) and good convergent validity with respect to the Self-Reported Initiative scale. Evidence of external validity was also obtained based on the relationships between personal initiative and variables such as self-efficacy, enterprising attitude, responsibility and control aspirations, conscientiousness, and academic achievement. The results indicate that this new measure is very useful for assessing personal initiative among vocational training students.

Building Opportunities for Environmental Education Through Student Development of Cyberinfrastructure

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Moysey, S. M.; Boyer, D. M.; Mobley, C.; Byrd, V. L.

2014-12-01

It is increasingly common to utilize simulations and games in the classroom, but learning opportunities can also be created by having students construct these cyberinfrastructure resources themselves. We outline two examples of such projects completed during the summer of 2014 within the NSF ACI sponsored REU Site: Research Experiences for Undergraduates in Collaborative Data Visualization Applications at Clemson University (Award 1359223). The first project focuses on the development of immersive virtual reality field trips of geologic sites using the Oculus Rift headset. This project developed a platform which will allow users to navigate virtual terrains derived from real-world data obtained from the US Geological Survey and Google Earth. The system provides users with the ability to partake in an interactive first-person exploration of a region, such as the Grand Canyon, and thus makes an important educational contribution for students without access to these environmental assets in the real world. The second project focused on providing players visual feedback about the sustainability of their practices within the web-based, multiplayer watershed management game Naranpur Online. Identifying sustainability indicators that communicate meaningful information to players and finding an effective way to visualize these data were a primary challenge faced by the student researcher working on this project. To solve this problem the student translated findings from the literature to the context of the game to develop a hierarchical set of relative sustainability criteria to be accessed by players within a sustainability dashboard. Though the REU focused on visualization, both projects forced the students to transform their thinking to address higher-level questions regarding the utilization and communication of environmental data or concepts, thus enhancing the educational experience for themselves and future students.

DEVELOPMENT OF SOME OF STUDENTS` MOTORIC ABILITIES AFTER TEN-DAY-SKIING COURSE

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Ljubiša Lilić

2007-05-01

Full Text Available Considering the fact that one of the most fundamental tasks of training is developing motoric dimensions of sportsmen, the common goal of this work was to achieve relevant knowledge on the infl uence of ten-day-skiing course on students`* development and to establish their level. The special aim of this work was diagnosing the amount of some of the students` motoric abilities. According to the subjects, problems and goal of the research, there was a hypothesis put: motoric and morphological dimensions of students are coherent with their chrono logical growth and development ten-day-skiing course has signifi cant infl uence on developing some of the students` motoric abilities Besides remaining, the choice of examined samples was put under limits of organizational capacities for realizing researching procedure.It was necessary to insure required devices and standardized conditions under which planned research was supposed to be realized. The sample is taken from students` population implied in regular skiing course. Examined sample consists of thirty male students, each of which is twenty years old. Because of technical and organizational reasons it was not possible to diagnose the whole motoric range of tested students. Due to that a specifi c selection of tests was done and only six variables (that reliably predict levels of motoric abilities on which the training affects were taken: foot tapping, medicine ball throwing, pull-ups with undertaking, trunk lifting in 60 seconds and deep forward band. The level of students` motoric abilities after ten-day-skiing course is on a higher level then initial measuring, and we can certainly claim that it is the result of programmed training process during skiing course. According to the data gained from control and fi nal measuring you can fi nd out the effects of applied resources towards initial measuring.

Career Development and Counselling Needs of LGBTQ High School Students

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Chen, Charles P.; Keats, Amanda

2016-01-01

There is a dearth of research concerning the career development and counselling issues that are relevant for high school students who identify as lesbian, gay, bisexual, transgender and queer (LGBTQ). As such, little is known to understand LGBTQ students when it comes to their career-related struggles and needs. This article attempts to examine…

Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

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Tonni, Ingrid; Mora, Luca; Oliver, Richard G

2016-09-01

The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.

Twenty-one Ways to Develop Esprit De Corps Among Your Student Officials.

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Kovalakides, Nick

Student officials for intramural sports can be given special training to enhance their aptitude in the field, but their attitude is more difficult to develop. This paper suggests 21 ways to develop attitude among student officials. Some of the suggestions are: Athletic departments should emphasize the role of the official in the intramural…

Development of leadership behaviors in undergraduate nursing students: a service-learning approach.

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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.

Journal of College Student Development

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Janosik, S. M.; Gehring, D. D.

2003-01-01

In this national study on the impact of the Clery Campus Crime Disclosure and Reporting Act, 305 college administrators distributed questionnaires to 9,150 undergraduate students. Student knowledge of the Act and changes in student behavior were minimal and varied by gender, victim status, institution type, and institution size.

An Investigation into the Clinical Reasoning Development of Veterinary Students.

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Vinten, Claire E K; Cobb, Kate A; Freeman, Sarah L; Mossop, Liz H

Clinical reasoning is a fundamental skill for veterinary clinicians and a competency required of graduates by the Royal College of Veterinary Surgeons. However, it is unknown how veterinary students develop reasoning skills and where strengths and shortcomings of curricula lie. This research aimed to use the University of Nottingham School of Veterinary Medicine and Science (SVMS) as a case study to investigate the development of clinical reasoning among veterinary students. The analysis was framed in consideration of the taught, learned, and declared curricula. Sixteen staff and sixteen students from the SVMS participated separately in a total of four focus groups. In addition, five interviews were conducted with recent SVMS graduates. Audio transcriptions were used to conduct a thematic analysis. A content analysis was performed on all curriculum documentation. It was found that SVMS graduates feel they have a good level of reasoning ability, but they still experience a deficit in their reasoning capabilities when starting their first job. Overarching themes arising from the data suggest that a lack of responsibility for clinical decisions during the program and the embedded nature of the clinical reasoning skill within the curriculum could be restricting development. In addition, SVMS students would benefit from clinical reasoning training where factors influencing "real life" decisions (e.g., finances) are explored in more depth. Integrating these factors into the curriculum could lead to improved decision-making ability among SVMS graduates and better prepare students for the stressful transition to practice. These findings are likely to have implications for other veterinary curricula.

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

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Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

Integrating Professional Development into STEM Graduate Programs: Student-Centered Programs for Career Preparation

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Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.

2017-12-01

Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.

Improvement on a science curriculum including experimental demonstration of environmental radioactivity for secondary school students

International Nuclear Information System (INIS)

Watanabe, Kenji; Matsubara, Shizuo; Aiba, Yoshio; Eriguchi, Hiroshi; Kiyota, Saburo; Takeyama, Tetsuji.

1988-01-01

A science curriculum previously prepared for teaching environmental radioactivity was modified on the basis of the results of trial instructions in secondary schools. The main subject of the revised curriculum is an understanding of the natural radioactivity through the experimental demonstration about air-borne β and γ ray emitters. The other subjects included are the radioactive decay, the biological effects of radiation, the concept of risk-benefit balance (acceptable level) and the peaceful uses of nuclear energy and radiation. The work sheets and reference data prepared as learning materials are in two levels corresponding to the ability of students for this curriculum. (author)

Development of a systematic career coaching program for medical students

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2018-01-01

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

Development of a systematic career coaching program for medical students

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Yera Hur

2018-03-01

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

Development of a systematic career coaching program for medical students.

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

2018-03-01

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

The Relationship Between Library Development and Students ...

African Journals Online (AJOL)

The study examined the level of development of school libraries in privately owned secondary schools in five local government areas of Edo State and the influence of the school libraries on students' academic performances. Random sampling was used to select 48 out of a total of the 83 private schools in the study area.

Survey of attitudes and practices of Irish nursing students towards hand hygiene, including handrubbing with alcohol-based hand rub.

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Kingston, Liz M; O'Connell, Nuala H; Dunne, Colum P

2017-05-01

Hand hygiene is widely recognised as the most important measure a healthcare worker can take in preventing the spread of healthcare associated infections. As a member of the healthcare team, nursing students have direct patient contact during clinical practice; hence, good hand hygiene practice among nursing students is essential. Low to moderate levels of hand hygiene knowledge and poor attitudes and practices are reported among nursing students. However, less is known about their attitudes and practices of handrubbing with ABHR, even though handrubbing is the recommended optimum practice in most situations. The aim of this study was to explore attitudes and practices of hand hygiene, in particular handrubbing with alcohol-based hand rub, among nursing students in Ireland. This survey employed a descriptive, self-report design using a questionnaire to gather data. It was administered electronically to all undergraduate nursing students (n=342) in the Department of Nursing and Midwifery at the University of Limerick, Ireland in March and April 2015. Response rate was 66%. Attitudes towards hand hygiene were generally positive. Compliance with hand hygiene after contact with body fluid was high (99.5%) and before a clean or aseptic procedure (98.5%). However, suboptimal practices emerged, before touching a patient (85%), after touching a patient (87%) and after touching patients' surroundings (61%), with first year students more compliant than fourth year students. 16% of students were not aware of the clinical contraindications for using alcohol-based hand rub and 9% did not know when to use soap and water and when to use alcohol-based hand rub. Educators and practitioners play an important role in ensuring that nursing students develop appropriate attitudes towards hand hygiene and engage in optimal handrubbing practices. Raising awareness among nursing students of their responsibility in preventing the occurrence and reducing the transmission of HCAI as an on

A Virtual Practice Environment to Develop Communication Skills in Pharmacy Students

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Styles, Kim; Duncan, Greg

2012-01-01

Objective. To develop communication skills in second-year pharmacy students using a virtual practice environment (VPE) and to assess students’ and tutors’ (instructors’) experiences. Design. A VPE capable of displaying life-sized photographic and video images and representing a pharmacy setting was constructed. Students viewed prescriptions and practiced role-playing with each other and explored the use of nonverbal communication in patient-pharmacist interactions. The VPE experiences were complemented with lectures, reflective journaling, language and learning support, and objective structured clinical examinations (OSCEs). Assessment. Most students believed the VPE was a useful teaching resource (87%) and agreed that the video component enabled them to contextualize patient problems (73%). While 45% of students questioned the usefulness of watching the role plays between students after they were video recorded, most (90%) identified improvement in their own communication as a result of participating in the tutorials. Most tutors felt comfortable using the technology. Focus group participants found the modified tutorials more engaging and aesthetically positive than in their previous experience. Conclusion. The VPE provided an effective context for communication skills development classes. PMID:23275667

Development of a student engagement approach to alcohol prevention: the Pragmatics Project.

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