Online general pre-laboratory training course for facilitating first year chemical laboratory use

Directory of Open Access Journals (Sweden)

Maria Limniou

2010-03-01

Full Text Available In Chemistry, practical work is a highly demanding process in which students should be well-prepared before and alert during,laboratory sessions. Various general difficulties such as the limited laboratory time and the lack of connections between theoryand practicals often do not allow students to actively participate in the learning process. The aim of this investigation is to studyhow an online general pre-laboratory training course inspired by cognitive load theory influenced the teaching of first yearchemistry students engaged in laboratory work. Two different groups of chemistry students (experimental group (EG andcontrol group (CG from the University of Manchester participated in this investigation. The EG group participated in the onlinepre-laboratory course before entering the laboratory, while the CG group performed the experiments following the traditionalteaching procedure. The comparison of students’ responses to the same assessments of fundamental chemical and basiclaboratory knowledge showed that overall the performance of the EG group of students was higher than that of the CGstudents. Overall, the EG students valued the opportunity to have an online training course. By creating a flexible learningenvironment which included animations, simulations and self-assessments, the general laboratory difficulties were overcome.These interactive learning features gave students the opportunity to engage in independent study, by which restrictions of timeand place were overcome.

Comparison of student achievement among two science laboratory types: traditional and virtual

Science.gov (United States)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

Science Academies Refresher Course on Traditional and Modern

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 9. Science Academies Refresher Course on Traditional and Modern Approaches in Plant Taxonomy'. Information and Announcements Volume 17 Issue 9 September 2012 pp 921-921 ...

Designing an undergraduate laboratory course in general chemistry

Directory of Open Access Journals (Sweden)

Vianna José F.

1999-01-01

Full Text Available From an analysis of a learning model based on the theory of information processing four hypothesis were developed for improving the design of laboratory courses. Three of these hypotheses concerned specific procedures to minimise the load on students' working memories (or working spaces and the fourth hypothesis was concerned with the value of mini-projects in enhancing meaningful learning of the knowledge and skills underpinning the set experiments. A three-year study of a first year undergraduate chemistry laboratory course at a Scottish university has been carried out to test these four hypotheses. This paper reports the results of the study relevant to the three hypotheses about the burden on students' working spaces. It was predicted from the learning model that the load on students working space should be reduced by appropriate changes to the written instructions and the laboratory organisation and by the introduction of prelab-work and prelab-training in laboratory techniques. It was concluded from research conducted over the three years period that all these hypothesised changes were effective both in reducing the load on students' working spaces and in improving their attitudes to the laboratory course.

A Comparison of Student Ratings in Traditional and Interactive Television Courses

Science.gov (United States)

McCall, Morgan; Dunham, Mardis; Lyons, Robert

2013-01-01

Although interactive television (ITV) allows colleges and universities to reach a wider audience, little research has been conducted exploring the effectiveness of the courses as perceived by students. This study compared student ratings of teacher effectiveness between 331 traditional courses and 125 ITV courses. The data included 456 graduate…

"No one does this for fun": Contextualization and process writing in an organic chemistry laboratory course

Science.gov (United States)

Gay, Andrea

This study investigated the introduction of curriculum innovations into an introductory organic chemistry laboratory course. Pre-existing experiments in a traditional course were re-written in a broader societal context. Additionally, a new laboratory notebook methodology was introduced, using the Decision/Explanation/Observation/Inference (DEOI) format that required students to explicitly describe the purpose of procedural steps and the meanings of observations. Experts in organic chemistry, science writing, and chemistry education examined the revised curriculum and deemed it appropriate. The revised curriculum was introduced into two sections of organic chemistry laboratory at Columbia University. Field notes were taken during the course, students and teaching assistants were interviewed, and completed student laboratory reports were examined to ascertain the impact of the innovations. The contextualizations were appreciated for making the course more interesting; for lending a sense of purpose to the study of chemistry; and for aiding in students' learning. Both experts and students described a preference for more extensive connections between the experiment content and the introduced context. Generally, students preferred the DEOI method to journal-style laboratory reports believing it to be more efficient and more focused on thinking than stylistic formalities. The students claimed that the DEOI method aided their understanding of the experiments and helped scaffold their thinking, though some students thought that the method was over-structured and disliked the required pre-laboratory work. The method was used in two distinct manners; recursively writing and revising as intended and concept contemplation only after experiment completion. The recursive use may have been influenced by TA attitudes towards the revisions and seemed to engender a sense of preparedness. Students' engagement with the contextualizations and the DEOI method highlight the need for

Science Academies Refresher Course on Traditional and Modern ...

Indian Academy of Sciences (India)

Admin

The National Academy of Sciences, India, Allahabad. In collaboration with. Botanical Garden & Herbarium, University of Agricultural Sciences, Bangalore from 15 to 29 November. 2012. A Refresher Course on Traditional and Modern Approaches in Plant Taxonomy for postgraduate college/university teachers and research ...

TIT reactor laboratory course using JAERI and PNC large experimental facilities

International Nuclear Information System (INIS)

Sekimoto, Hiroshi; Obara, Toru; Ohtani, Nobuo.

1995-01-01

This report is presented on a reactor laboratory course for graduate students using large facilities in national laboratories in Japan. A reactor laboratory course is offered every summer since 1990 for all graduate students in the Nuclear Engineering Course in Tokyo Institute of Technology (TIT), where the students can choose one of the experiments prepared at Japan Atomic Energy Research Institute (JAERI), Power Reactor and Nuclear Fuel Development Corporation (PNC) and Research Reactor Institute, Kyoto University (KUR). Both JAERI and PNC belong to Science and Technology Agency (STA). This is the first university curriculum of nuclear engineering using the facilities owned by the STA laboratories. This type of collaboration is promoted in the new Long-Term Program for Research, Development and Utilization of Nuclear Energy adopted by Atomic Energy Commission. Most students taking this course reported that they could learn so much about reactor physics and engineering in this course and the experiment done in large laboratory was a very good experience for them. (author)

Laboratory Course on "Streptomyces" Genetics and Secondary Metabolism

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Siitonen, Vilja; Räty, Kaj; Metsä-Ketelä, Mikko

2016-01-01

The "'Streptomyces' genetics and secondary metabolism" laboratory course gives an introduction to the versatile soil dwelling Gram-positive bacteria "Streptomyces" and their secondary metabolism. The course combines genetic modification of "Streptomyces"; growing of the strain and protoplast preparation, plasmid…

Known Structure, Unknown Function: An Inquiry-Based Undergraduate Biochemistry Laboratory Course

Science.gov (United States)

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.; Columbus, Linda; Mura, Cameron

2015-01-01

Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's…

Known structure, unknown function: An inquiry?based undergraduate biochemistry laboratory course

OpenAIRE

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.; Columbus, Linda; Mura, Cameron

2015-01-01

Abstract Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry? and research?based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year?long undergraduate biochemistry laboratory curriculum wherein students determine...

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course.

Science.gov (United States)

Nybo, Lars; May, Michael

2015-06-01

The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P traditional course. Furthermore, students in the I-based course achieved a higher (P traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course. Copyright © 2015 The American Physiological Society.

Development of a Research-Oriented Inorganic Chemistry Laboratory Course

Science.gov (United States)

Vallarino, L. M.; Polo, D. L.; Esperdy, K.

2001-02-01

We report the development of a research-oriented, senior-level laboratory course in inorganic chemistry, which is a requirement for chemistry majors who plan to receive the ACS-approved Bachelor of Science degree and is a recommended elective for other chemistry majors. The objective of this course is to give all students the advantage of a research experience in which questions stemming from the literature lead to the formulation of hypotheses, and answers are sought through experiment. The one-semester Inorganic Chemistry Laboratory is ideal for this purpose, since for most students it represents the last laboratory experience before graduation and can assume the role of "capstone" course--a course where students are challenged to recall previously learned concepts and skills and put them into practice in the performance of an individual, original research project. The medium chosen for this teaching approach is coordination chemistry, a branch of chemistry that involves the interaction of inorganic and organic compounds and requires the use of various synthetic and analytical methods. This paper presents an outline of the course organization and requirements, examples of activities performed by the students, and a critical evaluation of the first five years' experience.

Connecting biology and organic chemistry introductory laboratory courses through a collaborative research project.

Science.gov (United States)

Boltax, Ariana L; Armanious, Stephanie; Kosinski-Collins, Melissa S; Pontrello, Jason K

2015-01-01

Modern research often requires collaboration of experts in fields, such as math, chemistry, biology, physics, and computer science to develop unique solutions to common problems. Traditional introductory undergraduate laboratory curricula in the sciences often do not emphasize connections possible between the various disciplines. We designed an interdisciplinary, medically relevant, project intended to help students see connections between chemistry and biology. Second term organic chemistry laboratory students designed and synthesized potential polymer inhibitors or inducers of polyglutamine protein aggregation. The use of novel target compounds added the uncertainty of scientific research to the project. Biology laboratory students then tested the novel potential pharmaceuticals in Huntington's disease model assays, using in vitro polyglutamine peptide aggregation and in vivo lethality studies in Drosophila. Students read articles from the primary literature describing the system from both chemical and biological perspectives. Assessment revealed that students emerged from both courses with a deeper understanding of the interdisciplinary nature of biology and chemistry and a heightened interest in basic research. The design of this collaborative project for introductory biology and organic chemistry labs demonstrated how the local interests and expertise at a university can be drawn from to create an effective way to integrate these introductory courses. Rather than simply presenting a series of experiments to be replicated, we hope that our efforts will inspire other scientists to think about how some aspect of authentic work can be brought into their own courses, and we also welcome additional collaborations to extend the scope of the scientific exploration. © 2015 The International Union of Biochemistry and Molecular Biology.

Developing Guided Inquiry-Based Student Lab Worksheet for Laboratory Knowledge Course

Science.gov (United States)

Rahmi, Y. L.; Novriyanti, E.; Ardi, A.; Rifandi, R.

2018-04-01

The course of laboratory knowledge is an introductory course for biology students to follow various lectures practicing in the biology laboratory. Learning activities of laboratory knowledge course at this time in the Biology Department, Universitas Negeri Padang has not been completed by supporting learning media such as student lab worksheet. Guided inquiry learning model is one of the learning models that can be integrated into laboratory activity. The study aimed to produce student lab worksheet based on guided inquiry for laboratory knowledge course and to determine the validity of lab worksheet. The research was conducted using research and developmet (R&D) model. The instruments used in data collection in this research were questionnaire for student needed analysis and questionnaire to measure the student lab worksheet validity. The data obtained was quantitative from several validators. The validators consist of three lecturers. The percentage of a student lab worksheet validity was 94.18 which can be categorized was very good.

Development of a Traditional/Computer-aided Graphics Course for Engineering Technology.

Science.gov (United States)

Anand, Vera B.

1985-01-01

Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…

Laboratory Course on Drift Chambers

International Nuclear Information System (INIS)

Garcia-Ferreira, Ix-B.; Garcia-Herrera, J.; Villasenor, L.

2006-01-01

Drift chambers play an important role in particle physics experiments as tracking detectors. We started this laboratory course with a brief review of the theoretical background and then moved on to the the experimental setup which consisted of a single-sided, single-cell drift chamber. We also used a plastic scintillator paddle, standard P-10 gas mixture (90% Ar, 10% CH4) and a collimated 90Sr source. During the laboratory session the students performend measurements of the following quantities: a) drift velocities and their variations as function of the drift field; b) gas gains and c) diffusion of electrons as they drifted in the gas

Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

Directory of Open Access Journals (Sweden)

Colleen McCabe

2017-09-01

Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

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

Science.gov (United States)

Sole, M L; Lindquist, M

2001-01-01

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

The Drift Chambers Handbook, introductory laboratory course (based on, and adapted from, A H Walenta's course notes)

International Nuclear Information System (INIS)

Ferreira, Ix-B GarcIa; Herrera, J GarcIa; Villasenor, L

2005-01-01

This handbook was written for the Drift Chambers introductory laboratory course to be held at 11th Mexican School of Particles and Fields that will be held at the Universidad Veracruzana on the campus of the University at Xalapa, Veracruz, Mexico. This course intends to introduce drift chambers, which play an important role in particle physics experiments as tracking detectors. We start such laboratory course with a brief review of the physics theoretical background. The experimental setup consists of a single-sided, single-cell drift chamber, a plastic scintillator detector, the standard P-10 gas mixture (90% Ar, 10% CH 4 ) and a collimated 90 Sr source. The measurements on the drift velocity of electrons, its change as a function of a drift field, gas gain and diffusion are performed at this laboratory course

First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance

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Sharon E. Brewer,

2013-07-01

Full Text Available In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc. students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom, home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

Factors Predicting the Choice of an Online versus a Traditional Course

Science.gov (United States)

Robinson, Ryan P.; Doverspike, Dennis

2006-01-01

Universities sometimes offer students the choice of an online course as an alternative to the traditional classroom. We employed the theory of planned behavior (Azjen, 1991) to examine an individual's intention to enroll in an online experimental psychology class versus a traditional class. General attitudes and subjective norms significantly…

Differentiating Biochemistry Course Laboratories Based on Student Experience

Science.gov (United States)

Jakubowski, Henry V.

2011-01-01

Content and emphases in undergraduate biochemistry courses can be readily tailored to accommodate the standards of the department in which they are housed, as well as the backgrounds of the students in the courses. A more challenging issue is how to construct laboratory experiences for a class with both chemistry majors, who usually have little or…

Evaluation of an ESP Course of Qur'anic Sciences and Tradition

Science.gov (United States)

Salehi, Hadi; Davari, Ameneh; Yunus, Melor Md

2015-01-01

Evaluation is defined as matching process that matches the needs to available solutions. The present study is an attempt to evaluate English for specific purposes (ESP) course book on "the ESP Course of Qur'anic Sciences and Tradition" taught at some universities in Iran. To achieve this goal, a researcher-made questionnaire and an…

Emerging Themes of Student Satisfaction in a Traditional Course and a Blended Distance Course.

Science.gov (United States)

Parkinson, Debra; Greene, William; Kim, Younghee; Marioni, Joan

2003-01-01

Describes a team research project that explored and compared students' satisfaction with course delivery methods (blended distance learning with a remote site and an on-campus site, and a traditional section) based on the students' learning preferences. Explains research methodology used and results from the current study, and provides…

Web-Based Virtual Laboratory for Food Analysis Course

Science.gov (United States)

Handayani, M. N.; Khoerunnisa, I.; Sugiarti, Y.

2018-02-01

Implementation of learning on food analysis course in Program Study of Agro-industrial Technology Education faced problems. These problems include the availability of space and tools in the laboratory that is not comparable with the number of students also lack of interactive learning tools. On the other hand, the information technology literacy of students is quite high as well the internet network is quite easily accessible on campus. This is a challenge as well as opportunities in the development of learning media that can help optimize learning in the laboratory. This study aims to develop web-based virtual laboratory as one of the alternative learning media in food analysis course. This research is R & D (research and development) which refers to Borg & Gall model. The results showed that assessment’s expert of web-based virtual labs developed, in terms of software engineering aspects; visual communication; material relevance; usefulness and language used, is feasible as learning media. The results of the scaled test and wide-scale test show that students strongly agree with the development of web based virtual laboratory. The response of student to this virtual laboratory was positive. Suggestions from students provided further opportunities for improvement web based virtual laboratory and should be considered for further research.

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

Directory of Open Access Journals (Sweden)

Suzanne C. Makarem

2015-07-01

Full Text Available University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost, and technical competence requirements to make this transition, in addition to the lack of beliefs in the legitimacy of online education. This article demonstrates the use of online video lectures to adapt traditional university courses to a blended format. The study is implemented for a School of Business Marketing course. We illustrate a cost-effective and timeefficient way for faculty members to record and share online video lectures with limited training and technical support. Using a student sample from two sections of the same marketing course, the study findings support the use of online video lectures as an effective way to free class time for learner-centred activities, without sacrificing student performance outcomes or course satisfaction.

Laboratory Experiences in an Introduction to Natural Science Course.

Science.gov (United States)

Barnard, Sister Marquita

1984-01-01

Describes a two-semester course designed to meet the needs of future elementary teachers, home economists, and occupational therapists. Laboratory work includes homemade calorimeters, inclined planes, and computing. Content areas of the course include measurement, physics, chemistry, astronomy, biology, geology, and meteorology. (JN)

Changing Educational Traditions with the Change Laboratory

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Louis Royce Botha

2017-07-01

Full Text Available This paper outlines the use of a form of research intervention known as the Change Laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a cultural-historical activity theory (CHAT perspective can be combined with a relational approach to generate the theoretical and practical tools for managing change at a school. Referring to an ongoing research project at a school, the paper describes how teachers and management there, with the aid of the researcher, attempt to re-configure their educational praxis by drawing on past, present and future scenarios from their schooling activity. These are correlated with similarly historically evolving theoretical models and recorded empirical data using the Vygotskyian method of double stimulation employed by the Change Laboratory. A relational conceptualisation of the school’s epistemological, pedagogical and organisational traditions is used to map out the connections between various actors, resources, roles and divisions of labour at the school. In this way the research intervention proposes a model of educational change that graphically represents it as a network of mediated relationships so that its artefacts, practices and traditions can be clearly understood and effectively manipulated according to the shared objectives of the teachers and school management. Such a relationally-oriented activity theory approach has significant implications in terms of challenging conventional processes of educational transformation as well as hegemonic knowledge-making traditions themselves. 

Transition from Traditional to ICT-Enhanced Learning Environments in Undergraduate Chemistry Courses

Science.gov (United States)

Barak, Miri

2007-01-01

This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an…

A Guide to Undergraduate Science Course and Laboratory Improvements.

Science.gov (United States)

Straumanis, Joan, Ed.; Watson, Robert F., Ed.

Reported are activities carried out at colleges and universities during 1976-1980 with support from the National Science Foundation's Local Course Improvement (LOCI) and Instructional Scientific Equipment Program (ISEP). It is intended as a reference for persons interested in current course and laboratory developments in the sciences at the…

A Blended Model: Simultaneously Teaching a Quantitative Course Traditionally, Online, and Remotely

Science.gov (United States)

Lightner, Constance A.; Lightner-Laws, Carin A.

2016-01-01

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes.…

Laboratory course on silicon strip detectors

International Nuclear Information System (INIS)

Montano, Luis M

2005-01-01

In this laboratory course we present an elementary introduction to the characteristics and applications of silicon detectors in High-Energy Physics, through performing some measurements which give an overview of the properties of these detectors as position resolution. The principles of operation are described in the activities the students have to develop together with some exercises to reinforce their knowledge on these devices

Changing Educational Traditions with the Change Laboratory

Science.gov (United States)

Botha, Louis Royce

2017-01-01

This paper outlines the use of a form of research intervention known as the Change Laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a…

A Research-Based Laboratory Course Designed to Strengthen the Research-Teaching Nexus

Science.gov (United States)

Parra, Karlett J.; Osgood, Marcy P.; Pappas, Donald L., Jr.

2010-01-01

We describe a 10-week laboratory course of guided research experiments thematically linked by topic, which had an ultimate goal of strengthening the undergraduate research-teaching nexus. This undergraduate laboratory course is a direct extension of faculty research interests. From DNA isolation, characterization, and mutagenesis, to protein…

New Laboratory Course for Senior-Level Chemical Engineering Students

Science.gov (United States)

Aronson, Mark T.; Deitcher, Robert W.; Xi, Yuanzhou; Davis, Robert J.

2009-01-01

A new laboratory course has been developed at the University of Virginia for senior- level chemical engineering students. The new course is based on three 4-week long experiments in bioprocess engineering, energy conversion and catalysis, and polymer synthesis and characterization. The emphasis is on the integration of process steps and the…

The Efficacy of Problem-based Learning in an Analytical Laboratory Course for Pre-service Chemistry Teachers

Science.gov (United States)

Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, AL

2014-01-01

The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking ability of students in both the treatment and control groups were evaluated before and at the end of the implementation of the programme, using the Torrance Tests of Creative Thinking. In addition, changes in students' self-regulated learning skills using the Self-Regulated Learning Interview Schedule (SRLIS) and their self-evaluation proficiency were evaluated. Analysis of covariance showed that the creative thinking ability of the treatment group had improved statistically significantly after the PBL course (p effect on creative thinking ability. The SRLIS test showed that students in the treatment group used self-regulated learning strategies more frequently than students in the comparison group. According to the results of the self-evaluation, students became more positive and confident in problem-solving and group work as the semester progressed. Overall, PBL was shown to be an effective pedagogical instructional strategy for enhancing chemistry students' creative thinking ability, self-regulated learning skills and self-evaluation.

MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

Directory of Open Access Journals (Sweden)

N. RAZALI

2016-11-01

Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.

Acoustics for Music Majors-- A Laboratory Course

Science.gov (United States)

McDonald, Perry F.

1972-01-01

Brief descriptions of several of the laboratory experiments which have been incorporated into an acoustics course for music majors. Includes vibratory motion and sound generation, nature, speed, and pitch of sound, spectrum analysis and electronic synthesis of musical sound and some conventional sound experiments. (Author/TS)

Effectiveness of the Flipped Classroom Model in Anatomy and Physiology Laboratory Courses at a Hispanic Serving Institution

Science.gov (United States)

Sanchez, Gerardo

A flipped laboratory model involves significant preparation by the students on lab material prior to entry to the laboratory. This allows laboratory time to be focused on active learning through experiments. The aim of this study was to observe changes in student performance through the transition from a traditional laboratory format, to a flipped format. The data showed that for both Anatomy and Physiology (I and II) laboratories a more normal distribution of grades was observed once labs were flipped and lecture grade averages increased. Chi square and analysis of variance tests showed grade changes to a statistically significant degree, with a p value of less than 0.05 on both analyses. Regression analyses gave decreasing numbers after the flipped labs were introduced with an r. 2 value of .485 for A&P I, and .564 for A&P II. Results indicate improved scores for the lecture part of the A&P course, decreased outlying scores above 100, and all score distributions approached a more normal distribution.

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

Directory of Open Access Journals (Sweden)

Maria Isabel Suero

2011-10-01

Full Text Available This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output. This new virtual environment concept, which we call hyper-realistic, transcends basic schematic simulation; it provides the user with a more realistic perception of a physical phenomenon being simulated. We compared the learning achievements of three equivalent, homogeneous groups of undergraduates—an experimental group who used only the hyper-realistic virtual laboratory, a first control group who used a schematic simulation, and a second control group who used the traditional laboratory. The three groups received the same theoretical preparation and carried out equivalent practicals in their respective learning environments. The topic chosen for the experiment was optical aberrations. An analysis of variance applied to the data of the study demonstrated a statistically significant difference (p value <0.05 between the three groups. The learning achievements attained by the group using the hyper-realistic virtual environment were 6.1 percentage points higher than those for the group using the traditional schematic simulations and 9.5 percentage points higher than those for the group using the traditional laboratory.

Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

Science.gov (United States)

Tseng, Hungwei; Walsh, Eamonn Joseph, Jr.

2016-01-01

This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format…

THE DYNAMICS OF PROJECT-BASED LEARNING EXTENSION COURSES: THE “LABORATORY OF SOCIAL PROJECTS” CASE STUDY

Directory of Open Access Journals (Sweden)

Joao Alberto Arantes do Amaral

2017-01-01

Full Text Available In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, “Laboratory of Social Projects.” The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of São Paulo (Unifesp, Osasco Campus, Brazil. The course had 72 participants (41 community members and 31 university students. The participants worked in teams of four members (on average and developed 13 projects on behalf of eight NGOs that help people in need. In our research, we followed a mixed methods approach, using unstructured questionnaires and project reports as sources of information. We made use of system thinking analysis to reveal the dynamics that unfolded during the course. Our main findings are: 1 free-of-charge extension courses can be much more challenging to manage than traditional courses; the bureaucracy of getting the university’s approval and problems related to dropouts are issues to consider; 2 the workload of the professors involved can be substantially higher than the workload of similar regular courses; 3 the use of project-based learning techniques can be very effective; 4 the courses can provide a very rich experience to the participants, promoting intense knowledge-sharing among all involved.

Laboratory course on silicon sensors

CERN Document Server

Crescio, E; Roe, S; Rudge, A

2003-01-01

The laboratory course consisted of four different mini sessions, in order to give the student some hands-on experience on various aspects of silicon sensors and related integrated electronics. The four experiments were. 1. Characterisation of silicon diodes for particle detection 2. Study of noise performance of the Viking readout circuit 3. Study of the position resolution of a silicon microstrip sensor 4. Study of charge transport in silicon with a fast amplifier The data in the following were obtained during the ICFA school by the students.

Experience of joint reactor laboratory course with KUCA

International Nuclear Information System (INIS)

Nishina, Kojiro

1982-01-01

A description is given of a joint reactor laboratory course of graduate level, which is offered every summer since 1975 by nine associated japanese universities with the use of Kyoto University Critical Assembly (KUCA). A total of 315 students have taken the course in the last seven years. The course has been institutionalized with the background that it is extremely difficult for any single university in this country to have her own research or training reactor. By their effort the united faculty team of the course have succeeded in giving an effective, unique one-week course, taking advantage of their collaboration. By the scrutiny of student's responses to the course, one norices that a reactor is distinctively different from ordinary educational apparatus, in that the students do not play a main part in the adjustment of the apparatus itself. The beginners therefore tend to feel the reactor as a remote existence. This difficulty must be circumvented if an effective educational process is to be designed. (author)

Temporal structure of first-year courses and success at course exams: comparison of traditional continual and block delivery of anatomy and chemistry courses.

LENUS (Irish Health Repository)

Salopek, Daniela

2012-01-31

AIM: To evaluate students\\' academic success at delivered in a traditional continual course, spread over the two semesters, or in alternating course blocks. METHOD: We analyzed the data on exam grades for Anatomy and Chemistry courses in the first year of the curriculum for academic year 2001\\/02, with the traditional continual delivery of the courses (n=253 for chemistry and n=243 for anatomy), and academic year 2003\\/04, with block delivery of the courses (n=255 for Chemistry and n=260 for Anatomy). Grades from the final examination were analyzed only for students who sat the exam at the first available exam term and passed the course. For the Anatomy block course, grades at 2 interim written tests and 2 parts of the final exam (practical stage exam and oral exam) in each block were analyzed for students who passed all interim tests and the final exam. RESULTS: There were no differences between two types of course delivery in the number of students passing the final examination at first attempt. There was a decrease in passing percentage for the two Anatomy block course student groups in 2003\\/04 (56% passing students in block 1 vs 40% in block 2, P=0.014). There was an increase in the average grades from 2001\\/02 to 2003\\/04 academic year due to an increase in Chemistry grades (F1,399=18.4, P<0.001, 2 x 2 ANOVA). There was no effect of the sequence of their delivery (F1,206=1.8, P=0.182, 2 x 2 ANOVA). There was also a significant difference in grades on interim assessments of Anatomy when it was delivered in the block format (F3,85=28.8, P<0.001, between-within subjects 2 x 4 ANOVA). CONCLUSIONS: The type of course delivery was not associated with significant differences in student academic success in Anatomy and Chemistry courses in the medical curriculum. Students can successfully pass these courses when they are delivered either in a continual, whole year format or in a condensed time format of a course block, regardless of the number and type of

Known structure, unknown function: An inquiry‐based undergraduate biochemistry laboratory course

Science.gov (United States)

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.

2015-01-01

Abstract Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry‐ and research‐based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year‐long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three‐dimensional structure. The first half of the course is inquiry‐based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 43(4):245–262, 2015. PMID:26148241

Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course.

Science.gov (United States)

Gray, Cynthia; Price, Carol W; Lee, Christopher T; Dewald, Alison H; Cline, Matthew A; McAnany, Charles E; Columbus, Linda; Mura, Cameron

2015-01-01

Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year-long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three-dimensional structure. The first half of the course is inquiry-based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

The Chemistry of Perfume: A Laboratory Course for Nonscience Majors

Science.gov (United States)

Logan, Jennifer L.; Rumbaugh, Craig E.

2012-01-01

"The Chemistry of Perfume" is a lab-only course for nonscience majors. Students learn fundamental concepts of chemistry through the context of fragrance, a pervasive aspect of daily life. The course consists of laboratories pertaining to five units: introduction, extraction, synthesis, characterization, and application. The introduction unit…

FROM TRADITIONAL DISTANCE LEARNING TO MASS ONLINE OPEN COURSES

Directory of Open Access Journals (Sweden)

V. N. Vasilev

2014-01-01

Full Text Available The issue of transition for higher education institutions of Russia from traditional distance learning to mass electronic education on the basis of the online open courses is considered, its relevance is proved. Analysis of the major prerequisites for transition success is carried out (a demand for the educational Internet resources from mobile devices; existence of a large number of various electronic resources which are successfully used in practice by higher education institutions in remote educational technologies; maintaining experience for electronic magazines of students’ progress for planning and estimation of training results; essential growth of material costs in the world online training market. Key issues of transition are defined and the basic principles of electronic online courses development are formulated. A technique for electronic online course development aimed at the result is given. The technique contains the following four stages: planning of expected training results, course electronic content structuring and training scenarios creation, development of the tests plan and electronic estimated means for automatic control of the planned training results; course realization by means of game mechanics and technologies of network communication between students. Requirements to various forms of control planned in the course of learning results are defined. Two kinds of electronic online courses are assigned (knowledge-intensive and technological courses. Examples of their realization in the authors’ online courses "Wave Optics", "Theory of Graphs ", "Development of Web Interfaces on the Basis of HTML and CSS" created and practically used in NRU ITMO in 2013 are given. Finally, the actual tasks of mass open education development in the leading higher education institutions of Russia are set forth.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

Science.gov (United States)

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Emphasizing interdisciplinarity of control in laboratory courses: illustration with the inverted pendulum

DEFF Research Database (Denmark)

Jouffroy, Jerome; Lottin, Jacques

The importance of control laboratory courses is widely recognized as a crucial part of control education. This paper addresses the role of interdisciplinarity (meaning the different aspects of control) in laboratory courses for undergraduate students. Explanations and ideas are given based....... After running the simulation of the system, qualitative results are described. Finally, some remarks are given to conclude the paper....

Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

Directory of Open Access Journals (Sweden)

Fred Rovai and Hope Jordan

2004-08-01

Full Text Available Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

An Undergraduate Nanotechnology Engineering Laboratory Course on Atomic Force Microscopy

Science.gov (United States)

Russo, D.; Fagan, R. D.; Hesjedal, T.

2011-01-01

The University of Waterloo, Waterloo, ON, Canada, is home to North America's first undergraduate program in nanotechnology. As part of the Nanotechnology Engineering degree program, a scanning probe microscopy (SPM)-based laboratory has been developed for students in their fourth year. The one-term laboratory course "Nanoprobing and…

A Laboratory Course in Clinical Biochemistry Emphasizing Interest and Relevance

Science.gov (United States)

Schwartz, Peter L.

1975-01-01

Ten laboratory experiments are described which are used in a successful clinical biochemistry laboratory course (e.g. blood alcohol, glucose tolerance, plasma triglycerides, coronary risk index, gastric analysis, vitamin C and E). Most of the experiments are performed on the students themselves using simple equipment with emphasis on useful…

Changing the Face of Traditional Education: A Framework for Adapting a Large, Residential Course to the Web

Directory of Open Access Journals (Sweden)

Maureen Ellis

2007-07-01

Full Text Available At large, research universities, a common approach for teaching hundreds of undergraduate students at one time is the traditional, large, lecture-based course. Trends indicate that over the next decade there will be an increase in the number of large, campus courses being offered as well as larger enrollments in courses currently offered. As universities investigate alternative means to accommodate more students and their learning needs, Web-based instruction provides an attractive delivery mode for teaching large, on-campus courses. This article explores a theoretical approach regarding how Web-based instruction can be designed and developed to provide quality education for traditional, on-campus, undergraduate students. The academic debate over the merit of Web-based instruction for traditional, on-campus students has not been resolved. This study identifies and discusses instructional design theory for adapting a large, lecture-based course to the Web.

Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting.

Science.gov (United States)

Biel, Rachel; Brame, Cynthia J

2016-12-01

Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students' learning of key biology skills and concepts.

Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

Directory of Open Access Journals (Sweden)

Rachel Biel

2016-12-01

Full Text Available Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students’ learning of key biology skills and concepts.

Joint reactor laboratory course for students in KUCA

International Nuclear Information System (INIS)

Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

2004-04-01

This book is based on Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA), and is one translated from Japanese into English. The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. (author)

Joint reactor laboratory course for students in KUCA

International Nuclear Information System (INIS)

Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

2004-06-01

This book is a revised version of Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA). The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. Chapter 6: Reactor Operation Training (Reactor Operation for Education). (author)

Environmental Resource Management Issues in Agronomy: A Lecture/Laboratory Course

Science.gov (United States)

Munn, D. A.

2004-01-01

Environmental Sciences Technology T272 is a course with a laboratory addressing problems in soil and water quality and organic wastes utilization to serve students from associate degree programs in laboratory science and environmental resources management at a 2-year technical college. Goals are to build basic lab skills and understand the role…

The use of virtual laboratories and other web-based tools in a drug assay course.

Science.gov (United States)

Dunham, Marissa Waldman; Ghirtis, Konstantine; Beleh, Mustapha

2012-06-18

To determine students' perceptions of and performance in a drug assay laboratory course after the addition of Web-based multimedia tools. Video modules and other Web-based tools to deliver instructions and emulate the laboratory set up for experiments were implemented in 2005 to improve student preparation for laboratory sessions and eliminate the need for graduate students to present instructions live. Data gathered from quizzes, final examinations, and post-course surveys administered over 6 years were analyzed. Students' scores on online quizzes after implementation of the virtual laboratories reflected improved student understanding and preparation. Students' perception of the course improved significantly after the introduction of the tools and the new teaching model. Implementation of an active-learning model in a laboratory course led to improvement in students' educational experience and satisfaction. Additional benefits included improved resource use, student exposure to a variety of educational methods, and having a highly structured laboratory format that reduced inconsistencies in delivered instructions.

A comparison of student outcomes in a physical therapy neurologic rehabilitation course based on delivery mode: hybrid vs traditional.

Science.gov (United States)

Veneri, Diana A; Gannotti, Mary

2014-01-01

Physical therapy (PT) educators have been charged by the American Physical Therapy Association's Vision 2020 with the aim of developing critically reflective knowledge about teaching and learning using innovative teaching methods. Computer-assisted learning (CAL) affords the opportunity to supplement face-to-face teaching methods. The purpose of this study was to compare student performance and preferred instruction mode between a hybrid model using CAL modules and a traditional lecture-based model. The posttest-only control design used mixed methods to assess two successive student cohorts (2011 and 2012). Cohort 1 was instructed using only traditional teaching methods of lecture and laboratory experiences, while Cohort 2 was taught using both traditional teaching methods and the CAL modules created for 10 content areas. Students viewed each CAL module after the in-class lecture, prior to the corresponding laboratory. Student performance was assessed with weekly 10-question quizzes. One-minute papers and focus group discussions were administered to Cohort 2 to gauge satisfaction and perceptions of the CAL modules. Results revealed that the mean quiz grades for Cohort 2 were higher than those for Cohort 1, 86.1 vs 80.4. When comparing final exam grades and final grades for the course between groups, a statistically significant difference exists with the final exam grade, pInnovative, interactive, and varied teaching methodologies will serve to better engage students as lifelong learners.

A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

Science.gov (United States)

Sharp, Jason H.; Sharp, Laurie A.

2017-01-01

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

Evaluating a technology supported interactive response system during the laboratory section of a histology course.

Science.gov (United States)

Rinaldi, Vera D; Lorr, Nancy A; Williams, Kimberly

2017-07-01

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper-level histology course, the interactive application Learning Catalytics TM , a cloud-based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions "on-the-go," engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five-point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328-338. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Testing the Efficacy of MyPsychlab to Replace Traditional Instruction in a Hybrid Course

Science.gov (United States)

Powers, Kasey L.; Brooks, Patricia J.; Galazyn, Magdalena; Donnelly, Seamus

2016-01-01

Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing…

Design and Implementation of Instructional Videos for Upper-Division Undergraduate Laboratory Courses

Science.gov (United States)

Schmidt-McCormack, Jennifer A.; Muniz, Marc N.; Keuter, Ellie C.; Shaw, Scott K.; Cole, Renée S.

2017-01-01

Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated…

Assessing students' learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in general physics

Science.gov (United States)

Ghatty, Sundara L.

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses are the only alternatives by which they may achieve their goals in education. The laboratory courses are the major requirements for college and university students who want to pursue degree and certification programs in science. It is noted that there is a lack of laboratory courses in online physics courses. The present study addressed the effectiveness of a virtual science laboratory in physics instruction in terms of learning outcomes, attitudes, and self-efficacy of students in a Historically Black University College. The study included fifty-eight students (36 male and 22 female) of different science majors who were enrolled in a general physics laboratory course. They were divided into virtual and traditional groups. Three experiments were selected from the syllabus. The traditional group performed one experiment in a traditional laboratory, while the virtual group performed the same experiment in a virtual laboratory. For the second experiment, the use of laboratories by both groups was exchanged. Learner's Assessment Test (LAT), Attitudes Toward Physics Laboratories (ATPL), and Self-Efficacy Survey (SES) instruments were used. Additionally, quantitative methods such as an independent t-test, a paired t-test, and correlation statistics were used to analyze the data. The results of the first experiment indicated the learning outcomes were higher in the Virtual Laboratory than in the traditional laboratory, whereas there was no significant difference in learning outcomes with either type of lab instruction. However, significant self-efficacy gains were observed. Students expressed positive attitudes in terms of liking

Comparative Study of the Effectiveness of Three Learning Environments: Hyper-Realistic Virtual Simulations, Traditional Schematic Simulations and Traditional Laboratory

Science.gov (United States)

Martinez, Guadalupe; Naranjo, Francisco L.; Perez, Angel L.; Suero, Maria Isabel; Pardo, Pedro J.

2011-01-01

This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output.…

Improving Pre-Service Elementary Teachers' Education via a Laboratory Course on Air Pollution: One University's Experience

Science.gov (United States)

Mandrikas, Achilleas; Parkosidis, Ioannis; Psomiadis, Ploutarchos; Stoumpa, Artemisia; Chalkidis, Anthimos; Mavrikaki, Evangelia; Skordoulis, Constantine

2013-01-01

This paper describes the structure of the "Air Pollution Course", an environmental science laboratory course developed at the Science Education Laboratory of the Faculty of Primary Education, University of Athens, as well as the findings resulting from its implementation by pre-service elementary teachers. The course proposed in this…

Introducing Students to Psychological Research: General Psychology as a Laboratory Course

Science.gov (United States)

Thieman, Thomas J.; Clary, E. Gil; Olson, Andrea M.; Dauner, Rachel C.; Ring, Erin E.

2009-01-01

For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in…

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course

DEFF Research Database (Denmark)

Nybo, Lars; May, Michael

2015-01-01

(individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course......). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures...... of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42...

An Investigation into Prospective Science Teachers' Attitudes towards Laboratory Course and Self-Efficacy Beliefs in Laboratory Use

Science.gov (United States)

Aka, Elvan Ince

2016-01-01

The aim of the current study is to identify the attitudes towards the laboratory course and self-efficacy beliefs in the laboratory use of prospective teachers who are attending Gazi University Gazi Education Faculty Primary Education Science Teaching program, and to investigate the relationship between the attitudes and self-efficacy beliefs.…

Designing a hands-on brain computer interface laboratory course.

Science.gov (United States)

Khalighinejad, Bahar; Long, Laura Kathleen; Mesgarani, Nima

2016-08-01

Devices and systems that interact with the brain have become a growing field of research and development in recent years. Engineering students are well positioned to contribute to both hardware development and signal analysis techniques in this field. However, this area has been left out of most engineering curricula. We developed an electroencephalography (EEG) based brain computer interface (BCI) laboratory course to educate students through hands-on experiments. The course is offered jointly by the Biomedical Engineering, Electrical Engineering, and Computer Science Departments of Columbia University in the City of New York and is open to senior undergraduate and graduate students. The course provides an effective introduction to the experimental design, neuroscience concepts, data analysis techniques, and technical skills required in the field of BCI.

Laboratory animal science course in Switzerland: participants' points of view and implications for organizers.

Science.gov (United States)

Crettaz von Roten, Fabienne

2018-02-01

Switzerland has implemented a mandatory training in laboratory animal science since 1999; however a comprehensive assessment of its effects has never been undertaken so far. The results from the analysis of participants in the Swiss Federation of European Laboratory Animal Science Associations (FELASA) Category B compulsory courses in laboratory animal science run in 2010, 2012, 2014 and 2016 showed that the participants fully appreciated all elements of the course. The use of live animals during the course was supported and explained by six arguments characterized with cognitive, emotional and forward-looking factors. A large majority considered that the 3R (replacement, reduction and refinement) principles were adequately applied during the course. Responses to an open question offered some ideas for improvements. This overall positive picture, however, revealed divergent answers from different subpopulations in our sample (for example, scientists with more hindsight, scientists trained in biology, or participants from Asian countries).

Blended learning within an undergraduate exercise physiology laboratory.

Science.gov (United States)

Elmer, Steven J; Carter, Kathryn R; Armga, Austin J; Carter, Jason R

2016-03-01

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. Copyright © 2016 The American Physiological Society.

Practical Bioremediation Course – Laboratory Exercises on Biodegradation of Cationic Surfactant

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Tomislav Ivankovic

2015-02-01

Full Text Available 0 From the perspective of the lab exercises leader and teaching assistant for the Bioremediation course, it was very difficult to design and conduct a set of exercises that would fit the course curriculum and satisfactorily demonstrate bioremediation basics through practical laboratory work. Thus, Bioremediation course students designed the experiment with the help of the teaching assistant; a simulation of possible bioremediation of “Jarun” lake in Zagreb, Croatia, if contaminated with cationic surfactant. The experiment nicely showed how natural bioremediation differs from engineered bioremediation and the levels of success between different types of engineered bioremediation. The laboratory exercises were designed to be interesting and the results perceivable to the students.  Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 2 practices. Normal 0 21 false false false HR X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

COMPARISON OF STUDENT SATISFACTION BETWEEN TRADITIONAL AND BLENDED TECHNOLOGY COURSE OFFERINGS IN PHYSICAL EDUCATION

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Nikolaos VERNADAKIS

2012-01-01

Full Text Available Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students’ satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n=46 undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI and Blended Lecture Instruction (BLI. For the data collection at the end of this study, students completed an online satisfaction questionnaire.Independent sample t-test analysis was conducted to measure students’ satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well.

Reactor laboratory course for students majoring in nuclear engineering with the Kyoto University Critical Assembly (KUCA)

International Nuclear Information System (INIS)

Nishihara, H.; Shiroya, S.; Kanda, K.

1996-01-01

With the use of the Kyoto University Critical Assembly (KUCA), a joint reactor laboratory course of graduate level is offered every summer since 1975 by nine associated Japanese universities (Hokkaido University, Tohoku University, Tokyo Institute of Technology, Musashi Institute of Technology, Tokai University, Nagoya University, Osaka University, Kobe University of Mercantile Marine and Kyushu University) in addition to a reactor laboratory course of undergraduate level for Kyoto University. These courses are opened for three weeks (two weeks for the joint course and one week for the undergraduate course) to students majoring in nuclear engineering and a total of 1,360 students have taken the course in the last 21 years. The joint course has been institutionalized with the background that it is extremely difficult for a single university in Japan to have her own research or training reactor. By their effort, the united faculty team of the joint course have succeeded in giving an effective, unique one-week course, taking advantage of their collaboration. Last year, an enquete (questionnaire survey) was conducted to survey the needs for the educational experiments of graduate level and precious data have been obtained for promoting reactor laboratory courses. (author)

A formative evaluation of problem-based learning as an instructional strategy in a medical laboratory technician course

Science.gov (United States)

Nelson, Diane Patricia

2002-09-01

This study is a formative evaluation of problem-based learning as an effective course delivery strategy in a second year introductory Medical Laboratory Technician discipline-specific hematology course. This strategy can serve two purposes in this type of course: discipline specific content knowledge and process skills learning. A needs study identified that students required additional workplace skills as they entered the clinical internship. Students tested well on the national registry examinations, discipline-specific content knowledge, but group process skills needed improvement in the areas of collaboration, communication, and critical reasoning. Problem-based learning was identified as an change intervention to help provide these skills. A search of the literature revealed that the Baker College cultural and physical environment would support this intervention. Twelve cases were written, situated in a clinical laboratory environment, addressing learning issues identified in a modified Delphi survey of laboratory personnel e.g. fiscal responsibility, turn-around time, invasiveness of laboratory techniques, and holistic view of healthcare environment. A hematology class of 13 students received the intervention. The cases were structured to proceed from instructor-centered (guided) learning issues to learner-centered learning issues. Observations of the in-group collaboration processes were documented, as well as oral presentations and critical reasoning, with students given periodic feedback on these skills. Student surveys provided data about satisfaction, attitude to PBL process, and self-efficacy. Multiple choice discipline-specific content examinations were given and compared with classes from the previous four years. The study found that students receiving the PBL treatment scored as well as or better than students from previous years on traditional multiple choice exams. Recall questions showed positive significance and application/analysis questions

Environmental Literacy Development: A Comparison between Online and Traditional Campus Courses

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Taylor, James Young

As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

A Sustainable Energy Laboratory Course for Non-Science Majors

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Nathan, Stephen A.; Loxsom, Fred

2016-01-01

Sustainable energy is growing in importance as the public becomes more aware of climate change and the need to satisfy our society's energy demands while minimizing environmental impacts. To further this awareness and to better prepare a workforce for "green careers," we developed a sustainable energy laboratory course that is suitable…

Comparison of student outcomes and preferences in a traditional vs. World Wide Web-based baccalaureate nursing research course.

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Leasure, A R; Davis, L; Thievon, S L

2000-04-01

The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide Web-based distance learning technology and traditional pedagogy. Reasons given for enrolling in the traditional classroom section included the perception of increased opportunity for interaction, decreased opportunity to procrastinate, immediate feedback, and more meaningful learning activities. Reasons for selecting the Web group section included cost, convenience, and flexibility. Overall, there was no significant difference in examination scores between the two groups on the three multiple-choice examinations or for the course grades (t = -.96, P = .343). Students who reported that they were self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings. Secondary benefits of the World Wide Web-based course were to increase student confidence with the computer, and introduce them to skills and opportunities they would not have had in the classroom. Additionally, over time and with practice, student's writing skills improved.

Adding Vectors across the North: Development of Laboratory Component of Distance Education Physics Course

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Spencer, V. K.; Solie, D. J.

2010-12-01

Bush Physics for the 21st Century (BP21) is a distance education physics course offered through the Interior Aleutians Campus of the University of Alaska Fairbanks. It provides an opportunity for rural Alaskan high school and community college students, many of whom have no other access to advanced science courses, to earn university science credit. The curriculum is mathematically rigorous and includes a laboratory component to prepare students who wish to pursue science and technology careers. The laboratory component has been developed during the past 3 years. Students learn lab safety, basic laboratory technique, experiment components and group collaboration. Experiments have place-based themes and involve skills that translate to rural Alaska when possible. Preliminary data on the general effectiveness of the labs have been analyzed and used to improve the course.

Part I: Virtual laboratory versus traditional laboratory: Which is more effective for teaching electrochemistry? Part II: The green synthesis of aurones using a deep eutectic solvent

Science.gov (United States)

Hawkins, Ian C.

The role of the teaching laboratory in science education has been debated over the last century. The goals and purposes of the laboratory are still debated and while most science educators consider laboratory a vital part of the education process, they differ widely on the purposes for laboratory and what methods should be used to teach laboratory. One method of instruction, virtual labs, has become popular among some as a possible way of capitalizing on the benefits of lab in a less costly and more time flexible format. The research regarding the use of virtual labs is limited and the few studies that have been done on General Chemistry labs do not use the virtual labs as a substitute for hands-on experiences, but rather as a supplement to a traditional laboratory program. This research seeks to determine the possible viability of a virtual simulation to replace a traditional hands-on electrochemistry lab in the General Chemistry II course sequence. The data indicate that for both content knowledge and the development of hands-on skills the virtual lab showed no significant difference in overall scores on the assessments, but that an individual item related to the physical set-up of a battery showed better scores for the hands-on labs over the virtual labs. Further research should be done to determine if these results are similar in other settings with the use of different virtual labs and how the virtual labs compare to other laboratories using different learning styles and learning goals. One often cited purpose of laboratory experiences in the context of preparing chemists is to simulate the experiences common in chemical research so graduate experience in a research laboratory was a necessary part of my education in the field of laboratory instruction. This research experience provided me the opportunity, to complete an organic synthesis of aurones using a deep eutectic solvent. These solvents show unique properties that make them a viable alternative to ionic

Successful implementation of inquiry-based physiology laboratories in undergraduate major and nonmajor courses.

Science.gov (United States)

Casotti, G; Rieser-Danner, L; Knabb, M T

2008-12-01

Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular modifications were to improve the teaching of physiological concepts, teach students the scientific approach, and promote creative and critical thinking. We assessed our modifications using formative (laboratory exams, oral presentations, and laboratory reports) and summative evaluations (surveys, laboratory notebook, and an end of semester project). Students appreciated the freedom offered by the new curriculum and the opportunity to engage in the inquiry process. Results from both forms of evaluation showed a marked improvement due to the curricular revisions. Our analyses indicate an increased confidence in students' ability to formulate questions and hypotheses, design experiments, collect and analyze data, and make conclusions. Thus, we have successfully incorporated inquiry-based laboratories in both major and nonmajor courses.

Core courses in public health laboratory science and practice: findings from 2006 and 2011 surveys.

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DeBoy, John M; Beck, Angela J; Boulton, Matthew L; Kim, Deborah H; Wichman, Michael D; Luedtke, Patrick F

2013-01-01

We identified academic training courses or topics most important to the careers of U.S. public health, environmental, and agricultural laboratory (PHEAL) scientist-managers and directors, and determined what portions of the national PHEAL workforce completed these courses. We conducted electronic national surveys in 2006 and 2011, and analyzed data using numerical ranking, Chi-square tests comparing rates, and Spearman's formula measuring rank correlation. In 2006, 40 of 50 PHEAL directors identified 56 course topics as either important, useful, or not needed for someone in their position. These course topics were then ranked to provide a list of 31 core courses. In 2011, 1,659 of approximately 5,555 PHEAL scientific and technical staff, using a subset of 25 core courses, evidenced higher core course completion rates associated with higher-level job classification, advanced academic degree, and age. The 2011 survey showed that 287 PHEAL scientist-managers and directors, on average, completed 37.7% (n=5/13) of leadership/managerial core courses and 51.7% (n=6/12) of scientific core courses. For 1,659 laboratorians in all scientific and technical classifications, core-subject completion rates were higher in local laboratories (42.8%, n=11/25) than in state (36.0%, n=9/25), federal (34.4%, n=9/25), and university (31.2%, n=8/25) laboratories. There is a definable range of scientific, leadership, and managerial core courses needed by PHEAL scientist-managers and directors to function effectively in their positions. Potential PHEAL scientist-managers and directors need greater and continuing access to these courses, and academic and practice entities supporting development of this workforce should adopt curricula and core competencies aligned with these course topics.

Transitioning from Expository Laboratory Experiments to Course-Based Undergraduate Research in General Chemistry

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Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler

2016-01-01

General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and "messy" real-world data necessitates a change in student…

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

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Jason H. Sharp

2017-08-01

Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course

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Keshavarzi Z.

2016-02-01

Full Text Available Aims: Different education methods play crucial roles to improve education quality and students’ satisfaction. In the recent years, medical education highly changes through new education methods. The aim of this study was to compare medical students’ satisfaction in traditional and integrated methods of teaching physiology course. Instrument and Methods: In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test. Findings: Mean score of the students’ satisfaction in traditional method (24.80±3.48 was higher than integrated method (22.30±4.03; p<0.0001. In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%, sitting mode in the classroom (48%, an attribution of cell roles to the students (60%, showing movies and animations (76%, using models (84%, and using real animal parts (72% during teaching, as well as expressing clinical items to enhance learning motivations (76%. Conclusion: Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods. 

Behind the Final Grade in Hybrid v. Traditional Courses: Comparing Student Performance by Assessment Type, Core Competency, and Course Objective

Science.gov (United States)

Bain, Lisa Z.

2012-01-01

There are many different delivery methods used by institutions of higher education. These include traditional, hybrid, and online course offerings. The comparisons of these typically use final grade as the measure of student performance. This research study looks behind the final grade and compares student performance by assessment type, core…

Green Fluorescent Protein-Focused Bioinformatics Laboratory Experiment Suitable for Undergraduates in Biochemistry Courses

Science.gov (United States)

Rowe, Laura

2017-01-01

An introductory bioinformatics laboratory experiment focused on protein analysis has been developed that is suitable for undergraduate students in introductory biochemistry courses. The laboratory experiment is designed to be potentially used as a "stand-alone" activity in which students are introduced to basic bioinformatics tools and…

An Investigative Laboratory Course in Human Physiology Using Computer Technology and Collaborative Writing

Science.gov (United States)

FitzPatrick, Kathleen A.

2004-01-01

Active investigative student-directed experiences in laboratory science are being encouraged by national science organizations. A growing body of evidence from classroom assessment supports their effectiveness. This study describes four years of implementation and assessment of an investigative laboratory course in human physiology for 65…

Changing the way science is taught through gamified laboratories

DEFF Research Database (Denmark)

Bonde, Mads; Makransky, G.; Wandall, J.

2015-01-01

A large proportion of high school and college students indicate that they have little interest in science, and many graduate with marginal science competencies. However, laboratory exercises, usually the most engaging part of science courses, tend to be expensive, time consuming and occasionally...... the crime-scene case in an introductory, college-level, life science course was conducted revealed that a gamified laboratory simulation can significantly increase both learning outcomes and motivation levels when compared with, and particularly when combined with, traditional teaching....

The Advanced Lab Course at the University of Houston

Science.gov (United States)

Forrest, Rebecca

2009-04-01

The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.

Utilizing an Artificial Outcrop to Scaffold Learning Between Laboratory and Field Experiences in a College-Level Introductory Geology Course

Science.gov (United States)

Wilson, Meredith

Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate students from a traditional laboratory setting to an authentic field environment. Utilizing an artificial outcrop, called the GeoScene, during an introductory college-level non-majors geology course, the transition was studied. The GeoScene was utilized in this study as an intermediary between laboratory and authentic field based experiences, allowing students to apply traditional laboratory learning in an outdoor environment. The GeoScene represented a faux field environment; outside, more complex and tangible than a laboratory, but also simplified geologically and located safely within the confines of an educational setting. This exploratory study employed a mixed-methods action research design. The action research design allowed for systematic inquiry by the teacher/researcher into how the students learned. The mixed-methods approach garnered several types of qualitative and quantitative data to explore phenomena and support conclusions. Several types of data were collected and analyzed, including: visual recordings of the intervention, interviews, analytic memos, student reflections, field practical exams, and a pre/post knowledge and skills survey, to determine whether the intervention affected student comprehension and interpretation of geologic phenomena in an authentic field environment, and if so, how. Students enrolled in two different sections of the same laboratory course, sharing a common lecture, participated in laboratory exercises implementing experiential learning and constructivist pedagogies that focused on learning the basic geological skills necessary for work in a field environment. These laboratory

Metaphorical Perceptions of Prospective Music Teachers towards "Traditional Turkish Classical Music Course" Concept

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Eldemir, Abdurrahim Can

2016-01-01

The purpose of this study is to determine the perceptions of prospective music teachers towards Traditional Turkish Art Music course by means of metaphors. Phenomenological design, one of qualitative study methods, was used in the study. The study group of our research consists of juniors and seniors studying in the Music Education Division,…

The Importance of a Laboratory Section on Student Learning Outcomes in a University Introductory Earth Science Course

Science.gov (United States)

Forcino, Frank L.

2013-01-01

Laboratory sections of university Earth science courses provide hands-on, inquiry-based activities for students in support of lecture and discussion. Here, I compare student conceptual knowledge outcomes of laboratory sections by administering an independent concept inventory at the beginning and end of two courses: one that had a lecture and a…

Fluid Mechanics Experiments as a Unifying Theme in the Physics Instrumentation Laboratory Course

Science.gov (United States)

Borrero-Echeverry, Daniel

2017-11-01

We discuss the transformation of a junior-level instrumentation laboratory course from a sequence of cookbook lab exercises to a semester-long, project-based course. In the original course, students conducted a series of activities covering the usual electronics topics (amplifiers, filters, oscillators, logic gates, etc.) and learned basic LabVIEW programming for data acquisition and analysis. Students complained that these topics seemed disconnected and not immediately applicable to ``real'' laboratory work. To provide a unifying theme, we restructured the course around the design, construction, instrumentation of a low-cost Taylor-Couette cell where fluid is sheared between rotating coaxial cylinders. The electronics labs were reworked to guide students from fundamental electronics through the design and construction of a stepper motor driver, which was used to actuate the cylinders. Some of the legacy labs were replaced with a module on computer-aided design (CAD) in which students designed parts for the apparatus, which they then built in the departmental machine shop. Signal processing topics like spectral analysis were introduced in the context of time-series analysis of video data acquired from flow visualization. The course culminated with a capstone project in which students conducted experiments of their own design on a variety of topics in rheology and nonlinear dynamics.

The Dynamics of Project-Based Learning Extension Courses: The "Laboratory of Social Projects" Case Study

Science.gov (United States)

Arantes do Amaral, Joao Alberto

2017-01-01

In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, "Laboratory of Social Projects." The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of…

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

Science.gov (United States)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Internet, Multimedia and Virtual Laboratories in a 'Third World' Environment.

Science.gov (United States)

Monge-Najera, Julian Antonio; Rivas Rossi, Marta; Mendez-Estrada, Victor Hugo

2001-01-01

Describes the development of low-cost multimedia courses and materials for use on the Internet, as well as virtual laboratories, at the Universidad Estatal a Distancia (Costa Rica). Explains how simultaneous production of traditional printed materials and online courses, outsourcing, and the use of HTML and Java can reduce costs for developing…

Laboratory studies of imitation/field studies of tradition: towards a synthesis in animal social learning.

Science.gov (United States)

Galef, Bennett G

2015-03-01

Here I discuss: (1) historical precedents that have resulted in comparative psychologists accepting the two-action method as the "gold standard" in laboratory investigations of imitation learning, (2) evidence suggesting that the two-action procedure may not be adequate to answer questions concerning the role of imitation in the development of traditional behaviors of animals living in natural habitat, and (3) an alternative approach to the laboratory study of imitation that might increase the relevance of laboratory studies of imitation to the work of behavioral ecologists/primatologists interested in animal traditions and their relationship to human cumulative culture. This article is part of a Special Issue entitled: Tribute to Tom Zentall. Copyright © 2014 Elsevier B.V. All rights reserved.

Effect of Using Separate Laboratory and Lecture Courses for Introductory Crop Science on Student Performance.

Science.gov (United States)

Wiebold, W. J.; Slaughter, Leon

1986-01-01

Reviews a study that examined the effects of laboratories on the grade performance of undergraduates in an introductory crop science course. Results indicated that students enrolled in lecture and laboratory concurrently did not receive higher lecture grades than students enrolled solely in lecture, but did have higher laboratory grades. (ML)

Transition of a traditional pharmacology course for dental students to an online delivery format: a pilot project.

Science.gov (United States)

Gadbury-Amyot, Cynthia C; Brockman, William G

2011-05-01

The purpose of this report is to describe the rationale and subsequent transition of a pharmacology course for dental students from a traditional face-to-face lecture format to online delivery using a course management system (CMS). A dental school faculty member with dental and pharmacology degrees and a Ph.D. was asked to serve as course director and to develop and implement a nontraditional course using the Blackboard CMS technology, which houses asynchronous course content materials, study guides, and online resource materials. Respondus software was used to create, manage, and administer weekly online quizzes. A comprehensive midterm and final examination were conducted in a traditional face-to-face setting. A survey was used to capture student satisfaction with this self-directed introductory pharmacology course. Participants were second-year dental students (Classes of 2011 and 2012). There was a survey response rate of 91 percent (179/197). The Likert-style survey questions produced ordinal data from which the median and interquartile range were calculated. On a scale in which 1=Poor, 5=Excellent, the median evaluation for the instructor was 4 (IQR=1.5). On a global question that asked how students rate the course overall, the median score was 4 (IQR=1.0). Results show that a majority of students were positive about the online delivery of the introductory pharmacology course and for many students this was their first online course experience. Resistance to self-directed learning was a theme with those students who rated the course poorly. In a comparison of overall course grades from the previous year, student performance in this course was much stronger. As a result of student feedback seeking more interaction with the course director, it was determined that the next time the course is offered there will be additional opportunities for greater face-to-face time with the instructor. Ongoing evaluation will be important as new teaching technologies emerge

Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course

Science.gov (United States)

Evans, Hedeel Guy; Heyl, Deborah L.; Liggit, Peggy

2016-01-01

This biochemistry laboratory course was designed to provide significant learning experiences to expose students to different ways of succeeding as scientists in academia and foster development and improvement of their potential and competency as the next generation of investigators. To meet these goals, the laboratory course employs three…

Mixed Methods Student Evaluation of an Online Systemic Human Anatomy Course with Laboratory

Science.gov (United States)

Attardi, Stefanie M.; Choi, Suwhan; Barnett, John; Rogers, Kem A.

2016-01-01

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a…

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.

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

Science.gov (United States)

Lark, Adam

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

Infusing Traditional Knowledge and Ways of Knowing into Science Communication Courses at the University of Hawai'i

Science.gov (United States)

Lemus, Judith D.; Seraphin, Kanesa Duncan; Coopersmith, Ann; Correa, Carly K. V.

2014-01-01

We describe a philosophy and process by which cultural awareness and traditional ways of knowing were incorporated into courses on communicating ocean sciences for college and graduate students in Hawai'i. The result is a culturally relevant framework that contextualizes the course for Hawai'i audiences while also enabling students to better…

The Effect of an Open-Ended Design Experience on Student Achievement in an Engineering Laboratory Course

Directory of Open Access Journals (Sweden)

Matthew Cullin

2017-11-01

Full Text Available This study explores the effect of incorporating an Open-Ended Design Experience (OEDE into an undergraduate materials science laboratory taken by third-year mechanical engineering students. The focus of the OEDE was carbon fiber reinforced plastics and sandwich structures. The results indicate that the incorporation of OEDE’s in laboratory courses produces significant benefits in terms of student engagement, participation, and perception of competence. In addition, the OEDE was found to enhance students’ ability to apply related concepts as compared to non-OEDE lab activities. The authors conclude that the incorporation of OEDE’s can increase the effectiveness of engineering laboratory courses.

Lecture Meets Laboratory - Experimental Experiences for Large Audiences: Concept and Implementation

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Katrin Temmen

2014-10-01

Full Text Available Lecture courses are an integral part of academia with a long tradition. The efficiency of such courses can be notably increased by active participation of students in the learning process. This article will elaborate on a re-structuring of an engineering lecture attended by more than 400 students; during the course, laboratory experiments are integrated directly into the lecture, allowing students to gain their own practical experience.

Use of a Laboratory Field Project in an Introductory Crop Science Course.

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Lane, Robert A.

1986-01-01

Assesses the benefits resulting from a laboratory field project and report for agricultural students in an introductory crop science course. Student responses to evaluation statements indicated that the project helped them identify crops, understand cultural and management practices, and recognize environmental influences that affect crop…

Open-Ended versus Guided Laboratory Activities: Impact on Students' Beliefs about Experimental Physics

Science.gov (United States)

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

2016-01-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the…

Upgrade of a radiation measurement laboratory course at the University of Florida

International Nuclear Information System (INIS)

Thomsen, L.M.; Bolch, W.E.; Wagner, T.H.

1996-01-01

The open-quotes Nuclear Radiation Detection and Instrumentation Laboratoryclose quotes course at the University of Florida provides health physics students with virtually their only hands-on exposure to the radiation measurement equipment used in professional practice. To better prepare students for employment, the course is currently under revision, with implementation of the revised course scheduled for fall semester 1996. The primary goal is to improve student understanding of the inherent strengths and limitations of various gas-filled, scintillation, and semiconductor detectors. A secondary goal is to improve student writing skills. To devise lab exercises that meet these goals, a six-step method for systematic laboratory course improvement was developed and used to guide the revision process. First, course objectives were delineated. Second, obstacles to achieving these course objectives were candidly assessed. Third, the course objectives were prioritized to ensure that the most important ones were met within the given time and equipment constraints. Fourth, performance-based learning objectives were written for each exercise. Fifth, exercises were developed that enable students to achieve the learning objectives specified. Sixth, when the revised course is implemented, its teaching effectiveness will be measured and steps will be taken to improve further. Course revision is nearly complete, and the new exercises promise to significantly improve both student technical knowledge and communication skill

Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course

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Kadayifci, Hakki; Yalcin-Celik, Ayse

2016-01-01

This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science…

Exploring Differences in Preference for On-Line versus Traditional Classroom Delivery of a Freshmen Introduction to Global Business Course

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Levine, Mark; Guy, Paul; Straus, Peter; Levine, H. T.

2009-01-01

The present study investigates whether pre-business students, after having completed a traditional in class freshmen introduction to global business course, express a difference in preference for such a course to be delivered online versus classroom or no preference at all. The study further explores whether four variables: 1) number of units of…

Using Alternative Teaching Techniques To Enhance Student Performance in the Traditional Introductory Public Relations Course.

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Lubbers, Charles A.

2002-01-01

Examines the value of two alternative tools as supplements for the traditional introduction to public relations course. Considers the usage of a study manual, usage of televised review sessions, year in school and major status. Indicates that all four variables are significantly correlated with class performance, but that the study manual explains…

PAL(TM) 2.0 Human Anatomy Software Tool Use in Community College Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

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Kuyatt, Brian Lee

2012-01-01

Human anatomy courses, with laboratory, are curricular requirements in graduate medical, undergraduate nursing, and all allied health science programs. Anatomy laboratory courses engage students in hands-on activities, including human cadaver or mammalian dissection, supported by photos from textbooks, detailed plastic models or human anatomical…

Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences†

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Mader, Catherine M.; Beck, Christopher W.; Grillo, Wendy H.; Hollowell, Gail P.; Hennington, Bettye S.; Staub, Nancy L.; Delesalle, Veronique A.; Lello, Denise; Merritt, Robert B.; Griffin, Gerald D.; Bradford, Chastity; Mao, Jinghe; Blumer, Lawrence S.; White, Sandra L.

2017-01-01

Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty. PMID:28861141

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

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

2014-01-01

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

Experiences with fast breeder reactor education in laboratory and short course settings

International Nuclear Information System (INIS)

Waltar, A.E.

1983-01-01

The breeder reactor industry throughout the world has grown impressively over the last two decades. Despite the uncertainties in some national programs, breeder reactor technology is well established on a global scale. Given the magnitude of this technological undertaking, there has been surprisingly little emphasis on general breeder reactor education - either at the university or laboratory level. Many universities assume the topic too specialized for including appropriate courses in their curriculum - thus leaving students entering the breeder reactor industry to learn almost exclusively from on-the-job experience. The evaluation of four course presentations utilizing visual aids is presented

NATURE OF TEACHER-STUDENTS’ INTERACTION IN ELECTRONIC LEARNING AND TRADITIONAL COURSES OF HIGHER EDUCATION- A REVIEW

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Sufiana Khatoon MALIK

2011-10-01

Full Text Available Present paper explores differential teacher-student interaction in electronic learning (el and in face to face traditional learning (tl courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes it was found that teacher-students interaction is significantly different in el and tl higher education courses. There are fewer opportunities for developing students’ moral judgment, critical thinking, communication and interpersonal skills in teacher-students interaction in el courses at higher education level. Courses of tl do provide opportunities to students for developing their developing moral judgment, critical thinking, communication and interpersonal skills through face to face interaction with the teacher in direct communication and group discussions on past and current issues along with learning achievement. Arrangement for conducting local educational conference for some e. courses may arrange and participation in such conferences for e. learners may be made mandatory for qualifying a particular degree. El course may be redesigned and practical activities may be incorporate for developing in students’ moral judgment, critical thinking, communication and interpersonal skills.

Authentic Learning Enviroment in Analytical Chemistry Using Cooperative Methods and Open-Ended Laboratories in Large Lecture Courses

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Wright, John C.

1996-09-01

chemistry, in addition to increasing the depth of coverage of the material and the students' comprehension levels. Although these benefits are usually expected from small colleges, it has become clear that they can also be achieved in large-enrollment universities. Course Elements The important elements in the open-ended projects are identified during the planning of the course and are brought into the course from its beginning in order to establish a central theme that continues throughout the course. Eight changes have been made in the course where these themes are emphasized: an absolute grading scale is announced at the beginning of the course a student board of directors is appointed to oversee all aspects of the course students read and analyze research papers interactive techniques are introduced in the lecture spreadsheet programs are used for homework and laboratory problems cooperative examinations complement traditional examinations open-ended laboratory projects replace many standard laboratory experiments Grading The absolute grading scale is recognized as an essential element to a course where students work cooperatively, because the competition in a course graded on the curve discourages cooperation (4). Grades are determined by a mixture of traditional examinations and quizzes, cooperative examinations, problem sets, laboratory grades based on quantitative unknowns, and group and individual grades on open-ended projects. Several methods have been used to arrive at individual grades for group projects, but the most effective has been a peer grade assigned by the team members. For a four-member team, each individual will receive grades from the other three members and the results are averaged. The individuals consider a person's effort, team skills, and contributions. The individual grades are then normalized to the team grade. Student Formative Assessment A student board of directors is appointed from volunteers using student diversity and representation from

Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

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O'Malley, Patrick J.; Agger, Jonathan R.; Anderson, Michael W.

2015-01-01

An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is…

Infusing Bioinformatics and Research-Like Experience into a Molecular Biology Laboratory Course

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Nogaj, Luiza A.

2014-01-01

A nine-week laboratory project designed for a sophomore level molecular biology course is described. Small groups of students (3-4 per group) choose a tumor suppressor gene (TSG) or an oncogene for this project. Each group researches the role of their TSG/oncogene from primary literature articles and uses bioinformatics engines to find the gene…

Laboratory projects using inquiry-based learning: an application to a practical inorganic course

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José G. Carriazo

2011-01-01

Full Text Available This paper reports how laboratory projects (LP coupled to inquiry-based learning (IBL were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses, communicational, environmental and application abilities were revealed by the students throughout the experimental course.

A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

Science.gov (United States)

Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

2018-05-01

While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

Science.gov (United States)

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

2016-12-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

Radio Wavelength Studies of the Galactic Center Source N3, Spectroscopic Instrumentation For Robotic Telescope Systems, and Developing Active Learning Activities for Astronomy Laboratory Courses

Science.gov (United States)

Ludovici, Dominic Alesio

2017-08-01

The mysterious radio source N3 appears to be located within the vicinity of the Radio Arc region of the Galactic Center. To investigate the nature of this source, we have conducted radio observations with the VLA and the VLBA. Continuum observations between 2 and 50 GHz reveal that N3 is an extremely compact and bright source with a non-thermal spectrum. Molecular line observations with the VLA reveal a compact molecular cloud adjacent to N3 in projection. The properties of this cloud are consistent with other galactic center clouds. We are able to rule out several hypotheses for the nature of N3, though a micro-blazar origin cannot be ruled out. Robotic Telescope systems are now seeing widespread deployment as both teaching and research instruments. While these systems have traditionally been able to produce high quality images, these systems have lacked the capability to conduct spectroscopic observations. To enable spectroscopic observations on the Iowa Robotic Observatory, we have developed a low cost (˜ 500), low resolution (R ˜ 300) spectrometer which mounts inside a modified filter wheel and a moderate cost (˜ 5000), medium resolution (R ˜ 8000) fiber-fed spectrometer. Software has been developed to operate both instruments robotically and calibration pipelines are being developed to automate calibration of the data. The University of Iowa offers several introductory astronomy laboratory courses taken by many hundreds of students each semester. To improve student learning in these laboratory courses, we have worked to integrate active learning into laboratory activities. We present the pedagogical approaches used to develop and update the laboratory activities and present an inventory of the current laboratory exercises. Using the inventory, we make observations of the strengths and weaknesses of the current exercises and provide suggestions for future refinement of the astronomy laboratory curriculum.

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

Directory of Open Access Journals (Sweden)

Shirley S.M. Fong

2017-08-01

Full Text Available Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015 and a control group (2013-2014 and 2015-2016, respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ, Revised Study Process Questionnaire (R-SPQ-2F and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05. The GPQ individual accountability and equal opportunity scores (components of collaboration were higher in the wiki group than in the control group (p < 0.001. No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score. Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning

Comparison of traditional advanced cardiac life support (ACLS) course instruction vs. a scenario-based, performance oriented team instruction (SPOTI) method for Korean paramedic students.

Science.gov (United States)

Lee, Christopher C; Im, Mark; Kim, Tae Min; Stapleton, Edward R; Kim, Kyuseok; Suh, Gil Joon; Singer, Adam J; Henry, Mark C

2010-01-01

Current Advanced Cardiac Life Support (ACLS) course instruction involves a 2-day course with traditional lectures and limited team interaction. We wish to explore the advantages of a scenario-based performance-oriented team instruction (SPOTI) method to implement core ACLS skills for non-English-speaking international paramedic students. The objective of this study was to determine if scenario-based, performance-oriented team instruction (SPOTI) improves educational outcomes for the ACLS instruction of Korean paramedic students. Thirty Korean paramedic students were randomly selected into two groups. One group of 15 students was taught the traditional ACLS course. The other 15 students were instructed using a SPOTI method. Each group was tested using ACLS megacode examinations endorsed by the American Heart Association. All 30 students passed the ACLS megacode examination. In the traditional ACLS study group an average of 85% of the core skills were met. In the SPOTI study group an average of 93% of the core skills were met. In particular, the SPOTI study group excelled at physical examination skills such as airway opening, assessment of breathing, signs of circulation, and compression rates. In addition, the SPOTI group performed with higher marks on rhythm recognition compared to the traditional group. The traditional group performed with higher marks at providing proper drug dosages compared to the SPOTI students. However, the students enrolled in the SPOTI method resulted in higher megacode core compliance scores compared to students trained in traditional ACLS course instruction. These differences did not achieve statistical significance due to the small sample size. Copyright 2010 Elsevier Inc. All rights reserved.

Effectiveness of Inquiry-Based Learning in an Undergraduate Exercise Physiology Course

Science.gov (United States)

Nybo, Lars; May, Michael

2015-01-01

The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews)…

Evaluating dissection in the gross anatomy course: Correlation between quality of laboratory dissection and students outcomes.

Science.gov (United States)

Nwachukwu, Chika; Lachman, Nirusha; Pawlina, Wojciech

2015-01-01

Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners(®) (NBME(®) ) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (>70%) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments. © 2014 American Association of Anatomists.

Effect of Cooperative Learning and Traditional Methods on Students' Achievements and Identifications of Laboratory Equipments in Science-Technology Laboratory Course

Science.gov (United States)

Aydin, Suleyman

2011-01-01

Science lessons taught via experiments motivate the students, and make them more insistent on learning science. This study aims to examine the effects of cooperative learning on students' academic achievements and their skills in identifying laboratory equipments. The sample for the study consisted of a total of 43 sophomore students in primary…

The Implementation of a New Method of Student Assessment in a Pathogenic Bacteriology Laboratory Course

Directory of Open Access Journals (Sweden)

M. Frances Hite

2009-12-01

Full Text Available A new case study method of assessment was developed to challenge advanced undergraduate biology majors interested in medical careers and allied health professions. This method is an alternative to traditional "unknown" identifications used in many microbiology laboratories. Students used various biochemical tests and selective media throughout the course to identify organisms cultured from their own bodies. In preparing a final assessment for the course, an assignment was developed to challenge the students to apply what they had learned in a medically relevant setting. Also of importance was the elimination of further biochemical testing by these students and prevention of contact with strict pathogens in this lab, due to budget and safety constraints, respectively. Each student was provided with a clinical specimen data record sheet and additional information about their "diseased patient". Students used analytical skills and critical thinking, as well as knowledge gained throughout the semester, to logically deduce the causative agent of disease in the mock patients. Students were required to: (i describe the steps in this logical deduction, (ii provide a brief overview of the characteristics and virulence factors of the organism(s, (iii investigate all disease(s caused by the organism, (iv describe symptomology of the patient in detail, and (v investigate disease treatment and prevention methods. The final assignment involved library and Internet research and culminated in a written report, which further developed writing and communication skills. Detailed descriptions of and materials for this assignment are provided along with an overall evaluation of this method after implementation.

Course Format Effects on Learning Outcomes in an Introductory Statistics Course

Science.gov (United States)

Sami, Fary

2011-01-01

The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

Audio-Tutorial Versus Conventional Lecture-Laboratory Instruction in a University Animal Biology Course.

Science.gov (United States)

Rowsey, Robert E.

The purpose of this study was to analyze two methods of instruction used in an animal biology course. One group of students, the experimental group, was taught using an audio-tutorial program, and another group, the control group, was taught using the conventional lecture-laboratory method. Pretest and posttest data were collected from achievement…

Interactive tele-education applied to a distant clinical microbiology specialization university course.

Science.gov (United States)

Andreazzi, Denise B; Rossi, Flávia; Wen, Chao L

2011-09-01

The microbiology laboratory provides a strategic support for infectious disease diagnosis and also alerts the medical community about bacterial resistance to antibiotics. The microbiologists' training is a challenge in Brazil, a country with an extensive territory, a diverse population, and disparity of resource allocation. The aim of this study was to implement an interactive tele-educational course in clinical microbiology to reach distant laboratory workers and to improve their professional skills. The course scientific content was defined according to competences associated, distributed in 560 h, with laboratory practices (knowledge matrix-contextual education). The 11-module course structure comprised 70% distance learning, 22% on campus (integrated modules), and 8% monographs. The group included 7 physicians and 21 microbiologists from 20 different Brazilian cities. The time flexibility and location were the two main reasons for student participation, thus decreasing absences to the workplace, different from the traditional teaching methodologies. The group performance was measured by monthly evaluations, and 1 year postcourse, the researcher visited their workplace. There was significant improvement in microbiological practices performed before compared with after group participation. Therefore, 76.9% of laboratory practices were modified because of the knowledge acquired in the course. Students showed behavioral changes in relation to performance in infection control as well as on the dissemination of their knowledge. This specialization course using distance education did not compromise the quality. This educational methodology represents an alternative to teach clinical microbiology to laboratory workers from remote hospitals, as a nationwide continuing educational strategy.

Connecting Biology and Organic Chemistry Introductory Laboratory Courses through a Collaborative Research Project

Science.gov (United States)

Boltax, Ariana L.; Armanious, Stephanie; Kosinski-Collins, Melissa S.; Pontrello, Jason K.

2015-01-01

Modern research often requires collaboration of experts in fields, such as math, chemistry, biology, physics, and computer science to develop unique solutions to common problems. Traditional introductory undergraduate laboratory curricula in the sciences often do not emphasize connections possible between the various disciplines. We designed an…

Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.

Science.gov (United States)

Griff, Edwin R

2016-09-01

In the present article, a veteran lecturer of human anatomy and physiology taught several sections of the laboratory component for the first time and shares his observations and analysis from this unique perspective. The article discusses a large-enrollment, content-heavy anatomy and physiology course in relationship to published studies on learning and student self-efficacy. Changes in the laboratory component that could increase student learning are proposed. The author also points out the need for research to assess whether selective curricular changes could increase the depth of understanding and retention of learned material. Copyright © 2016 The American Physiological Society.

Reactor laboratory course for Korean under-graduate students in Kyoto University Critical Assembly (KUGSiKUCA)

International Nuclear Information System (INIS)

Pyeon, Cheol Ho; Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Shiroya, Seiji; Whang, Joo Ho; Kim, Myung Hyun

2005-01-01

The Reactor Laboratory Course for Korean Under-Graduate Students has been carried out at Kyoto University Critical Assembly of Japan. This course has been launched from fiscal year 2003 and has been founded by Ministry of Science and Technology of Korean Government. Since then, the total number of 43 Korean under-graduate students, who have majored in nuclear engineering of 6 universities in all over the Korea, has been taken part in this course. The reactor physics experiments have been performed in this course, such as Approach to criticality, Control rod calibration, Measurement of neutron flux and power calibration, and Educational reactor operation. As technical tour of Japan, nuclear site tour has been taken during their stay in Japan, such as PWR, FBR, nuclear fuel company and some institutes

Using High-Precision Specific Gravity Measurements to Study Minerals in Undergraduate Geoscience Courses

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Brandriss, Mark E.

2010-01-01

This article describes ways to incorporate high-precision measurements of the specific gravities of minerals into undergraduate courses in mineralogy and physical geology. Most traditional undergraduate laboratory methods of measuring specific gravity are suitable only for unusually large samples, which severely limits their usefulness for student…

Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

Science.gov (United States)

George, Linda A.; Brenner, Johanna

2010-01-01

The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…

A Survey on Faculty Perspectives on the Transition to a Biochemistry Course-Based Undergraduate Research Experience Laboratory

Science.gov (United States)

Craig, Paul A.

2017-01-01

It will always remain a goal of an undergraduate biochemistry laboratory course to engage students hands-on in a wide range of biochemistry laboratory experiences. In 2006, our research group initiated a project for "in silico" prediction of enzyme function based only on the 3D coordinates of the more than 3800 proteins "of unknown…

The Physics Multimedia Laboratory at Arkansas State University

Science.gov (United States)

Sustich, Andrew

1997-11-01

With the help of an NSF-ILI grant, we have revamped our introductory calculus-based sequence. The course now meets six hours per week entirely in the laboratory without traditional lectures. Multimedia computers together with MBL probes and software provide a hands-on interactive curriculum that actively engages students throughout the class period. An innovative web-based individualized homework service provides for a meaningful homework component to the course and gives students immediate feedback on their solutions. We discuss impementation of this new course and results from its first offering. We will also discuss some of the problems associated with faculty attitudes and plans for conversion of the algebra-based sequence to a similar format.

Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

Science.gov (United States)

Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

2010-12-01

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two

Annual course of retraining for the occupational exposure personnel of the laboratory of internal dosimetry

International Nuclear Information System (INIS)

Alfaro L, M.M.

2002-09-01

The general objective of this report is to instruct the personnel in the basic concepts of radiological protection and in the Manual of Procedures of Radiological Safety of the Laboratory of Internal Dosimetry. Also, to exchange experiences during the activities that are carried out in the laboratory and in the knowledge of abnormal situations. The referred Manual consists of 14 procedures and 5 instructions which are listed in annex of this document. The content of this course consists of three topics: 1. Basic principles of radiological protection to reduce the received dose equivalent. 2. Use of radiation measurer equipment. 3. Emergency procedures of the laboratory of internal dosimetry. (Author)

The development of a new chemistry lab course

DEFF Research Database (Denmark)

Troelsen, Rie Nørager Popp

2007-01-01

teaching form and the important learning goals of the course. ? Peer reviews and student talks as assessment is added to the traditional assessment forms. ? The pedagogic of teaching in the lab is given high priority. All members of the teaching staff must at least be aware of the elements...... research and developmental projects with focus on competence-based teaching in a lab work setting. The next step is to describe the first edition of the laboratory course and to analyse it in terms of the relationship between the teacher?s intended objectives and the students? perceived learning outcome...... course. This should have some general features: ? The course is structured with a theoretical and technical introduction followed by the students working on their own projects in groups of two or three. ? The students and the involved teachers negotiate a ?didactical contract?, which points out preferred...

Development of a Wiimote-based Gesture Recognizer in a Microprocessor Laboratory Course

Directory of Open Access Journals (Sweden)

Alberto Lorente Leal

2011-03-01

Full Text Available This gesture recognizer, developed by students in a third-year microprocessor-based laboratory course, takes Wii remote (Wiimote as an input device to estimate the movements of the user and to compare the detected trajectory with the previously learnt movements, in order to carry out the associated actions. Such a cheap state-of-the-art wireless user interface is very attractive for the students and can be used in many interactive applications, from robotics to virtual reality and multimedia presentations. By combining commercially-available hardware, pattern-matching techniques and programming skills, we are able to foster students' interest on developing innovative potentially-marketable systems. This freeware project, implemented as a configurable publicly-available library, can be adapted to the needs of any course or student. In our laboratory this open-source DLL is used for remotely controlling a robot (based on an open-hardware Arduino platform, using a PC and the Wiimote, although the DLL can be integrated in any C, C++, Java or C# project. A GUI application (based on a Model-View-Presenter paradigm is also provided and can be used as a template for new applications or just for debugging purposes. Although the developed application only uses data from the accelerometers, data from the infrared camera and buttons of the Wiimote is also available.

Using an Online Remote Laboratory for Electrical Experiments in Upper Secondary Education

Directory of Open Access Journals (Sweden)

Lars Håkansson

2012-03-01

Full Text Available The use of remote laboratories in courses at university level has been reported in literature numerous times since the mid 90’s. In this article focus is on activities carried out by teachers and students, at the Upper Secondary School Level, using the remote laboratory VISIR (Virtual Instrument Systems in Reality. The Upper Secondary School, Katedralskolan in Lund, Sweden, cooperate with Blekinge Institute of Technology, Sweden, in a project that concerns the introduction of remote laboratory environment suitable for Upper Secondary School science courses. A remote laboratory in electronics has been introduced and is used as a complement to the traditional workbench in the hands-on laboratory. Significant results from the project are; 1 the great interest shown by the students for the remote experiments, 2 the students appreciation for the fact that it was not simulations but actual real experiments, 3 the remote laboratory is easy to implement for use by both teachers and students and 4 it can be used simultaneously by many students.

Towards Applied Ethnomusicology – The Traditional Music Laboratory of the Institute of Music and Dance

Directory of Open Access Journals (Sweden)

Weronika Grozdew-Kołacińska

2016-12-01

Full Text Available The text describes the activities of Traditional Music Laboratory of the Institute of Music and Dance, which was established on 17 June 2015 in Warsaw. The main objective of the Laboratory’s programs is to support traditional music transmission in a direct „master-apprentice” relationship and to facilitate an interdisciplinary, long-term collaboration between animators, researchers, scholars, artists, pedagogues and civil servants under subsidy of Polish Ministry of Culture and National Heritage. Ideas discussed in this paper arise from the content of the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage (2003 as well as the assumptions of applied ethnomusicology (the International Council for Traditional Music, Study Group on Applied Ethnomusicology. The question that needs to be asked in the context of the above-mentioned perspectives is how to describe the problem of the continuity of the traditional forms of musical practices in the context of new phenomena, such as the “revival”, “return”, “revitalization” or “reconstruction”, in Poland. The paper focuses on a brief overview of educational and cultural actions taken by chosen NGOs, foundations and associations organized in an informal initiative known as the Forum of Traditional Music.

Virtual Laboratory "vs." Traditional Laboratory: Which Is More Effective for Teaching Electrochemistry?

Science.gov (United States)

Hawkins, Ian; Phelps, Amy J.

2013-01-01

The use of virtual laboratories has become an increasing issue regarding science laboratories due to the increasing cost of hands-on laboratories, and the increase in distance education. Recent studies have looked at the use of virtual tools for laboratory to be used as supplements to the regular hands-on laboratories but many virtual tools have…

A Project-Based Biochemistry Laboratory Promoting the Understanding and Uses of Fluorescence Spectroscopy in the Study of Biomolecular Structures and Interactions

Science.gov (United States)

Briese, Nicholas; Jakubowsk, Henry V.

2007-01-01

A laboratory project for a first semester biochemistry course is described, which integrates the traditional classroom study of the structure and function of biomolecules with the laboratory study of these molecules using fluorescence spectroscopy. Students are assigned a specific question addressing the stability/function of lipids, proteins, or…

Introduction to clinical pathology: A brief course of laboratory medicine in the field for medical students

Science.gov (United States)

Omidifar, Navid; Keshtkari, Ali; Dehghani, Mohammadreza; Shokripour, Mansoureh

2017-01-01

OBJECTIVES: Teaching of clinical pathology to medical students has been ignored in many countries such as Iran. We aim to introduce a practical brief course and its proper timing. MATERIALS AND METHODS: Three groups of medical students from consecutive years of entrance passed a 1.5 working day practical course on the field. Their level of knowledge was assessed by pre- and post-tests. Their idea and satisfaction were gathered by questionnaires. RESULTS: Knowledge of students became significantly higher after the course. Their satisfaction was high. Students in later year of education got significantly higher marks. Most of the students wished such a course should be away from basic sciences period and as near as possible to internship. DISCUSSION: Due to overloaded curriculum of general medicine in Iran, we decided to run a brief practical course of laboratory medicine education for medical students. Although the course was practical, the knowledge of students became higher. Students with more clinical experience and knowledge absorbed more. Being actively involved in the classes lit the enthusiasm of students and made them satisfied with the course. It seemed that the course should be placed in later years of clinical training to get the best uptake and results. PMID:29114552

An Alternative Educational Approach for an Inorganic Chemistry Laboratory Course in Industrial and Chemical Engineering

Science.gov (United States)

Garces, Andres; Sanchez-Barba, Luis Fernando

2011-01-01

We describe an alternative educational approach for an inorganic chemistry laboratory module named "Experimentation in Chemistry", which is included in Industrial Engineering and Chemical Engineering courses. The main aims of the new approach were to reduce the high levels of failure and dropout on the module and to make the content match the…

Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.

Science.gov (United States)

Nagel, Anastasia; Nicholas, Andrea

2017-01-01

Active teaching is increasingly accepted as a better option for higher education STEM courses than traditional lecture-based instruction. However, concerns remain regarding student preferences and the impact of increased course structure on teaching evaluations. Undergraduates in a non-majors neuropharmacology course were enrolled in an enriched blended course format, providing online case-based learning opportunities in a large lecture hall setting. Students working in small assigned groups solved weekly case studies developed to teach basic neuropharmacology concepts. All case study assignments were peer reviewed and content was further reinforced with a weekly online quiz. A comparison of scores on equivalent midterm and final exam questions revealed that students enrolled in the High-Structure course scored better than students from the previous year that took a more traditional Low-Structure lecture-based course. Student performance increased significantly for exam questions that required Bloom's level understanding. When surveyed, students in the High-Structure course reported some regret for the lack of traditional lecture and revealed some disapproval towards the extra work required for active teaching and peer review. Yet, we saw no change in quantitative instructor evaluation between sections, challenging the idea that student resistance towards increased work lowers course evaluation scores. Future instructors using active learning strategies may benefit from revealing to students the value of increased course structure on performance outcomes compared with traditional lecture courses.

Benefits of Case-Based versus Traditional Lecture-Based Instruction in a Preclinical Removable Prosthodontics Course.

Science.gov (United States)

Samuelson, David B; Divaris, Kimon; De Kok, Ingeborg J

2017-04-01

This study compared the acceptability and relative effectiveness of case-based learning (CBL) versus traditional lecture-based (LB) instruction in a preclinical removable prosthodontics course in the University of North Carolina at Chapel Hill School of Dentistry DDS curriculum. The entire second-year class (N=82) comprised this crossover study's sample. Assessments of baseline comprehension and confidence in removable partial denture (RPD) treatment planning were conducted at the beginning of the course. Near the end of the course, half of the class received CBL and LB instruction in an RPD module in alternating sequence, with students serving as their own control group. Assessments of perceived RPD treatment planning efficacy, comprehension, and instruction method preference were administered directly after students completed the RPD module and six months later. Analyses of variance accounting for period, carryover, and sequence effects were used to determine the relative effects of each approach using a peffects, CBL was also associated with higher gains in RPD treatment planning comprehension (p=0.04) and perceived efficacy (p=0.01) compared to LB instruction. These gains diminished six months after the course-a finding based on a 49% follow-up response rate. Overall, the students overwhelmingly preferred CBL to LB instruction, and the findings suggest small albeit measurable educational benefits associated with CBL. This study's findings support the introduction and further testing of CBL in the preclinical dental curriculum, in anticipation of possible future benefits evident during clinical training.

Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques.

Science.gov (United States)

Carbo, Alexander R; Blanco, Paola G; Graeme-Cooke, Fiona; Misdraji, Joseph; Kappler, Steven; Shaffer, Kitt; Goldsmith, Jeffrey D; Berzin, Tyler; Leffler, Daniel; Najarian, Robert; Sepe, Paul; Kaplan, Jennifer; Pitman, Martha; Goldman, Harvey; Pelletier, Stephen; Hayward, Jane N; Shields, Helen M

2012-05-15

In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system. Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups. Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning. Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction. Copyright © 2012 Elsevier GmbH. All rights reserved.

Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

OpenAIRE

Biel, Rachel; Brame, Cynthia J.

2016-01-01

Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types ...

A Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course

Science.gov (United States)

McPheron, Benjamin D.; Thangaraj, Charles V.; Thomas, Charles R.

2017-01-01

Laboratory courses can be difficult to fit into an engineering program at a liberal arts-focused university, which requires students to be exposed to appropriate breadth, as well as sufficient depth in their engineering education. One possible solution to this issue is to integrate laboratory exercises with lecture in a "studio" format,…

Characterization of Pathogenic Human MSH2 Missense Mutations Using Yeast as a Model System: A Laboratory Course in Molecular Biology

Science.gov (United States)

Gammie, Alison E.; Erdeniz, Naz

2004-01-01

This work describes the project for an advanced undergraduate laboratory course in cell and molecular biology. One objective of the course is to teach students a variety of cellular and molecular techniques while conducting original research. A second objective is to provide instruction in science writing and data presentation by requiring…

Towards an Innovative Web-Based Lab Delivery System for a Management Information Systems Course

Science.gov (United States)

Breimer, Eric; Cotler, Jami; Yoder, Robert

2011-01-01

While online systems are an essential component of distance learning, they can also play a critical role in improving the delivery of activities in a traditional laboratory setting. The quality and effectiveness of online course delivery is often compared to equivalent face-to-face alternatives. In our approach, we have harnessed what we feel to…

Design of Online Report Writing Based on Constructive and Cooperative Learning for a Course on Traditional General Physics Experiments

Science.gov (United States)

Lo, Hao-Chang

2013-01-01

The objective of this study was to develop an online report writing activity that was a constructive and cooperative learning process for a course on traditional general physics experiments. Wiki, a CMC authoring tool, was used to construct the writing platform. Fifty-eight undergraduate students (33 men and 25 women), working in randomly assigned…

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

Energy Technology Data Exchange (ETDEWEB)

Burmeister, J [Wayne State University School of Medicine / Karmanos Cancer Center, Detroit, MI (United States)

2014-06-15

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

International Nuclear Information System (INIS)

Burmeister, J

2014-01-01

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active

Applied Electronics and Optical Laboratory: an optimized practical course for comprehensive training on optics and electronics

Science.gov (United States)

Wang, Kaiwei; Wang, Xiaoping

2017-08-01

In order to enhance the practical education and hands-on experience of optoelectronics and eliminate the overlapping contents that previously existed in the experiments section adhering to several different courses, a lab course of "Applied Optoelectronics Laboratory" has been established in the College of Optical Science and Engineering, Zhejiang University. The course consists of two sections, i.e., basic experiments and project design. In section 1, basic experiments provide hands-on experience with most of the fundamental concept taught in the corresponding courses. These basic experiments including the study of common light sources such as He-Ne laser, semiconductor laser and solid laser and LED; the testing and analysis of optical detectors based on effects of photovoltaic effect, photoconduction effect, photo emissive effect and array detectors. In section 2, the course encourages students to build a team and establish a stand-alone optical system to realize specific function by taking advantage of the basic knowledge learned from section 1. Through these measures, students acquired both basic knowledge and the practical application skills. Moreover, interest in science has been developed among students.

The Kitchen Is Your Laboratory: A Research-Based Term-Paper Assignment in a Science Writing Course

Science.gov (United States)

Jones, Clinton D.

2011-01-01

A term-paper assignment that encompasses the full scientific method has been developed and implemented in an undergraduate science writing and communication course with no laboratory component. Students are required to develop their own hypotheses, design experiments to test their hypotheses, and collect empirical data as independent scientists in…

A training course on laboratory animal science: an initiative to implement the Three Rs of animal research in India.

Science.gov (United States)

Pratap, Kunal; Singh, Vijay Pal

2016-03-01

There is a current need for a change in the attitudes of researchers toward the care and use of experimental animals in India. This could be achieved through improvements in the provision of training, to further the integration of the Three Rs concept into scientific research and into the regulations of the Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA). A survey was performed after participants undertook the Federation of European Laboratory Animal Science Associations (FELASA) Category C-based course on Laboratory Animal Science (in 2013 and 2015). It revealed that the participants subsequently employed, in their future research, the practical and theoretical Three Rs approaches that they had learned. This is of great importance in terms of animal welfare, and also serves to benefit their research outcomes extensively. All the lectures, hands-on practical sessions and supplementary elements of the courses, which also involved the handling of small animals and procedures with live animals, were well appreciated by the participants. Insight into developments in practical handling and welfare procedures, norms, directives, and ethical use of laboratory animals in research, was also provided, through the comparison of results from the 2013 and 2015 post-course surveys. 2016 FRAME.

Student Perceptions of the Cell Biology Laboratory Learning Environment in Four Undergraduate Science Courses in Spain

Science.gov (United States)

De Juan, Joaquin; Pérez-Cañaveras, Rosa M.; Segovia, Yolanda; Girela, Jose Luis; Martínez-Ruiz, Noemi; Romero-Rameta, Alejandro; Gómez-Torres, Maria José; Vizcaya-Moreno, M. Flores

2016-01-01

Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The…

Vertical and Horizontal Integration of Laboratory Curricula and Course Projects across the Electronic Engineering Technology Program

Science.gov (United States)

Zhan, Wei; Goulart, Ana; Morgan, Joseph A.; Porter, Jay R.

2011-01-01

This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are…

Gender-based performance differences in an introductory physics course

Science.gov (United States)

McKinnon, Mark Lee

Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

Experiential learning in control systems laboratories and engineering project management

Science.gov (United States)

Reck, Rebecca Marie

Experiential learning is a process by which a student creates knowledge through the insights gained from an experience. Kolb's model of experiential learning is a cycle of four modes: (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. His model is used in each of the three studies presented in this dissertation. Laboratories are a popular way to apply the experiential learning modes in STEM courses. Laboratory kits allow students to take home laboratory equipment to complete experiments on their own time. Although students like laboratory kits, no previous studies compared student learning outcomes on assignments using laboratory kits with existing laboratory equipment. In this study, we examined the similarities and differences between the experiences of students who used a portable laboratory kit and students who used the traditional equipment. During the 2014- 2015 academic year, we conducted a quasi-experiment to compare students' achievement of learning outcomes and their experiences in the instructional laboratory for an introductory control systems course. Half of the laboratory sections in each semester used the existing equipment, while the other sections used a new kit. We collected both quantitative data and qualitative data. We did not identify any major differences in the student experience based on the equipment they used. Course objectives, like research objectives and product requirements, help provide clarity and direction for faculty and students. Unfortunately, course and laboratory objectives are not always clearly stated. Without a clear set of objectives, it can be hard to design a learning experience and determine whether students are achieving the intended outcomes of the course or laboratory. In this study, I identified a common set of laboratory objectives, concepts, and components of a laboratory apparatus for undergraduate control systems laboratories. During the summer of

Can technical laboratory skills be taught at a distance? An analysis of a semiconductor course taught at a distance via interactive technologies

Science.gov (United States)

Rao, Lalita

2000-10-01

This study investigated extending synchronous distance learning to teaching courses in the psychomotor domain in real-time, with immediate, direct feedback on technical skills performance from an instructor at a remote site via interactive technologies such as videoconferencing. This study focused on two research questions (1) can interactive distance learning technologies be used to teach technical and/or trouble shooting skills that fall under psychomotor domain? and, (2) to what degree can psychomotor skills be taught at a distance? A technical course, "RF Power PC 211L" from a technical and vocational institute was selected and the instructor who had no prior experience in teaching a distance learning course taught the course. Data on cognitive skills, psychomotor technical skills, attitudes and perceptions, demographics as well as boundary conditions on teaching psychomotor skills was gathered from both remote and the main campus. Instruments used for data gathering were final course grades, total points in laboratory exercise, pre and post course surveys, demographic survey and open-ended interviews with the instructor, student and review of instructor journal were used to address the two research questions. The main campus course was taught to the remote campus via distance learning technology in a distance learning format. The main technology used was videoconferencing. Both campus classrooms had the RF Trainer equipment. The rooms were set up to facilitate distance learning in the classroom. The instructor was present only at the main campus. The students on the remote campus were the experimental group. The experimental group participated in all course activities such as demonstrations, laboratory exercises, learning conceptual skills and tests only via distance. These students only had the benefit of laboratory assistant. The role of the laboratory assistant was to assist students/instructor as needed, ensure the safety of students and equipment and

A Comparison of Collaborative and Traditional Instruction in Higher Education

Science.gov (United States)

Gubera, Chip; Aruguete, Mara S.

2013-01-01

Although collaborative instructional techniques have become popular in college courses, it is unclear whether collaborative techniques can replace more traditional instructional methods. We examined the efficacy of collaborative courses (in-class, collaborative activities with no lectures) compared to traditional lecture courses (in-class,…

Collaboration between courses in the interdisciplinary course Food Microbiology

DEFF Research Database (Denmark)

Birk, Tina; Jensen, Lars Bogø; Andersson, Pernille Hammar

2014-01-01

Food Microbiology is an interdisciplinary 12.5 ETCS second-year) course in a CDIO-based Bachelor of Engineering program in Food Science at The Technical University of Denmark (DTU). The course was first offered in 2011. Each session in the Food Microbiology course combines theory and practice...... learning. The aims of this study were to test 1) the students’ perception combining theory with small laboratory exercises and 2) the students’ perception of how the course collaborates with and combines theories and practices from other current semester courses. The students evaluated the course...

Problem-based learning biotechnology courses in chemical engineering.

Science.gov (United States)

Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

2006-01-01

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

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

Science.gov (United States)

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

2015-03-01

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

Report on first certificate course on applied physiology of pain, analgesia, anesthesia, and euthanasia for laboratory animals held in Sri Lanka.

Science.gov (United States)

Gunatilake, Mangala

2018-06-01

Similar to human beings, pain is an unpleasant sensation experienced by animals as well. There is no exception when the animals are subjected to experimental procedures. Our duty as researchers/scientists is to prevent or minimize the pain in animals so as to lessen their suffering and distress during experimental procedures. The basics of the physiology of pain and pain perception, analgesia, anesthesia, and euthanasia of laboratory animals were included to complete the program, before the practical part was attempted and before advanced topics, such as comparison of anesthetic combinations, were discussed. Therefore, this course was organized in Sri Lanka for the first time in collaboration with the Comparative Biology Centre of Newcastle University, UK. During this course, we were able to demonstrate how an anesthesia machine could be used in laboratory animal anesthesia for the first time in the country. None of the animal houses in the country were equipped with an anesthesia machine at the time of conducting the course.

Prediction of practical performance in preclinical laboratory courses – the return of wire bending for admission of dental students in Hamburg

Directory of Open Access Journals (Sweden)

Kothe, Christian

2014-05-01

Full Text Available [english] Although some recent studies concluded that dexterity is not a reliable predictor of performance in preclinical laboratory courses in dentistry, they could not disprove earlier findings which confirmed the worth of manual dexterity tests in dental admission. We developed a wire bending test (HAM-Man which was administered during dental freshmen’s first week in 2008, 2009, and 2010. The purpose of our study was to evaluate if the HAM-Man is a useful selection criterion additional to the high school grade point average (GPA in dental admission. Regression analysis revealed that GPA only accounted for a maximum of 9% of students’ performance in preclinical laboratory courses, in six out of eight models the explained variance was below 2%. The HAM-Man incrementally explained up to 20.5% of preclinical practical performance over GPA. In line with findings from earlier studies the HAM-Man test of manual dexterity showed satisfactory incremental validity. While GPA has a focus on cognitive abilities, the HAM-Man reflects learning of unfamiliar psychomotor skills, spatial relationships, and dental techniques needed in preclinical laboratory courses. The wire bending test HAM-Man is a valuable additional selection instrument for applicants of dental schools.

Active Learning versus Traditional Teaching

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L.A. Azzalis

2009-05-01

Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course

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Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay

2009-01-01

The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university…

Student Logical Implications and Connections between Symbolic Representations of a Linear System within the Context of an Introductory Linear Algebra Course Employing Inquiry-Oriented Teaching and Traditional Lecture

Science.gov (United States)

Payton, Spencer D.

2017-01-01

This study aimed to explore how inquiry-oriented teaching could be implemented in an introductory linear algebra course that, due to various constraints, may not lend itself to inquiry-oriented teaching. In particular, the course in question has a traditionally large class size, limited amount of class time, and is often coordinated with other…

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

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Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web

A Dual Case Study: Students' Perceptions, Self-Efficacy and Understanding of the Nature of Science in Varied Introductory Biology Laboratories

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Quigley, Dena Beth Boans

Since World War II, science education has been at the forefront of curricular reforms. Although the philosophical approach to science education has changed numerous times, the importance of the laboratory has not waned. A laboratory is meant to allow students to encounter scientific concepts in a very real, hands-on way so that they are able to either recreate experiments that have given rise to scientific theories or to use science to understand a new idea. As the interactive portion of science courses, the laboratory should not only reinforce conceptual ideas, but help students to understand the process of science and interest them in learning more about science. However, most laboratories have fallen into a safe pattern having teachers and students follow a scientific recipe, removing the understanding of and interest in science for many participants. In this study, two non-traditional laboratories are evaluated and compared with a traditional laboratory in an effort to measure student satisfaction, self-efficacy, attitudes towards science, and finally their epistemology of the nature of science (NOS). Students in all populations were administered a survey at the beginning and the end of their spring 2016 laboratory, and the survey was a mixture of qualitative questions and quantitative instruments. Overall, students who participated in one of the non-traditional labs rated their satisfaction higher and used affirming supportive statements. They also had significant increases in self-efficacy from pre to post, while the students in the traditional laboratory had a significant decrease. The students in the traditional laboratory had significant changed in attitudes towards science, as did the students in one of the non-traditional laboratories. All students lacked a firm grasp of the tenets of NOS, although one laboratory that includes explicit discussions of NOS saw improvement in at least on tenet. Data for two non-major biology laboratory populations was

A Comparison of the Learning Outcomes of Traditional Lecturing with that of Computer-Based Learning in two Optometry Courses

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H Kangari

2009-07-01

Full Text Available Background and purpose: The literature on distance education has provided different reports about the effectiveness of traditional lecture based settings versus computer based study settings. This studyis an attempt to compare the learning outcomes of the traditional lecture based teaching with that of the computer based learning in the optometry curriculum.Methods: Two courses in the optometry curriculum, Optometry I, with 24 students and Optometry II, with 27 students were used in this study. In each course, the students were randomly divided into two groups. In each scheduled class session, one group randomly attended the lecture, while the other studied in the computer stations. The same content was presented to both groups and at end of each session the same quiz was given to both. In the next session, the groups switched place. This processcontinued for four weeks. The quizzes were scored and a paired t-test was used to examine any difference. The data was analyzed by SPSS 15 software.Results: The mean score for Optometry I, lecture settings was 3.36 +0.59, for Optometry I computer based study was 3.27+0.63 , for Optometry II, in lecture setting was 3.22+0.57 and for Optometry II, computer based setting was 2.85+0.69. The paired sample t-test was performed on the scores, revealing no statistical significant difference between the two settings. However, the mean score for lecture sessions was slightly higher in lecture settings.Conclusion: Since this study reveals that the learning outcomes in traditional lecture based settings and computer based study are not significantly different, the lecture sessions can be safely replacedby the computer based study session. Further practice in the computer based setting might reveal better outcomes in computer study settings.Key words: LECTURING, COMPUTER BASED LEARNING, DISTANCE EDUCATION

ROLE OF COMPUTER ORIENTED LABORATORY TRAINING COURSE IN PHYSICS FOR DEVELOPMENT OF KEY COMPETENCES OF FUTURE ENGINEERS

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Iryna Slipukhina

2014-06-01

Full Text Available In the article the features of the core competencies, which are formed in the course study of Physics at the Technical University are described. Some features and examples of the use of computer-oriented laboratory work for the formation of technological competencies engineering students are highlighted. Definitely possible elements of interactive content notebook integrated with software analysis of the experimental data.

Lehigh Design Course

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Grassi, Vincent G.; Luyben, William L.; Silebi, Cesar A.

2011-01-01

This paper discusses a two-semester senior design course that combines traditional steady-state economic process design with dynamic plantwide control. This unique course has been taught at Lehigh for more than a decade and has garnered rave reviews from students, industry, and ABET. Each student design group has its own industrial consultant who…

Self-instructional "virtual pathology" laboratories using web-based technology enhance medical school teaching of pathology.

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Marchevsky, Alberto M; Relan, Anju; Baillie, Susan

2003-05-01

Second-year medical students have traditionally been taught pulmonary pathophysiology at the University of California-Los Angeles (UCLA) School of Medicine using lectures, discussion groups, and laboratory sessions. Since 1998, the laboratory sessions have been replaced by 4 interactive, self-instructional sessions using web-based technology and case-based instruction. This article addresses nature of transformation that occurred from within the course in response to the infusion of new technologies. The vast majority of the course content has been digitized and incorporated into the website of the Pathophysiology of Disease course. The teaching histological slides have been photographed digitally and organized into "cases" with clinical information, digital images and text, and audio descriptions. The students study the materials from these cases at their own pace in 2 "virtual pathology" laboratory, with a few instructors supervising the on-site sessions. The students discuss additional cases available on the website in 2 other laboratory sessions supervised by a pulmonologist and a pathologist. Marked improvement in student participation and satisfaction was seen with the use of web-based instruction. Attendance at laboratory sessions, where the students had previously been required to bring their own microscopes to study histological slides at their own pace, increased from approximately 30% to 40% of the class in previous years to almost 100%. Satisfaction surveys showed progressive improvement over the past 4 years, as various suggestions were implemented. The value of web-based instruction of pathology at the UCLA School of Medicine is discussed.

Synthesizing Novel Anthraquinone Natural Product-Like Compounds to Investigate Protein-Ligand Interactions in Both an in Vitro and in Vivo Assay: An Integrated Research-Based Third-Year Chemical Biology Laboratory Course

Science.gov (United States)

McKenzie, Nancy; McNulty, James; McLeod, David; McFadden, Meghan; Balachandran, Naresh

2012-01-01

A new undergraduate program in chemical biology was launched in 2008 to provide a unique learning experience for those students interested in this interdisciplinary science. An innovative undergraduate chemical biology laboratory course at the third-year level was developed as a key component of the curriculum. The laboratory course introduces…

Developing Distance Learning Courses in a "Traditional" University.

Science.gov (United States)

Lawton, Sally; Barnes, Richard

1998-01-01

Comparison of distance learning that was developed with a business-planning approach (market research, cost-benefit analysis, feasibility study, strategic marketing) with one that did not use these techniques showed that business planning ensures that distance-learning courses are not viewed as a "cheap" option. The method identifies…

Cross-Course Collaboration in the Undergraduate Chemistry Curriculum: Isotopic Labeling with Sodium Borodeuteride in the Introductory Organic Chemistry Laboratory

Science.gov (United States)

Kjonaas, Richard A.; Fitch, Richard W.; Noll, Robert J.

2017-01-01

A microscale isotopic labeling experiment is described for the introductory organic chemistry laboratory course wherein half of the students use sodium borohydride (NaBH[subscript 4]) and the other half use sodium borodeuteride (NaBD[subscript 4]) to reduce acetophenone to 1-phenylethanol and then compare spectral data. The cost is reasonable, and…

Acoustic testing and modeling: an advanced undergraduate laboratory.

Science.gov (United States)

Russell, Daniel A; Ludwigsen, Daniel O

2012-03-01

This paper describes an advanced laboratory course in acoustics, specifically targeted for students with an interest in engineering applications at a school with a strongly integrated industrial co-op program. The laboratory course is developed around a three-pronged approach to problem solving that combines and integrates theoretical models, computational models, and experimental data. The course is structured around modules that begin with fundamental concepts and build laboratory skills and expand the knowledge base toward a final project. Students keep a detailed laboratory notebook, write research papers in teams, and must pass laboratory certification exams. This paper describes the course layout and philosophy and shares personal experience from both faculty and student perspectives. © 2012 Acoustical Society of America

Construction and Evaluation of an Online Microbiology Course for Nonscience Majors

Directory of Open Access Journals (Sweden)

Lee Hughes

2009-12-01

Full Text Available The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors’ microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

Construction and evaluation of an online microbiology course for nonscience majors.

Science.gov (United States)

Hughes, Lee

2008-01-01

The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors' microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

A priori analysis: an application to the estimate of the uncertainty in course grades

Science.gov (United States)

Lippi, G. L.

2014-07-01

A priori analysis (APA) is discussed as a tool to assess the reliability of grades in standard curricular courses. This unusual, but striking, application is presented when teaching the section on the data treatment of a laboratory course to illustrate the characteristics of the APA and its potential for widespread use, beyond the traditional physics curriculum. The conditions necessary for this kind of analysis are discussed, the general framework is set out and a specific example is given to illustrate its various aspects. Students are often struck by this unusual application and are more apt to remember the APA. Instructors may also benefit from some of the gathered information, as discussed in the paper.

A priori analysis: an application to the estimate of the uncertainty in course grades

International Nuclear Information System (INIS)

Lippi, G L

2014-01-01

A priori analysis (APA) is discussed as a tool to assess the reliability of grades in standard curricular courses. This unusual, but striking, application is presented when teaching the section on the data treatment of a laboratory course to illustrate the characteristics of the APA and its potential for widespread use, beyond the traditional physics curriculum. The conditions necessary for this kind of analysis are discussed, the general framework is set out and a specific example is given to illustrate its various aspects. Students are often struck by this unusual application and are more apt to remember the APA. Instructors may also benefit from some of the gathered information, as discussed in the paper. (paper)

A comparison of retention of anatomical knowledge in an introductory college biology course: Traditional dissection vs. virtual dissection

Science.gov (United States)

Taeger, Kelli Rae

Dissection has always played a crucial role in biology and anatomy courses at all levels of education. However, in recent years, ethical concerns, as well as improved technology, have brought to the forefront the issue of whether virtual dissection is as effective or whether it is more effective than traditional dissection. Most prior research indicated the two methods produced equal results. However, none of those studies examined retention of information past the initial test of knowledge. Two groups of college students currently enrolled in an introductory level college biology course were given one hour to complete a frog dissection. One group performed a traditional frog dissection, making cuts in an actual preserved frog specimen with scalpels and scissors. The other group performed a virtual frog dissection, using "The Digital Frog 2" software. Immediately after the dissections were completed, each group was given an examination consisting of questions on actual specimens, pictures generated from the computer software, and illustrations that neither group had seen. Two weeks later, unannounced, the groups took the same exam in order to test retention. The traditional dissection group scored significantly higher on two of the three sections, as well as the total score on the initial exam. However, with the exception of specimen questions (on which the traditional group retained significantly more information), there was no significant difference in the retention from exam 1 to exam 2 between the two groups. These results, along with the majority of prior studies, show that the two methods produce, for the most part, the same end results. Therefore, the decision of which method to employ should be based on the goals and preferences of the instructor(s) and the department. If that department's goals include: Being at the forefront of new technology, increasing time management, increasing student: teacher ratio for economic reasons, and/or ethical issues, then

Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course.

Science.gov (United States)

Reeves, Todd D; Warner, Douglas M; Ludlow, Larry H; O'Connor, Clare M

2018-01-01

National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students ( N = 793) showed statistically significant and sizable growth in content knowledge ( d = 1.85) and in self-reported research methods skills ( d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings. © 2018 T. D. Reeves et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Project-Based Learning Courses: The Relationship Between Faculty-Intended Course Implementation and Students' Perceptions

Science.gov (United States)

Simonovich, Jennifer A.; Towers, Emily; Zastavker, Yevgeniya V.

2012-02-01

Project-based learning (PjBL) has been shown to improve students' performance and satisfaction with their coursework, particularly in science and engineering courses. Specific aspects of PjBL that contribute to this improvement are student autonomy, course scaffolding, and instructor support. This study investigates two PjBL courses required for engineering majors at a small technical school, Introductory Mechanics Laboratory and Introductory Engineering Design. The three data sources used in this work are classroom observations (one laboratory and four design sessions) and semi-structured in-depth interviews with twelve students and six faculty. Grounded theory approach is used in a two-step fashion by (1) analyzing each data set individually and (2) performing full triangulation of all three data sets. In this talk, we demonstrate the relationship between faculty intentions and student perceptions regarding the three PjBL aspects -- student autonomy, course scaffolding, and instructor support -- within the context of these two courses. We further discuss implications for the course design and professional development of faculty.

Integrated Work Management: PIC, Course 31884

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-09-08

The person-in-charge (PIC) plays a key role in the integrated work management (IWM) process at Los Alamos National Laboratory (LANL, or the Laboratory) because the PIC is assigned responsibility and authority by the responsible line manager (RLM) for the overall validation, coordination, release, execution, and closeout of a work activity in accordance with IWM. This course, Integrated Work Management: PIC (Course 31884), describes the PIC’s IWM roles and responsibilities. This course also discusses IWM requirements that the PIC must meet. For a general overview of the IWM process, see self-study Course 31881, Integrated Work Management: Overview. For instruction on the preparer’s role, see self-study Course 31883, Integrated Work Management: Preparer.

Development of a Curriculum to Teach the "Soft Skills" Necessary for the Future Deaf and Hard-of-Hearing Laboratory Technician Workforce

Science.gov (United States)

Ross, Annemarie D.; Pagano, Todd

2009-01-01

There is often a particular void in the education of deaf and hard-of-hearing students who intend to become competent working laboratory technicians. Inasmuch as certain basic professional skills ("soft skills," in this case) are not generally taught in traditional science courses, a new curriculum has been developed in order to enforce…

Advanced CNC and CAM Series. Educational Resources for the Machine Tool Industry. Course Syllabi, Instructor's Handbook [and] Student Laboratory Manual.

Science.gov (United States)

Texas State Technical Coll. System, Waco.

This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM…

Agile Preparation within a Traditional Project Management Course

Science.gov (United States)

Landry, Jeffrey P.; McDaniel, Rachel

2016-01-01

Agile software approaches have seen a steady rise over a decade and a half, but agile's place in the information systems (IS) undergraduate curriculum is far from settled. While agile concepts may arguably be taught in multiple places in the IS curriculum, this paper argues for its inclusion in a project management course. This paper builds on…

Modernisation of the intermediate physics laboratory

Science.gov (United States)

Kontro, Inkeri; Heino, Olga; Hendolin, Ilkka; Galambosi, Szabolcs

2018-03-01

The intermediate laboratory courses at the Department of Physics, University of Helsinki, were reformed using desired learning outcomes as the basis for design. The reformed laboratory courses consist of weekly workshops and small-group laboratory sessions. Many of the laboratory exercises are open-ended and have several possible ways of execution. They were designed around affordable devices, to allow for the purchase of multiple sets of laboratory equipment. This allowed students to work on the same problems simultaneously. Thus, it was possible to set learning goals which build on each other. Workshop sessions supported the course by letting the students solve problems related to conceptual and technical aspects of each laboratory exercise. The laboratory exercises progressed biweekly to allow for iterative problem solving. Students reached the learning goals well and the reform improved student experiences. Neither positive or negative changes in expert-like attitudes towards experimental physics (measured by E-CLASS questionnaire) were observed.

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

Science.gov (United States)

Van Doorn, Judy R.; Van Doorn, John D.

2014-01-01

The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus. PMID

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

Directory of Open Access Journals (Sweden)

Judy Rouse Van Doorn

2014-04-01

Full Text Available The pedagogical paradigm shift in higher education to 24-hour learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2,800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs (e.g. online rubric assessments for scoring APA style critical thinking essays on selected New York Times books. Efficacious knowledge transfer to diverse, 21st century students should be the

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students.

Science.gov (United States)

Van Doorn, Judy R; Van Doorn, John D

2014-01-01

The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.

Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet

Science.gov (United States)

Irby, Stefan M.; Borda, Emily J.; Haupt, Justin

2018-01-01

Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional "wet lab" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet-macroscopic, submicroscopic, and symbolic.…

Practice makes pretty good: assessment of primary literature reading abilities across multiple large-enrollment biology laboratory courses.

Science.gov (United States)

Sato, Brian K; Kadandale, Pavan; He, Wenliang; Murata, Paige M N; Latif, Yama; Warschauer, Mark

2014-01-01

Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent training our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In this module, instructors conduct classroom discussions that dissect a paper as researchers do. While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits. On the basis of performance in an assessment exam, we found that our module resulted in longitudinal gains, including increased comprehension and critical-thinking abilities in subsequent lab courses. These learning gains were specific to courses utilizing our module, as no longitudinal gains were seen in students who had taken other upper-division labs that lacked extensive primary literature discussion. In addition, we assessed whether performance on our assessment correlated with a variety of factors, including grade point average, course performance, research background, and self-reported confidence in understanding of the article. Furthermore, all of the study conclusions are independent of biology disciplines, as we observe similar trends within each course. © 2014 B. K. Sato et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

Science.gov (United States)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that

Enhancing the Lecture: Revitalizing the Traditional Format.

Science.gov (United States)

Bonwell, Charles C.

1996-01-01

The traditional lecture format of college courses can be enhanced by including active learning designed to further course goals of learning knowledge, developing skills, or fostering attitudes. Techniques suggested include using pauses, short writing periods, think-pair-share activities, formative quizzes, lecture summaries, and several assessment…

The Effect of Laboratory Training Model of Teaching and Traditional Method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry

Science.gov (United States)

Badeleh, Alireza

2011-01-01

The present study aimed at finding the effectiveness of the Laboratory Training Model of Teaching (LTM) and comparing it with the traditional methods of teaching chemistry to seventh standard students. It strived to determine whether the (LTM) method in chemistry would be significantly more effective than the Traditional method in respect to the…

INFORMATION TECHNOLOGIES IN EDUCATION: THE SYNTHESIS OF TRADITIONAL FORMAT AND E-LEARNING (AN EXPERIENCE OF DEVELOPING A NEW MODEL OF A LECTURE COURSE

Directory of Open Access Journals (Sweden)

Alla L. Nazarenko

2015-01-01

Full Text Available The Russian system of education is undergoing a process of modernization where ICT play a decisive role. It presupposes not only providing advanced technical equipment but also integrating technologies into a traditional teaching and learning process based on a well-developed and scholarly-proven methodology. A sound didactic solution is the introduction of an element of e-learning for structuring and monitoring students’ autonomous active study.A lecture course in a traditional format can be transformed into a mode of blended learning via combining classroom face-to-face teaching with students’ self-preparation in an interactive learning environment to enhance the efficacy the educational process. An experience of such a transformation is considered. 

Play-back theatre, theatre laboratory, and role-playing: new tools in investigating the patient-physician relationship in the context of continuing medical education courses.

Science.gov (United States)

Piccoli, G; Rossetti, M; Dell'Olio, R; Perrotta, L; Mezza, E; Burdese, M; Maddalena, E; Bonetto, A; Jeantet, A; Segoloni, G P

2005-06-01

The aim of this study was to report on the validation of a role-playing approach, using play-back and theatre laboratory in the context of a continuing medical education (CME) course on predialysis and transplantation, to discuss the patient-physician relationship. The course was developed with the help of a theatre director. The role-playing 2-day course was designed to be highly interactive for a small group (15-20 participants), based on a core of case reports (dialysis, transplantation, and return to dialysis after graft failure). Two stages were included: play-back theatre in which experiences told by the participants were mimed by a group of actors, and theatre laboratory in which different aspects of voice and touch were explored. Opinions were gathered by an anonymous semistructured questionnaire completed by all participants. The course obtained a high score from The Ministry of Health (14 credits, 1 per teaching hour). The opinions of the 18 participants were highly positive; all liked the courses. Sixteen of 18 asked to repeat the experience. The strong emotional involvement was an advantage for 15 of 18, sharing emotional aspects of the profession for 10 of 18, and usefulness in clarifying opinions on "dark sides" of our profession for 10 of 18. The positive opinions recorded during this experience, the first experiment with a "psycho-theatrical approach" developed in a CME course in our country, suggest the benefit of implementing nonconventional, educational approaches in a multidisciplinary discussion of the patient-physician relationship in transplantation medicine.

Business Student Attitudes, Experience, and Satisfaction with Online Courses

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Kuzma, Ann; Kuzma, John; Thiewes, Harold

2015-01-01

The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses…

Nuclear chemistry in the traditional chemistry program

International Nuclear Information System (INIS)

Kleppinger, E.W.

1993-01-01

The traditional undergraduate program for chemistry majors, especially at institutions devoted solely to undergraduate education, has limited space for 'special topics' courses in areas such as nuclear and radiochemistry. A scheme is proposed whereby the basic topics covered in an introductury radiochemistry course are touched upon, and in some cases covered in detail, at some time during the four-year sequence of courses taken by a chemistry major. (author) 6 refs.; 7 tabs

The potential of standards-based agriculture biology as an alternative to traditional biology in California

Science.gov (United States)

Sellu, George Sahr

Over the past five decades, several waves of educational reform have influenced K-12 science course offerings and classroom instruction in public education. The effectiveness of educational policies has been increasingly measured by standardized tests. The focus on test scores, content standards, and performance standards (which is a product of recent educational policies) has influenced course offerings and the depth and breadth of curriculum coverage (Linn, 2000). For the better part of the last hundred years, vocational education and traditional education have followed two separate tracks in terms of objectives, policies, and values (Hillison, 1996). Educational reform policies have had varying influences on school programs. For example, elective courses such as Career Technical Education (CTE) courses---which are not considered core academic courses---have been negatively influenced by current educational reform. In the past three decades, there has been gradual movement toward merging vocational and traditional education. It has been difficult for policies from both sides to merge because of differences in objectives for both tracks. Traditional courses have been guided by federal policies, such as No Child Left Behind (NCLB) and Common Core State Standards (CCSS) while the Carl D. Perkins Act (Perkins Act) has shaped CTE courses. It appears that several of the requirements of the Perkins Act meet expectations of traditional education policies. However, there is no direct metric for measuring the contribution of CTE courses toward increased achievement in science as measured by standardized tests. As such, CTE courses will continue to lose resources in order to support courses that prepare students for standardized tests. In order to address some of these challenges over the last three decades, agriculture educators have developed integrated science courses as a means for increasing science achievement scores for agriculture education students in K-12 public

Dark Field Microscopy for Analytical Laboratory Courses

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Augspurger, Ashley E.; Stender, Anthony S.; Marchuk, Kyle; Greenbowe, Thomas J.; Fang, Ning

2014-01-01

An innovative and inexpensive optical microscopy experiment for a quantitative analysis or an instrumental analysis chemistry course is described. The students have hands-on experience with a dark field microscope and investigate the wavelength dependence of localized surface plasmon resonance in gold and silver nanoparticles. Students also…

The Earth System Course at the University of Oklahoma: Science and Pedagogy Aimed at Pre-service Teachers

Science.gov (United States)

Postawko, S.; Soreghan, M.; Marek, E.

2005-12-01

Traditionally, education majors at the University of Oklahoma took either Introduction to Physical Geology or Introduction to Meteorology to fulfill their physical sciences requirement. Science education majors were required to take both courses. These courses are large-enrollment lecture type courses, with required lab sections taught by graduate teaching assistants. Beginning in 1997, faculty from the Colleges of Education and Geosciences at the University of Oklahoma began working together to provide effective earth science education for pre-service teachers. The first step in this collaboration was the development of a new course on The Earth System that focuses on Earth as a whole rather than on the more narrow focus of either the geology or meteorology courses. The new course, which was taught for the first time in the Spring of 2001, covers a number of major themes related to Earth Science, including the Carbon Cycle, Earth Materials, Plate Tectonics, Atmosphere and Oceans. The particular concepts within each theme were chosen based on two criteria: 1) alignment with content advocated by national (NSES) and state (Priority Academic Student Skills-PASS) standards; and 2) they are amenable to a learning cycle pedagogical approach. Besides an interdisciplinary approach to the content, the new course features pedagogical innovations. In lieu of independent laboratory and lecture times, we scheduled two class periods of longer duration, so that active learning, involving hands-on activities and experiments were possible throughout each class period. The activities modeled the learning-cycle approach with an exploration, concept invention, and an expansion phase (Marek and Cavallo, 1997). Therefore, the pre-service teachers experienced the learning cycle in practice prior to learning the theory in their upper division "methods" course. In the first 3 years that the course was taught, students were given surveys early in the semester and at the end of the semester

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

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Brittany J. Gasper

2013-02-01

Full Text Available Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

Finding the Right Fit: Assessing the Impact of Traditional v. Large Lecture/Small Lab Course Formats on a General Education Course

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Wildermuth, Susan M.; French, Tammy; Fredrick, Edward

2013-01-01

This study explores alternative approaches for teaching general education courses burdened with serving extremely large enrollments. It compares the effectiveness of a self-contained course in which each course section is taught by one instructor to a large lecture/small lab format in which all course enrollees attend one large lecture section and…

A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

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Du, Chan

2011-01-01

This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1)…

The effect of restructuring student writing in the general chemistry laboratory on student understanding of chemistry and on students' approach to the laboratory course

Science.gov (United States)

Rudd, James Andrew, II

Many students encounter difficulties engaging with laboratory-based instruction, and reviews of research have indicated that the value of such instruction is not clearly evident. Traditional forms of writing associated with laboratory activities are commonly in a style used by professional scientists to communicate developed explanations. Students probably lack the interpretative skills of a professional, and writing in this style may not support students in learning how to develop scientific explanations. The Science Writing Heuristic (SWH) is an inquiry-based approach to laboratory instruction designed in part to promote student ability in developing such explanations. However, there is not a convincing body of evidence for the superiority of inquiry-based laboratory instruction in chemistry. In a series of studies, the performance of students using the SWH student template in place of the standard laboratory report format was compared to the performance of students using the standard format. The standard reports had Title, Purpose, Procedure, Data & Observations, Calculations & Graphs, and Discussion sections. The SWH reports had Beginning Questions & Ideas, Tests & Procedures, Observations, Claims, Evidence, and Reflection sections. The pilot study produced evidence that using the SWH improved the quality of laboratory reports, improved student performance on a laboratory exam, and improved student approach to laboratory work. A main study found that SWH students statistically exhibited a better understanding of physical equilibrium when written explanations and equations were analyzed on a lecture exam and performed descriptively better on a physical equilibrium practical exam task. In another main study, the activities covering the general equilibrium concept were restructured as an additional change, and it was found that SWH students exhibited a better understanding of chemical equilibrium as shown by statistically greater success in overcoming the common

Updating the immunology curriculum in clinical laboratory science.

Science.gov (United States)

Stevens, C D

2000-01-01

To determine essential content areas of immunology/serology courses at the clinical laboratory technician (CLT) and clinical laboratory scientist (CLS) levels. A questionnaire was designed which listed all major topics in immunology and serology. Participants were asked to place a check beside each topic covered. For an additional list of serological and immunological laboratory testing, participants were asked to indicate if each test was performed in either the didactic or clinical setting, or not performed at all. A national survey of 593 NAACLS approved CLT and CLS programs was conducted by mail under the auspices of ASCLS. Responses were obtained from 158 programs. Respondents from all across the United States included 60 CLT programs, 48 hospital-based CLS programs, 45 university-based CLS programs, and 5 university-based combined CLT and CLS programs. The survey was designed to enumerate major topics included in immunology and serology courses by a majority of participants at two distinct educational levels, CLT and CLS. Laboratory testing routinely performed in student laboratories as well as in the clinical setting was also determined for these two levels of practitioners. Certain key topics were common to most immunology and serology courses. There were some notable differences in the depth of courses at the CLT and CLS levels. Laboratory testing associated with these courses also differed at the two levels. Testing requiring more detailed interpretation, such as antinuclear antibody patterns (ANAs), was mainly performed by CLS students only. There are certain key topics as well as specific laboratory tests that should be included in immunology/serology courses at each of the two different educational levels to best prepare students for the workplace. Educators can use this information as a guide to plan a curriculum for such courses.

Causal-Comparative Study Analyzing Student Success in Hybrid Anatomy and Physiology Courses

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Levy, Jacqueline Anita

2013-01-01

In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of…

Development and Implementation of an Electric Circuits On-Line Course

Directory of Open Access Journals (Sweden)

Ahmed Hussain

2009-02-01

Full Text Available An electric circuit on-line course has been developed at KFUPM to support student centered learning. The course has been used in the first stage to supplement the class room face-to-face instruction. This paper describes the development stages of the on-line course and highlights its fundamental features that are not available in the traditional methods of instruction. The paper also includes the results of a survey conducted among students who have utilized the on-line material to supplement their traditional study of the electric circuits’ course. The results of the survey showed a general satisfaction with the course content and the instructional effectiveness.

Mutation-based learning to improve student autonomy and scientific inquiry skills in a large genetics laboratory course.

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Wu, Jinlu

2013-01-01

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a "mutation" method in a molecular genetics laboratory course. Students could choose to delete, add, reverse, or replace certain steps of the standard protocol to explore questions of interest to them in a given experimental scenario. They wrote experimental proposals to address their rationales and hypotheses for the "mutations"; conducted experiments in parallel, according to both standard and mutated protocols; and then compared and analyzed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments, 2) use more scientific inquiry skills, and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional "cookbook"-style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labor and financial costs, which makes it feasible for easy adaptation and implementation in a large class.

Jonathan F. Reichert and Barbara Wolff-Reichert Award for Excellence in Advanced Laboratory Instruction: Advanced Instructional Labs: Why Bother?

Science.gov (United States)

Bistrow, Van

What aren't we teaching about physics in the traditional lecture course? Plenty! By offering the Advanced Laboratory Course, we hope to shed light on the following questions: How do we develop a systematic process of doing experiments? How do we record procedures and results? How should we interpret theoretical concepts in the real world? What experimental and computational techniques are available for producing and analyzing data? With what degree of confidence can we trust our measurements and interpretations? How well does a theory represent physical reality? How do we collaborate with experimental partners? How do we best communicate our findings to others?These questions are of fundamental importance to experimental physics, yet are not generally addressed by reading textbooks, attending lectures or doing homework problems. Thus, to provide a more complete understanding of physics, we offer laboratory exercises as a supplement to the other modes of learning. The speaker will describe some examples of experiments, and outline the history, structure and student impressions of the Advanced Lab course at the University of Chicago Department of Physics.

Student performance in a flipped classroom dental anatomy course.

Science.gov (United States)

Chutinan, S; Riedy, C A; Park, S E

2017-11-09

The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Integrated Work Management: Preparer, Course 31883

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-08-07

The preparer (also called the “planner”) plays a key role in the integrated work management (IWM) process at Los Alamos National Laboratory (LANL). This course, Integrated Work Management: Preparer (COURSE 31883), describes the IWM roles and responsibilities of the preparer. This course also discusses IWM requirements that must be met by the preparer.

Mixed Methods: Incorporating multiple learning styles into a measurements course

Science.gov (United States)

Pallone, Arthur

2010-03-01

The best scientists and engineers regularly combine creative and critical skill sets. As faculty, we are responsible to provide future scientists and engineers with those skills sets. EGR 390: Engineering Measurements at Murray State University is structured to actively engage students in the processes that develop and enhance those skills. Students learn through a mix of traditional lecture and homework, active discussion of open-ended questions, small group activities, structured laboratory exercises, oral and written communications exercises, student chosen team projects, and peer evaluations. Examples of each of these activities, the skill set addressed by each activity, outcomes from and effectiveness of each activity and recommendations for future directions in the EGR 390 course as designed will be presented.

A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?

Directory of Open Access Journals (Sweden)

LillAnne Jackson

2013-12-01

Full Text Available In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1 face-to-face instruction in-class versus an (2 online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.

Integration of e-learning technologies in an interprofessional health science course.

Science.gov (United States)

Carbonaro, Mike; King, Sharla; Taylor, Elizabeth; Satzinger, Franziska; Snart, Fern; Drummond, Jane

2008-02-01

Advances in information and communication technology are influencing instructional formats and delivery modes for post secondary teaching and learning. The purpose of this study was to determine whether interprofessional team process skills traditionally taught in a small group face-to-face classroom setting could be taught in a blended learning environment; without compromising the pedagogical approach and collaborative Group Investigation Model (Sharan & Sharan 1992) used in the course. A required interprofessional team development course designed to teach health science students (Medicine, Nursing, Pharmacy, Occupational Therapy, Physical Therapy, Dentistry, Dental Hygiene, Medical Laboratory Science, and Nutrition) team process skills was redesigned from a 100% face-to-face delivery format to a blended learning format where 70% of the instruction was delivered using a new synchronous virtual classroom technology (Elluminate www.elluminate.com) in conjunction with asynchronous technology (WebCT). It was hypothesized there would be no significant difference between the blended learning format and the traditional face-to-face format in the development of interprofessional team knowledge, skills and attitudes. The two formats were evaluated on demographic information, computer experience, and interprofessional team attitudes, knowledge and skills. The three main findings are: (a) no significant differences between student groups on achieving team process skills, (b) an observation of differences between the groups on team dynamics, and (c) a more positive achievement of course learning objectives perceived by students in the blended learning class. The results provide evidence to support our blended learning format without compromising pedagogy. They also suggest that this format enhances students' perceptions of their learning.

Giving Voice: A Course on American Indian Women.

Science.gov (United States)

Krouse, Susan Applegate

1997-01-01

Presents the story of the creation of an undergraduate course on the traditional and contemporary roles of women in North American Indian cultures. Notes that the course was designed around experiential learning precepts and the idea of "giving voice" to American Indian women. Lists texts used and evaluates course strengths. (DSK)

A positron emission tomograph based on LSO-APD modules with a sampling ADC read-out system for a students' advanced laboratory course

International Nuclear Information System (INIS)

Schneider, Florian R.; Mann, Alexander B.; Technische Univ. Muenchen, Klinikum rechts der Isar; Konorov, Igor; Paul, Stephan; Delso, Gaspar; Ziegler, Sibylle I.

2012-01-01

A one-day laboratory course on positron emission tomography (PET) for the education of physics students and PhD students in medical physics has been set up. In the course, the physical background and the principles of a PET scanner are introduced. Course attendees set the system in operation, calibrate it using a 22 Na point source and reconstruct different source geometries filled with 18 F. The PET scanner features an individual channel read-out of 96 lutetium oxyorthosilicate (LSO) scintillator crystals coupled to avalanche photodiodes (APD). The analog data of each APD are digitized by fast sampling analog to digital converters (SADC) and processed within field programmable gate arrays (FPGA) to extract amplitudes and time stamps. All SADCs are continuously sampling with a precise rate of 80 MHz, which is synchronous for the whole system. The data is transmitted via USB to a Linux PC, where further processing and the image reconstruction are performed. The course attendees get an insight into detector techniques, modern read-out electronics, data acquisition and PET image reconstruction. In addition, a short introduction to some common software applications used in particle and high energy physics is part of the course. (orig.)

Building Bridges between Science Courses Using Honors Organic Chemistry Projects

Science.gov (United States)

Hickey, Timothy; Pontrello, Jason

2016-01-01

Introductory undergraduate science courses are traditionally offered as distinct units without formalized student interaction between classes. To bridge science courses, the authors used three Honors Organic Chemistry projects paired with other science courses. The honors students delivered presentations to mainstream organic course students and…

Introducing Organisational Behaviour: Issues in Course Design.

Science.gov (United States)

Costea, Bogdan; Crump, Norman

1999-01-01

Design of an introductory organizational behavior course contrasted a Cartesian scientific approach with phenomenological and hermeneutic perspectives intended to overcome limits of traditional approaches. The new course situates management in an historical context and focuses on management, then organizations, then the self. (SK)

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

Science.gov (United States)

Meo, Sultan Ayoub

2013-09-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P schools.

Project-Based Learning and Agile Methodologies in Electronic Courses: Effect of Student Population and Open Issues

Directory of Open Access Journals (Sweden)

Marina Zapater

2013-12-01

Full Text Available Project-Based Learning (PBL and Agile methodologies have proven to be very interesting instructional strategies in Electronics and Engineering education, because they provide practical learning skills that help students understand the basis of electronics. In this paper we analyze two courses, one belonging to a Master in Electronic Engineering and one to a Bachelor in Telecommunication Engineering that apply Agile-PBL methodologies, and compare the results obtained in both courses with a traditional laboratory course. Our results support previous work stating that Agile-PBL methodologies increase student satisfaction. However, we also highlight some open issues that negatively affect the implementation of these methodologies,such as planning overhead or accidental complexity. Moreover,we show how differences in the student population, mostly related to the time spent on-campus, their commitment to the course or part-time dedication, have an impact on the benefits of Agile-PBL methods. In these cases, Agile-PBL methodologies by themselves are not enough and need to be combined with other techniques to increase student motivation.

Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

Science.gov (United States)

Tobin, R. G.

2018-01-01

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.

Blogging in the Communication Technology Course

Science.gov (United States)

Platt, Carrie Anne

2011-01-01

This article describes an assignment that was developed for an undergraduate course on communication technologies taught at a public university in the Upper Midwest. The course focuses on the impact of new media technologies on traditional media industries and contemporary culture, and is taken by students majoring in journalism, public relations,…

Course Redesign: An Evidence-Based Approach

Science.gov (United States)

Nomme, Kathy; Birol, Gülnur

2014-01-01

A first year non-majors biology course, with an enrollment of around 440 students, has been redesigned from a course of traditional content and teaching style to one that emphasizes biological concepts in current global issues and incorporates active learning strategies. We were informed by the education literature incorporating many aspects of…

Initiatives: Nigeria. Traditional healers and PPFN in wedlock.

Science.gov (United States)

Adejo, A A

1996-04-01

The Planned Parenthood Federation of Nigeria (PPFN) runs a program to integrate modern contraception into the practice of traditional medicine. Under the project, traditional healers, largely male, are trained on the ideals of nonprescriptive contraceptives such as condoms, the oral contraceptive pill, and foaming tablets, and how to offer such services to their clients. They participate in a two-week, highly participatory training course which confers a comprehensive introduction to basic and integrated reproductive health care service delivery, simple human anatomy and physiology, and human reproduction. The benefits of modern contraception are reviewed along with community mobilization and counseling. Simple communication techniques such as songs, drama, and role play are discussed. Information on maternal and child health and child survival, basic hygiene, nutrition, and AIDS is also incorporated into the course. 136 traditional healers have thus far been trained in three local government areas (LGAs) of Lagos State and 150 in six other LGAs in Benue State. The project has resulted in strong referral linkages between traditional healers, modern practitioners, and PPFN.

Supporting Academic Honesty in Online Courses

Directory of Open Access Journals (Sweden)

Patricia McGee

2013-01-01

Full Text Available Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.

A Modern Approach to the Traditional Textbook: Bringing Introductory Geology Courses into the 21st Century

Science.gov (United States)

Workman Ford, K.; Ford, K. R.

2013-12-01

Undergraduate introductory geology courses are required in many colleges nationwide as part of the general education requirement. As a result, a large portion of those students are non-majors and most are not science majors. Textbooks used in these courses are often extensive with respect to the amount of material covered which tends to be overwhelming to the average student. Thus, students often purchase the pricey textbook but turn to their smartphones, notebooks, and laptops for answers. Before the development of the internet, students spent many hours in libraries and with their textbooks organizing and retrieving information. However, new technologies in the 21st century have essentially replaced traditional textbooks with students turning to online search engines, such as Google, to study and to complete homework assignments. Presently, online search engines may be more intuitive, but what's going on in the background isn't intuitive at all, and few students have a clear understanding of how search engines operate. Effectively this leads to students without the conception of how to build an adequate search strategy independent of search engines. Often, students are directed to online encyclopedias that may have erroneous information. Here, we employ an alternative to traditional textbooks and online search engines by implementing a guidebook with electronic resources for online activities and homework assignments. The proposed guidebook is roughly modeled after the American Geosciences Institute's Geoscience Handbook: AGI Data Sheets 4th, revised edition, and will include diagrams, graphs, charts, and pictures of basic geologic principles, processes, and earth materials. Along with the information, each topic will have online resources including sites for general reading, specific assignments that require visiting scientifically sound websites (i.e., USGS, GSA, AGU, Science, Nature), online self-assessment activities, and Google Earth activities. In addition

Upper-Level Undergraduate Chemistry Students' Goals for Their Laboratory Coursework

Science.gov (United States)

DeKorver, Brittland K.; Towns, Marcy H.

2016-01-01

Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

Science.gov (United States)

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

Teaching in Cyberspace: Online versus Traditional Instruction Using a Waiting-List Experimental Design

Science.gov (United States)

Poirier, Christopher R.; Feldman, Robert S.

2004-01-01

To test the effectiveness of an online introductory psychology course, we randomly assigned students to a large, traditional course or to an online course from a population of students who indicated that either course type was acceptable using a "waiting list" experimental design. Students in the online course performed better on exams and equally…

The ongoing Digitalization of an Introductory Programming Course

DEFF Research Database (Denmark)

Nørmark, Kurt

2016-01-01

a traditional course setup) to a flipped course based on video lecturing and active learning. The results in this paper are, in part, based on the student's reflections about the course held in the fall of 2015. It is concluded that the time is now ripe to flip the classroom, with an implied strengthening...

Case Studies in Sustainability Used in an Introductory Laboratory Course to Enhance Laboratory Instruction

Science.gov (United States)

Luster-Teasley, Stephanie; Hargrove-Leak, Sirena; Gibson, Willietta; Leak, Roland

2017-01-01

This educational research seeks to develop novel laboratory modules by using Case Studies in the Science Teaching method to introduce sustainability and environmental engineering laboratory concepts to 21st century learners. The increased interest in "going green" has led to a surge in the number of engineering students studying…

A Remote PLC Laboratory (RLab) for Distance Practical Work of Industrial Automation

Science.gov (United States)

Haritman, E.; Somantri, Y.; Wahyudin, D.; Mulyana, E.

2018-02-01

A laboratory is an essential equipment for engineering students to do a useful practical work. Therefore, universities should provide an adequate facility for practical work. On the other hand, industrial automation laboratory would offer students beneficial experience by using various educational PLC kits. This paper describes the development of Web-based Programmable Logic Controller (PLC) remote laboratory called RLab. It provides an environment for learners to study PLC application to control the level of the non-interacting tank. The RLab architecture is based on a Moodle and Remote Desktop, which also manages the booking system of the schedule of practical work in the laboratory. The RLab equipped by USB cameras providing a real-time view of PLC environment. To provide a secured system, the RLab combines Moodle and Remote Desktop application for the authentication system and management of remote users. Moodle will send PartnerID and password to connect to TeamViewer. It has been examined that the laboratory requirement, time and flexibility restrictions constitute a significant obstacle facing traditional students desiring to finish the course. A remote access laboratory can be eliminating time and flexibility restrictions. The preliminary study of RLab usability proved that such system is adequate to give the learners a distance practical work environment.

Using Zebrafish to Implement a Course-Based Undergraduate Research Experience to Study Teratogenesis in Two Biology Laboratory Courses

Science.gov (United States)

Chism, Grady W.; Vaughan, Martin A.; Muralidharan, Pooja; Marrs, Jim A.

2016-01-01

Abstract A course-based undergraduate research experience (CURE) spanning three semesters was introduced into freshman and sophomore biology classes, with the hypothesis that participation in a CURE affects skills in research, communication, and collaboration, which may help students persist in science. Student research projects were centered on the hypothesis that nicotine and caffeine exposure during early development affects gastrulation and heart development in zebrafish. First, freshmen generated original data showing distinct effects of embryonic nicotine and caffeine exposure on zebrafish heart development and function. Next, Cell Biology laboratory students continued the CURE studies and identified novel teratogenic effects of nicotine and caffeine during gastrulation. Finally, new freshmen continued the CURE research, examining additional toxicant effects on development. Students designed new protocols, made measurements, presented results, and generated high-quality preliminary data that were studied in successive semesters. By implementing this project, the CURE extended faculty research and provided a scalable model to address national goals to involve more undergraduates in authentic scientific research. In addition, student survey results support the hypothesis that CUREs provide significant gains in student ability to (1) design experiments, (2) analyze data, and (3) make scientific presentations, translating into high student satisfaction and enhanced learning. PMID:26829498

The Biology and Chemistry of Brewing: An Interdisciplinary Course

Science.gov (United States)

Hooker, Paul D.; Deutschman, William A.; Avery, Brian J.

2014-01-01

For the past nine years, we have been offering an interdisciplinary course for science majors: The Biology and Chemistry of Brewing. This course is primarily laboratory- and inquiry-based; from a total of 24 h of student/instructor contact time, approximately 6 h are devoted to lecture, and the other 18 h are divided between laboratory exercises,…

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial.

Science.gov (United States)

Nkenke, Emeka; Vairaktaris, Elefterios; Bauersachs, Anne; Eitner, Stephan; Budach, Alexander; Knipfer, Christoph; Stelzle, Florian

2012-03-30

Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

Directory of Open Access Journals (Sweden)

Nkenke Emeka

2012-03-01

Full Text Available Abstract Background Technology-enhanced learning (TEL gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation questionnaire for the evaluation of courses given at universities. Results Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

Science.gov (United States)

2012-01-01

Background Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Results Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology

Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes

Science.gov (United States)

Thacker, Beth

2017-01-01

Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. Supported by National Institutes of Health (NIH) Challenge grant #1RC1GM090897-01.

Applicability of Online Education to Large Undergraduate Engineering Courses

Science.gov (United States)

Bir, Devayan Debashis

With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

Science.gov (United States)

Robinson, Nakia Rae

independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors.

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

Directory of Open Access Journals (Sweden)

Boris Bortnik

2017-12-01

Full Text Available This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional – in-class hands-on – learning (control group and blended learning – online learning combined with in-person learning (experimental group. The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies.

A positron emission tomograph based on LSO-APD modules with a sampling ADC read-out system for a students' advanced laboratory course.

Science.gov (United States)

Schneider, Florian R; Mann, Alexander B; Konorov, Igor; Delso, Gaspar; Paul, Stephan; Ziegler, Sibylle I

2012-06-01

A one-day laboratory course on positron emission tomography (PET) for the education of physics students and PhD students in medical physics has been set up. In the course, the physical background and the principles of a PET scanner are introduced. Course attendees set the system in operation, calibrate it using a (22)Na point source and reconstruct different source geometries filled with (18)F. The PET scanner features an individual channel read-out of 96 lutetium oxyorthosilicate (LSO) scintillator crystals coupled to avalanche photodiodes (APD). The analog data of each APD are digitized by fast sampling analog to digital converters (SADC) and processed within field programmable gate arrays (FPGA) to extract amplitudes and time stamps. All SADCs are continuously sampling with a precise rate of 80MHz, which is synchronous for the whole system. The data is transmitted via USB to a Linux PC, where further processing and the image reconstruction are performed. The course attendees get an insight into detector techniques, modern read-out electronics, data acquisition and PET image reconstruction. In addition, a short introduction to some common software applications used in particle and high energy physics is part of the course. Copyright © 2011. Published by Elsevier GmbH.

A positron emission tomograph based on LSO-APD modules with a sampling ADC read-out system for a students' advanced laboratory course

Energy Technology Data Exchange (ETDEWEB)

Schneider, Florian R.; Mann, Alexander B. [Technische Univ. Muenchen, Garching (Germany). Physik-Department E18; Technische Univ. Muenchen, Klinikum rechts der Isar (Germany). Nuklearmedizinische Klinik und Poliklinik; Konorov, Igor; Paul, Stephan [Technische Univ. Muenchen, Garching (Germany). Physik-Department E18; Delso, Gaspar; Ziegler, Sibylle I. [Technische Univ. Muenchen, Klinikum rechts der Isar (Germany). Nuklearmedizinische Klinik und Poliklinik

2012-07-01

A one-day laboratory course on positron emission tomography (PET) for the education of physics students and PhD students in medical physics has been set up. In the course, the physical background and the principles of a PET scanner are introduced. Course attendees set the system in operation, calibrate it using a {sup 22}Na point source and reconstruct different source geometries filled with {sup 18}F. The PET scanner features an individual channel read-out of 96 lutetium oxyorthosilicate (LSO) scintillator crystals coupled to avalanche photodiodes (APD). The analog data of each APD are digitized by fast sampling analog to digital converters (SADC) and processed within field programmable gate arrays (FPGA) to extract amplitudes and time stamps. All SADCs are continuously sampling with a precise rate of 80 MHz, which is synchronous for the whole system. The data is transmitted via USB to a Linux PC, where further processing and the image reconstruction are performed. The course attendees get an insight into detector techniques, modern read-out electronics, data acquisition and PET image reconstruction. In addition, a short introduction to some common software applications used in particle and high energy physics is part of the course. (orig.)

EMBO Course “Formal Analysis of Genetic Regulation”

CERN Document Server

1979-01-01

The E M B 0 course on "Formal Analysis of Genetic Regulation" A course entitled "Formal analysis of Genetic Regulation" was held at the University of Brussels from 6 to 16 September 1977 under the auspices of EMBO (European Molecular Biology Organization). As indicated by the title of the book (but not explicitly enough by the title of the course), the main emphasis was put on a dynamic analysis of systems using logical methods, that is, methods in which functions and variables take only a limited number of values - typically two. In this respect, this course was complementary to an EMBO course using continuous methods which was held some months later in Israel by Prof. Segel. People from four very different laboratories took an active part in teaching our course in Brussels : Drs Anne LEUSSLER and Philippe VAN HAM, from the Laboratory of Prof. Jean FLORINE (Laboratoire des Systemes logiques et numeriques, Faculte des Sciences appliquees, Universite Libre de Bruxelles). Dr Stuart KAUFFMAN (Dept. of Biochemist...

Access Patterns of Online Materials in a Blended Course

Science.gov (United States)

Asarta, Carlos J.; Schmidt, James R.

2013-01-01

Patterns in student accesses of online materials and their effects upon student performance in a blended course are examined. Our blended course is an introductory business and economic statistics course where lectures are only available online while the traditional class period is used for complementary learning activities. Timing, volumes,…

Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

Science.gov (United States)

Huitt, Tiffany W; Killins, Anita; Brooks, William S

2015-01-01

As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P < 0.01). Non-TBL students had significantly lower attitudes toward teamwork (P < 0.01). Comparison of academic performance between TBL and non-TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P < 0.001). When asked to rate their role in a team, a 10.5% increase in the mean rank score for Problem Solver resulted after the completion of the TBL-based anatomy course. Our data indicate that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

Integrating the ChE Curriculum via a Recurring Laboratory

Science.gov (United States)

Kubilius, Matthew B.; Tu, Raymond S.; Anderson, Ryan

2014-01-01

A recurring framework has been integrated throughout the curriculum via a Continuously Stirred Tank Reactor (CSTR) platform. This laboratory is introduced during the material and energy balance course, and subsequent courses can use these results when explaining more advanced concepts. Further, this laboratory gives students practical experience…

Waste Generation Overview Refresher, Course 21464

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-12-13

This course, Waste Generation Overview Refresher (COURSE 21464), provides an overview of federal and state waste management regulations, as well as Los Alamos National Laboratory (LANL) policies and procedures for waste management operations. The course covers the activities involved in the cradle-to- grave waste management process and focuses on waste characterization, waste compatibility determinations and classification, and the storage requirements for temporary waste accumulation areas at LANL.

Elementary computer physics, a concentrated one-week course

DEFF Research Database (Denmark)

Christiansen, Gunnar Dan

1978-01-01

A concentrated one-week course (8 hours per day in 5 days) in elementary computer physics for students in their freshman university year is described. The aim of the course is to remove the constraints on traditional physics courses imposed by the necessity of only dealing with problems that have...... fields, and a lunar space vehicle are used as examples....

EDITORIAL: Student undergraduate laboratory and project work

Science.gov (United States)

Schumacher, Dieter

2007-05-01

that new experiments which illustrate both fundamental physics and modern technology can be realized even with a small budget. Traditional labwork courses often provide a catalogue of well known experiments. The students must first learn the theoretical background. They then assemble the setup from specified equipment, collect the data and perform the default data processing. However, there is no way to learn to swim without water. In order to achieve a constructivist access to learning, 'project labs' are needed. In a project labwork course a small group of students works as a team on a mini research project. The students have to specify the question of research, develop a suitable experimental setup, conduct the experiment and find a suitable way to evaluate the data. Finally they must present their results e.g. in the framework of a public poster session. Three contributions refer to this approach, however they focus on different aspects: 'Project laboratory for first-year students' by Gorazd Planinšič, 'RealTime Physics: active learning laboratories' by David Sokoloff et al and 'Labs outside labs: miniprojects at a spring camp for future physics teachers' by Leos Dvorák. Is it possible to prepare the students specifically for project labwork? This question is answered by the contribution 'A new labwork course for physics students: devices, methods and research projects' by Knut Neumann and Manuela Welzel. The two main parts of the labwork course cover first experimental devices (e.g. multimeters, oscilloscopes, different sensors, operational amplifiers, step motors, AD/DA-converters). Then subjects such as data processing, consideration of measurement uncertainties, keeping records or using tools like LABVIEW etc are focused on. Another concrete proposal for a new curriculum is provided by James Sharp et al, in 'Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using MATLAB'. One can well imagine that project labs

First Database Course--Keeping It All Organized

Science.gov (United States)

Baugh, Jeanne M.

2015-01-01

All Computer Information Systems programs require a database course for their majors. This paper describes an approach to such a course in which real world examples, both design projects and actual database application projects are incorporated throughout the semester. Students are expected to apply the traditional database concepts to actual…

Multiple Intelligences in Online, Hybrid, and Traditional Business Statistics Courses

Science.gov (United States)

Lopez, Salvador; Patron, Hilde

2012-01-01

According to Howard Gardner, Professor of Cognition and Education at Harvard University, intelligence of humans cannot be measured with a single factor such as the IQ level. Instead, he and others have suggested that humans have different types of intelligence. This paper examines whether students registered in online or mostly online courses have…

Cooperative learning effects on teamwork attitudes in clinical laboratory science students.

Science.gov (United States)

Laatsch, Linda; Britton, Lynda; Keating, Susan; Kirchner, Phyllis; Lehman, Don; Madsen-Myers, Karen; Milson, Linda; Otto, Catherine; Spence, Libby

2005-01-01

To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself. This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants. One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method. Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples. No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL. Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

Interpersonal Skills Training: Online versus Instructor-Led Courses.

Science.gov (United States)

Gilmore, Erika R.; Fritsch, Paula J.

2001-01-01

Compares instructional methods used in interpersonal skills training courses delivered online to the methods used in similar courses delivered in a traditional instructor-led classroom. Discusses implications for performance improvement professionals who are responsible for selecting and designing interpersonal skills training interventions.…

Investigating Knowledge and Attitude of Nursing Students Towards Iranian Traditional Medicine

Science.gov (United States)

Khorasgani, Sahar Rabani; Moghtadaie, Leila

2014-01-01

The present study aimed at Investigating the knowledge and attitude of Nursing Students towards Iranian Traditional Medicine in universities of Tehran in 2012-2013. 300 students of nursing studying at different universities in Tehran participated in this descriptive, cross-sectional study. The data was collected through a standard questionnaire with an acceptable validity and reliability. The questionnaire was made of five sections including demographic, general knowledge of the Iranian traditional medicine, general attitude towards it, resources of the Iranian traditional medicine and the barriers to it. The results revealed that general knowledge of the students about Iranian traditional medicine and complementary medicine is low. The attitude of the students towards including Iranian traditional medicine and complementary medicine in their curriculum is positive. General attitude of students towards Iranian traditional medicine is positive too. The majority of the participants had not passed any course on Iranian traditional medicine. There was no relationship between participants’ attitude towards Iranian traditional medicine and the number of semesters they had passed. Considering the participants’ positive attitude and their low level of knowledge, it seems necessary for the university policy makers to provide nursing students with different training courses on Iranian traditional medicine and complementary medicine in order to increase their knowledge. PMID:25363119

[Construction and realization of real world integrated data warehouse from HIS on re-evaluation of post-maketing traditional Chinese medicine].

Science.gov (United States)

Zhuang, Yan; Xie, Bangtie; Weng, Shengxin; Xie, Yanming

2011-10-01

To construct real world integrated data warehouse on re-evaluation of post-marketing traditional Chinese medicine for the research on key techniques of clinic re-evaluation which mainly includes indication of traditional Chinese medicine, dosage usage, course of treatment, unit medication, combined disease and adverse reaction, which provides data for reviewed research on its safety,availability and economy,and provides foundation for perspective research. The integrated data warehouse extracts and integrate data from HIS by information collection system and data warehouse technique and forms standard structure and data. The further research is on process based on the data. A data warehouse and several sub data warehouses were built, which focused on patients' main records, doctor orders, diseases diagnoses, laboratory results and economic indications in hospital. These data warehouses can provide research data for re-evaluation of post-marketing traditional Chinese medicine, and it has clinical value. Besides, it points out the direction for further research.

Socratic dialogs and clicker use in an upper-division mechanics course

Science.gov (United States)

Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

2012-02-01

The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum†

Science.gov (United States)

Shapiro, Casey; Moberg-Parker, Jordan; Toma, Shannon; Ayon, Carlos; Zimmerman, Hilary; Roth-Johnson, Elizabeth A.; Hancock, Stephen P.; Levis-Fitzgerald, Marc; Sanders, Erin R.

2015-01-01

This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transfer students to enter research. To fulfill their degree requirements, all majors complete one of two paths in the laboratory program. One path immerses students in scientific discovery experienced through team research projects (course-based undergraduate research experiences, or CUREs) and the other path through a mentored, independent research project (apprentice-based research experiences, or AREs). The bifurcated laboratory curriculum was structured using backwards design to help all students, irrespective of path, achieve specific learning outcomes. Over 1,000 undergraduates enrolled in the curriculum. Self-report survey results indicate that there were no significant differences in affective gains by path. Students conveyed which aspects of the curriculum were critical to their learning and development of research-oriented skills. Students’ interests in biology increased upon completion of the curriculum, inspiring a subset of CURE participants to subsequently pursue further research. A rubric-guided performance evaluation, employed to directly measure learning, revealed differences in learning gains for CURE versus ARE participants, with evidence suggesting a CURE can reduce the achievement gap between high-performing students and their peers. PMID:26751568

Quality assurance of laboratory work and clinical use of laboratory tests in general practice in norway: a survey.

Science.gov (United States)

Thue, Geir; Jevnaker, Marianne; Gulstad, Guri Andersen; Sandberg, Sverre

2011-09-01

Virtually all the general practices in Norway participate in the Norwegian Quality Improvement of Laboratory Services in Primary Care, NOKLUS. In order to assess and develop NOKLUS's services, it was decided to carry out an investigation in the largest participating group, general practices. In autumn 2008 a questionnaire was sent to all Norwegian general practices asking for feedback on different aspects of NOKLUS's main services: contact with medical laboratory technologists, sending of control materials, use and maintenance of practice-specific laboratory binders, courses, and testing of laboratory equipment. In addition, attitudes were elicited towards possible new services directed at assessing other technical equipment and clinical use of tests. Responses were received from 1290 of 1552 practices (83%). The great majority thought that the frequency of sending out control material should continue as at present, and they were pleased with the feedback reports and follow-up by the laboratory technologists in the counties. Even after many years of practical experience, there is still a need to update laboratory knowledge through visits to practices, courses, and written information. Practices also wanted quality assurance of blood pressure meters and spirometers, and many doctors wanted feedback on their use of laboratory tests. Services regarding quality assurance of point-of-care tests, guidance, and courses should be continued. Quality assurance of other technical equipment and of the doctor's clinical use of laboratory tests should be established as part of comprehensive quality assurance.

Does secrecy provide ample protection for traditional knowledge

African Journals Online (AJOL)

Administrator

combined with the economic imperative to acquire exclusive rights over .... through independent development such as reverse engineering. Where ..... commercial activity with their traditional knowledge in the ordinary course of events,.

A Biology Laboratory Exercise Using Macromolecule Assays to Distinguish Four Types of Milk

Directory of Open Access Journals (Sweden)

Charlotte W. Pratt

2011-03-01

Full Text Available One of the drawbacks of cookbook-style laboratory exercises for General Biology courses is that students are not challenged to develop skills in scientific reasoning, such as formulating hypotheses and designing and carrying out experiments. Several traditional laboratory curricula include exercises involving semi-quantitative colorimetric assays to detect proteins (biuret test, reducing sugars (Benedict’s test, starch (Lugol’s test, and lipids (Sudan red test in a variety of easily prepared solutions (glucose, albumin, glycine, etc. and familiar food items (lemon juice, cornstarch, egg white, etc.. An extension of this lab exercise was developed to allow students to use their knowledge of the macromolecule assays to design an experiment to distinguish four types of “milk”: whole milk, skim milk, cream, and soy milk (rice milk or almond milk could also be included.

The activities of the IAEA laboratories Vienna. Annual report - 1980

International Nuclear Information System (INIS)

Taylor, C.B.G.

1982-03-01

The report outlines the activities of the laboratory of the International Atomic Energy Agency at Seibersdorf in the province of Lower Austria. The report covers the following sections of the laboratory: chemistry, medical applications, dosimetry, soil science, entomology, plant breeding, electronics and measurement laboratory, isotope hydrology and the safeguards analytical laboratory. The extension to the main laboratory buildings - a new wing for medical applications and dosimetry - was fitted out and fully integrated into the laboratory by the end of the year. In July 1980 the high-level cobalt-60 dosimetry equipment (a teletherapy unit) was transferred from the old IAEA headquarters building in the centre of Vienna and installed in a specially designed annex to the new wing. A successful 8 week training course was given in the agriculture laboratory and arrangements were made for several of the course members to stay on as research fellows for several months after the course had ended

Operation of Grid-tied 5 kWDC solar array to develop Laboratory Experiments for Solar PV Energy System courses

Energy Technology Data Exchange (ETDEWEB)

Ramos, Jaime [Univ. of Texas Pan American, Edinburg, TX (United States)

2012-12-14

To unlock the potential of micro grids we plan to build, commission and operate a 5 kWDC PV array and integrate it to the UTPA Engineering building low voltage network, as a micro grid; and promote community awareness. Assisted by a solar radiation tracker providing on-line information of its measurements and performing analysis for the use by the scientific and engineering community, we will write, perform and operate a set of Laboratory experiments and computer simulations supporting Electrical Engineering (graduate and undergraduate) courses on Renewable Energy, as well as Senior Design projects.

Laboratory Development and Lecture Renovation for a Science of Food and Cooking Course

Science.gov (United States)

Miles, Deon T.; Borchardt, Adrienne C.

2014-01-01

Several years ago, a new nonscience majors course, The Science of Food and Cooking, was developed at our institution. The course covered basic scientific concepts that would normally be discussed in a typical introductory chemistry course, in the context of food and food preparation. Recently, the course has been revamped in three major ways: (1)…

Evaluation of the Redesign of an Undergraduate Cell Biology Course

Science.gov (United States)

McEwen, Laura April; Harris, dik; Schmid, Richard F.; Vogel, Jackie; Western, Tamara; Harrison, Paul

2009-01-01

This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the…

Respirators: Air Purifying, Self-Study, Course 40723

Energy Technology Data Exchange (ETDEWEB)

Chochoms, Michael [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-12-21

Respirators: Air Purifying Self-Study (COURSE 40723) is designed for Los Alamos National Laboratory (LANL) workers, support services subcontractors, and other LANL subcontractors who work under the LANL Respiratory Protection Program (RPP). This course also meets the air-purifying respirators (APRs) retraining requirement.

A Comparison of Online and Traditional Chemistry Lecture and Lab

Science.gov (United States)

Faulconer, E. K.; Griffith, J. C.; Wood, B. L.; Acharyya, S.; Roberts, D. L.

2018-01-01

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as…

Automation and Robotics in the Laboratory.

Science.gov (United States)

DiCesare, Frank; And Others

1985-01-01

A general laboratory course featuring microcomputer interfacing for data acquisition, process control and automation, and robotics was developed at Rensselaer Polytechnic Institute and is now available to all junior engineering students. The development and features of the course are described. (JN)

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

Directory of Open Access Journals (Sweden)

Jeisson Hidalgo-Céspedes

2016-08-01

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

Redesign of a Life Span Development Course Using Fink's Taxonomy

Science.gov (United States)

Fallahi, Carolyn R.

2008-01-01

This study compared a traditional lecture-based life span development course to the same course redesigned using Fink's (2003) taxonomy of significant learning. The goals, activities, and feedback within the course corresponded to Fink's 6 taxa (knowledge, application, integration, human dimension, caring, learning how to learn). Undergraduates in…

Loranthus ferrugineus: a Mistletoe from Traditional Uses to Laboratory Bench

Directory of Open Access Journals (Sweden)

Omar Z. Ameer

2015-03-01

Full Text Available Objectives: Loranthus ferrugineus (L. ferrugineus from Loranthaceae, a mistletoe, is a medicinal herb used for a variety of human ailments. Traditionally, decoctions of this parasitic shrub have been mainly used to treat high blood pressure (BP and gastrointestinal complaints; usage which is supported by experimental based pharmacological investigations. Nonetheless, there is still limited data available evaluating this plant’s traditions, and few studies have been scientifically translated toward evidence based phytomedicine. We therefore provide a concise review of the currently available L. ferrugineus literature and discuss potential directions for future areas of investigation. Methods: We surveyed available literature covering ethnopharmacological usage of L. ferrugineus and discussed relevant findings, including important future directions and shortcomings for the medicinal values of this parasitic shrub. Results: Evidence based pharmacological approaches significantly covered the medicinal application of L. ferrugineus for hypertension and gastrointestinal complaint management, with a particular focus on the active hydrophilic extract of this herb. Conclusion: Understanding the sites of action of this plant and its beneficial effects will provide justification for its use in old traditional treatments, and potentially lead to the development of therapies. Other medicinal applicative areas of this parasitic shrub, such as wound healing, gerontological effects, and antiviral and anticancer activities, are yet to be researched.

Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching

Science.gov (United States)

Chambers, Sara Lang Ketchum

This social action study followed an introductory biology course for a three-year period to determine whether changes in teaching personnel, instructional techniques and reorientation to student-centered learning would impact student performance. The course was redirected from a traditional lecture-laboratory format to one emphasizing active learning inquiry methods. Student retention, achievement, and failure were observed for three years in addition to one year prior, and one year following, the study. The study examined the two semester introductory biology course required of all biology majors and those intending a career in science, medicine or dentistry. During the first semester of the study, the dropout rate decreased from 46% to 21%. Prior to the study, 39% of the students completing the course received a grade of D or F while only 4% received a grade of B or above. During the first semester of the study 14% of the students received a grade of D or F while 46% received a B, B+ or A grade. Similar results were seen in other semesters of the study. A statistical comparison of student retention and performance was carried out using grade data for classes taught by the original faculty, the action study faculty and the post-study faculty. The differences between the original faculty and the action study faculty were statistically significant. Effect size calculations indicated large differences between the action study faculty and the two other faculty groups in terms of student retention, achievement and failure. The results are attributed to both the personnel change and, more significantly, the change in teaching methods and emphasis on student-active learning. Comparison between the pre- and post-study teams showed less dramatic effect sizes than when the action study data were compared with the data from either other team. Nevertheless, the post-study results showed that although the retention rate dropped during the year after the study, the improvement

Drifting Apart or Converging? Grades among Non-Traditional and Traditional Students over the Course of Their Studies: A Case Study from Germany

Science.gov (United States)

Brändle, Tobias; Lengfeld, Holger

2017-01-01

Since 2009, German universities were opened by law to freshmen who do not possess the traditional graduation certificate required for entry into University, but who are rather vocationally qualified. In this article, we track the grades of these so-called non-traditional students and compare them to those of traditional students using a…

Flipping an Agricultural Education Teaching Methods Course

Science.gov (United States)

Conner, Nathan W.; Stripling, Christopher T.; Blythe, Jessica M.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…

a Cognitive Approach to Teaching a Graduate-Level Geobia Course

Science.gov (United States)

Bianchetti, Raechel A.

2016-06-01

Remote sensing image analysis training occurs both in the classroom and the research lab. Education in the classroom for traditional pixel-based image analysis has been standardized across college curriculums. However, with the increasing interest in Geographic Object-Based Image Analysis (GEOBIA), there is a need to develop classroom instruction for this method of image analysis. While traditional remote sensing courses emphasize the expansion of skills and knowledge related to the use of computer-based analysis, GEOBIA courses should examine the cognitive factors underlying visual interpretation. This current paper provides an initial analysis of the development, implementation, and outcomes of a GEOBIA course that considers not only the computational methods of GEOBIA, but also the cognitive factors of expertise, that such software attempts to replicate. Finally, a reflection on the first instantiation of this course is presented, in addition to plans for development of an open-source repository for course materials.

Performance Outcomes of an Online First Aid and CPR Course for Laypersons

Science.gov (United States)

Cason, Carolyn L.; Stiller, Janeth

2011-01-01

Objective: The study evaluated the effectiveness of an online first aid course by comparing it with the traditional instructor-led course. An effective online course increases course accessibility and mitigates the major deterrent to widespread layperson training. Design: A comparison group design evaluated performances among 25 laypersons…

Expanding Usability of Virtual Network Laboratory in IT Engineering Education

Directory of Open Access Journals (Sweden)

Dalibor M Dobrilovic

2013-02-01

Full Text Available This paper deals with importance of virtual network laboratories usage in IT engineering education. It presents the particular virtual network laboratory model developed for usage in Computer Networks course as well. This virtual network laboratory, called VNLab, is based on virtualization technology. It has been successfully tested in educational process of Computer Network course for IT undergraduate students. Its usability for network related courses is analyzed by comparison of recommended curricula’s of world organizations such as IEEE, ACM and AIS. This paper is focused on expanding the usability of this virtual network laboratory to other non-network related courses. The primary expansion field is in domain of IT System Administration, IT Systems and Data Security and Operating Systems as well. The possible learning scenarios, learning tools and concepts for making this system applicable in these three additional fields are presented by the analyses of compatibility with recommended learning topics and outcomes by IEEE, ACM and AIS.

Criteria for Using Technology To Teach the Basic Course in Communication.

Science.gov (United States)

Eadie, William F.; Andersen, Peter A.; Armas-Matsumoto, Catherine M.; Block, Evan; Martin, Patricia Geist; Goehring, Charles; Good, Jeffrey; Hellweg, Susan A.; Knight, Laura L.; Lubic, Bryan; Spitzberg, Brian H.

This paper describes the beginnings of a project to remake the oral communication general education course--part of the vision for the course is to use technology to help students learn course content. According to the paper, currently the basic course is taught mostly in traditional format (relatively small sections with set assignments), with…

Holding Together a Multifunctional College Zoology Course.

Science.gov (United States)

Snyder, John A.; Teska, William R.

1981-01-01

Describes an introductory zoology course which includes: (1) lectures organized on the basis of taxonomic relationships; (2) out-of-class reading assignments from nontraditional sources such as magazines; (3) laboratories for microscope analysis and dissection; and (4) a separate self-paced laboratory. (DS)

Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

Science.gov (United States)

Israel, Maria Joseph

2015-01-01

The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This…

INDUSTRIAL RADIOGRAPHY STUDENT GUIDE AND LABORATORY EXERCISES.

Science.gov (United States)

Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, DC. Div. of Vocational and Technical Education.

THIS INSTRUCTOR'S GUIDE TO AN 80-HOUR COURSE IN INDUSTRIAL RADIOGRAPHY IS COORDINATED WITH LESSONS IN THE STUDENT GUIDE AND LABORATORY EXERCISES AND IS BASED ON MATERIAL IN THE COURSE MANUAL, INDUSTRIAL RADIOGRAPHY. THE COURSE IS INTENDED TO TRAIN HIGH SCHOOL GRADUATES AS BEGINNING RADIOGRAPHERS WHO ARE EXPECTED TO BE ABLE TO EXTEND THEIR…

Exploring Non-Traditional Learning Methods in Virtual and Real-World Environments

Science.gov (United States)

Lukman, Rebeka; Krajnc, Majda

2012-01-01

This paper identifies the commonalities and differences within non-traditional learning methods regarding virtual and real-world environments. The non-traditional learning methods in real-world have been introduced within the following courses: Process Balances, Process Calculation, and Process Synthesis, and within the virtual environment through…

Whole Class Laboratories: More Examples

Science.gov (United States)

Kouh, Minjoon

2016-01-01

Typically, introductory physics courses are taught with a combination of lectures and laboratories in which students have opportunities to discover the natural laws through hands-on activities in small groups. This article reports the use of Google Drive, a free online document-sharing tool, in physics laboratories for pooling experimental data…

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

Science.gov (United States)

Chao, Lee

2012-01-01

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course…

Tracing the Life Courses of Canadians

Directory of Open Access Journals (Sweden)

Rajulton, Fernando

1994-01-01

Full Text Available This paper examines the life courses of Canadians through an event history analysis of data from the 1990 General Social Survey on Family and Friends. The sequences and the timing of transitions into various life course stages, and the durations of stay in those stages are analyzed through multiple-decrement life tables. Changes in the life courses over 10-year birth cohorts from 1910 to 1970 and differentials by gender are highlighted in the paper. The analysis reveals that what is traditionally thought of as a "typical" life course is experienced only by one-fourth to one-third of a cohort. With the increasing diversity of life course stages among younger cohorts, it would no longer be adequate to consider only the "typical" life stages in future analyses.

A Hybrid Course Design: The Best of Both Educational Worlds

Science.gov (United States)

Poirier, Sandra

2010-01-01

Career and technical educators are constantly being challenged to have their courses meet the changing needs of their students in this fast-paced world people live in. As the name implies, the hybrid online course is a melding of traditional and online learning. In this article, the author describes her experience designing hybrid courses that…

Using Mimio Boardcast in an Online Principles of Macroeconomics Course to Improve Student Performance

OpenAIRE

FINLAY, Nikki McIntyre; DEIS, Michael H.

2004-01-01

The emergence of the speedily evolving world of technology has given many universities an interactive medium to facilitate teaching and learning. One such medium has been online courses, which have provided greater access to both traditional and non-traditional students. In quantitative courses such as economics, however, there are often concerns about whether students in online and on-campus sections of the same course receive equivalent educational experiences. This paper will compare stude...

A COGNITIVE APPROACH TO TEACHING A GRADUATE-LEVEL GEOBIA COURSE

Directory of Open Access Journals (Sweden)

R. A. Bianchetti

2016-06-01

Full Text Available Remote sensing image analysis training occurs both in the classroom and the research lab. Education in the classroom for traditional pixel-based image analysis has been standardized across college curriculums. However, with the increasing interest in Geographic Object-Based Image Analysis (GEOBIA, there is a need to develop classroom instruction for this method of image analysis. While traditional remote sensing courses emphasize the expansion of skills and knowledge related to the use of computer-based analysis, GEOBIA courses should examine the cognitive factors underlying visual interpretation. This current paper provides an initial analysis of the development, implementation, and outcomes of a GEOBIA course that considers not only the computational methods of GEOBIA, but also the cognitive factors of expertise, that such software attempts to replicate. Finally, a reflection on the first instantiation of this course is presented, in addition to plans for development of an open-source repository for course materials.

Integrating Computational Chemistry into a Course in Classical Thermodynamics

Science.gov (United States)

Martini, Sheridan R.; Hartzell, Cynthia J.

2015-01-01

Computational chemistry is commonly addressed in the quantum mechanics course of undergraduate physical chemistry curricula. Since quantum mechanics traditionally follows the thermodynamics course, there is a lack of curricula relating computational chemistry to thermodynamics. A method integrating molecular modeling software into a semester long…

Encouraging User Participation in Blended Learning: Course Reorientation

Science.gov (United States)

Fairchild, Alea M.

2015-01-01

Blended learning, structured as a combination of traditional course instruction and additional supporting multimedia course content, can be used in higher education for a variety of reasons. In the case study that we examine, the introduction of blended learning was initiated three years ago with the purpose of creating more resources for…

Enhancing laboratory activity with computer-based tutorials

Directory of Open Access Journals (Sweden)

Gordon Ritchie

1995-12-01

Full Text Available In a degree course in electronic engineering, great importance is attached to laboratory work, in which students have the opportunity to develop their creative skills in a practical environment. For example, in the first year of the course they are expected to design and test some basic circuits using data available on the characteristics of the semiconductor devices to be used. Many of the students cannot be prepared sufficiently for this activity by attendance at lectures, in which basic principles are expounded to large classes. Firstyear students have widely differing knowledge, experience and ability in circuit design. Therefore, without individual tuition many of them are insufficiently prepared for their laboratory work. Weaker students often neglect to study the laboratory documentation thoroughly in advance and they make poor progress in the laboratory.

Factors Affecting Students' Satisfaction in Engineering Disciplines: Traditional vs. Blended Approaches

Science.gov (United States)

Martinez-Caro, Eva; Campuzano-Bolarin, Francisco

2011-01-01

In this paper a two-year field study was carried out to analyse how satisfaction differs across the traditional and blended learning methods. Altogether, 21 courses for graduate and postgraduate engineering students were evaluated. Several variables and their relationship with student satisfaction in the first year, with all courses delivered in…

Annual course of retraining for the occupational exposure personnel of the laboratory of internal dosimetry; Curso anual de reentrenamiento para el POE del laboratorio de dosimetria interna

Energy Technology Data Exchange (ETDEWEB)

Alfaro L, M.M. [ININ, 52045 Ocoyoacac, Estado de Mexico (Mexico)

2002-09-15

The general objective of this report is to instruct the personnel in the basic concepts of radiological protection and in the Manual of Procedures of Radiological Safety of the Laboratory of Internal Dosimetry. Also, to exchange experiences during the activities that are carried out in the laboratory and in the knowledge of abnormal situations. The referred Manual consists of 14 procedures and 5 instructions which are listed in annex of this document. The content of this course consists of three topics: 1. Basic principles of radiological protection to reduce the received dose equivalent. 2. Use of radiation measurer equipment. 3. Emergency procedures of the laboratory of internal dosimetry. (Author)

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

Science.gov (United States)

Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

1991-01-01

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

Science.gov (United States)

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

Using Mimio Boardcast in an Online Principles of Macroeconomics Course to Improve Student Performance

Science.gov (United States)

Finlay, Nikki McIntyre; Deis, Michael H.

2005-01-01

The emergence of the speedily evolving world of technology has given many universities an interactive medium to facilitate teaching and learning. One such medium has been online courses, which have provided greater access to both traditional and non-traditional students. In quantitative courses such as economics, however, there are often concerns…

Engineering a General Education Program: Designing Mechanical Engineering General Education Courses

Science.gov (United States)

Fagette, Paul; Chen, Shih-Jiun; Baran, George R.; Samuel, Solomon P.; Kiani, Mohammad F.

2013-01-01

The Department of Mechanical Engineering at our institution created two engineering courses for the General Education Program that count towards second level general science credit (traditional science courses are first level). The courses were designed for the general student population based upon the requirements of our General Education Program…

The compound pendulum in intermediate laboratories and demonstrations

DEFF Research Database (Denmark)

Pedersen, Niels Falsig; Sørensen, O. Hoffmann

1977-01-01

A student laboratory course on the motion of the compound pendulum is described. The course is suited for physics and engineering students in their first year and requires a background in mechanics and mathematics corresponding to a one-semester course in these disciplines. The purpose of this co...

Time Shifting and Agile Time Boxes in Course Design

Science.gov (United States)

Norberg, Anders; Stöckel, Birgit; Antti, Marta-Lena

2017-01-01

The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called "blended learning" although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning…

A Laboratory Safety Program at Delaware.

Science.gov (United States)

Whitmyre, George; Sandler, Stanley I.

1986-01-01

Describes a laboratory safety program at the University of Delaware. Includes a history of the program's development, along with standard safety training and inspections now being implemented. Outlines a two-day laboratory safety course given to all graduate students and staff in chemical engineering. (TW)

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design and Experiential Learning Theory

Science.gov (United States)

Bennett, Rick; Lamb, Diedre

2017-04-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the able bodied, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp with a focus on modern geophysical observation systems, computational thinking, and data science. In this presentation, we will report on the theoretical bases for developing the course, our experiences in teaching the course to date, and our plan for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

THE EMPLOYMENT OF COMPUTER TECHNOLOGIES IN LABORATORY COURSE ON PHYSICS

Directory of Open Access Journals (Sweden)

Liudmyla M. Nakonechna

2010-08-01

Full Text Available Present paper considers the questions on development of conceptually new virtual physical laboratory, the employment of which into secondary education schools will allow to check the theoretical knowledge of students before laboratory work and to acquire the modern methods and skills of experiment.

Student perceptions of digital versus traditional slide use in undergraduate education.

Science.gov (United States)

Solberg, Brooke L

2012-01-01

Digitized slides provide a number of intriguing benefits for educators. Before their implementation, however, educators should consider student opinion related to their use. This mixed-methods study directly compared Medical Laboratory Science (MLS) student perceptions of learning experiences in both digital and traditional slide laboratory settings. Results suggested that the majority of students preferred learning with digital slides, and numerous reasons for this preference were identified. Survey responses indicated that students using digital slides tended to view their performances, instructor feedback, and their learning environment more positively than students using traditional slides. Apprehensions about digital slide use were also detected from students preferring traditional slides. These findings provide a guide on how best to exploit both digital and traditional slides in an educational setting.

Hybrid Lecture-Online Format Increases Student Grades in an Undergraduate Exercise Physiology Course at a Large Urban University

Science.gov (United States)

McFarlin, Brian K.

2008-01-01

Hybrid courses allow students additional exposure to course content that is not possible in a traditional classroom environment. This exposure may lead to an improvement in academic performance. In this report, I describe the transition of a large undergraduate exercise physiology course from a traditional lecture format to a hybrid…

Medical Laboratory Technician--Microbiology (AFSC 90470).

Science.gov (United States)

Thompson, Joselyn H.

This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for medical laboratory technicians. Covered in the individual volumes are laboratory procedures in clinical bacteriology (the history of bacteriology; aseptic techniques and sterilization procedures; bacterial morphology and…

Incorporating a Collaborative Web-Based Virtual Laboratory in an Undergraduate Bioinformatics Course

Science.gov (United States)

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a…

Development of a Microbiology Course for Diverse Majors; Longitudinal Survey of the Use of Various Active, Problem-Based Learning Assignments

Directory of Open Access Journals (Sweden)

Diana R. Cundell

2009-12-01

Full Text Available Educators are increasingly being encouraged to use more active- and problem-based-learning techniques and assignments in the classroom to improve critical and analytical thinking skills. Active learning-based courses have been purported to be more time consuming than traditional lecture methods and for many instructors have therefore proven difficult to include in many one-semester science courses. To address this problem, a series of assignments was developed for use in a basic microbiology course involving sophomore-, junior-, and senior-level students from five different biology majors (environmental science, biology, biochemistry, premedicine, and physician assistant. Writing assignments included global, historical, and social themes for which a standardized grading format was established. Students also participated in a class debate in which the merits of the living microbial kingdoms were discussed, with only one kingdom being saved from an imaginary global catastrophe. Traditional lectures were facilitated by the use of a dedicated note packet developed by the instructor and specific for course content. Laboratories involved group analysis of mini-case history studies involving pathogenic microbes. Students’ perceptions of the subject were assessed using an exit questionnaire sent to 100 of the 174 students who had taken the course during the 5-year time period. The majority of the 64 students who responded were sophomores (78%, in keeping with the target audience, and their perception of the course’s challenge level was significantly higher (p < 0.03, 8.7 than their junior and senior counterparts (7.9. Students rated the most useful learning tools as case history studies (9.4 and the class debate (9.1, with the introduction of a dedicated microbiology links web page to the University website representing the sole component resulting in a statistically significant increase in students’ perceptions of the importance of the course (p

Open Access Enabling Courses: Risking Academic Standards or Meeting Equity Aspirations

Science.gov (United States)

Shah, Mahsood; Whannell, Robert

2017-01-01

Open access enabling courses have experienced growth in Australia. The growth is evidenced in student enrolments and the number of public and private institutions offering such courses. Traditionally these courses have provided a second chance to many students from various equity groups who have been unable to access tertiary education due to poor…

Environmental regulation of plant gene expression: an RT-qPCR laboratory project for an upper-level undergraduate biochemistry or molecular biology course.

Science.gov (United States)

Eickelberg, Garrett J; Fisher, Alison J

2013-01-01

We present a novel laboratory project employing "real-time" RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current "gold standard" for gene expression analysis, including detailed data analysis using the common 2-ΔΔCT method. Moreover, it provides a convenient starting point for many inquiry-driven projects addressing diverse questions concerning ecological biochemistry, naturally occurring genetic variation, developmental biology, and the regulation of gene expression in nature. Copyright © 2013 Wiley Periodicals, Inc.

Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

Science.gov (United States)

Dion, Michel

2015-01-01

International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal…

Pharmacology Goes Concept-Based: Course Design, Implementation, and Evaluation.

Science.gov (United States)

Lanz, Amelia; Davis, Rebecca G

Although concept-based curricula are frequently discussed in the nursing education literature, little information exists to guide the development of a concept-based pharmacology course. Traditionally, nursing pharmacology courses are taught with an emphasis on drug class where a prototype drug serves as an exemplar. When transitioning pharmacology to a concept-based course, special considerations are in order. How can educators successfully integrate essential pharmacological content into a curriculum structured around nursing concepts? This article presents one approach to the design and implementation of a concept-based undergraduate pharmacology course. Planning methods, supportive teaching strategies, and course evaluation procedures are discussed.

Cat dissection and human cadaver prosection versus sculpting human structures from clay: A comparison of alternate approaches to human anatomy laboratory education

Science.gov (United States)

Waters, John R.

Dissection and vivisection are traditional approaches to biology laboratory education. In the case of human anatomy teaching laboratories, there is a long tradition of using human and animal cadaver specimens in the classroom. In a review of the literature comparing traditional dissection and vivisection lessons to alternative lessons designed to reduce the time spent dissecting or the numbers of animals used, we conclude that it is difficult to come to any conclusion regarding the efficacy of different approaches. An analysis of the literature is confounded because many studies have very low statistical power or other methodological weaknesses, and investigators rely on a wide variety of testing instruments to measure an equally varied number of course objectives. Additional well designed studies are necessary before educators can reach any informed conclusions about the efficacy of traditional versus alternative approaches to laboratory education. In our experiments, we compared a traditional cat dissection based undergraduate human anatomy lesson to an alternative where students sculpted human muscles onto plastic human skeletons. Students in the alternative treatment performed significantly better than their peers in the traditional treatment when answering both lower and higher order human anatomy questions. In a subsequent experiment with a similar design, we concluded that the superior performance of the students in the alternative treatment on anatomy exams was likely due to the similarity between the human anatomy representation studied in lab, and the human anatomy questions asked on the exams. When the anatomy questions were presented in the context of a cat specimen, students in the traditional cat dissection treatment outperformed their peers in the alternative treatment. In a final experiment where student performance on a human anatomy exam was compared between a traditional prosected human cadaver treatment and the alternative clay sculpting

The Master level optics laboratory at the Institute of Optics

Science.gov (United States)

Adamson, Per

2017-08-01

The master level optics laboratory is a biannual, intensive laboratory course in the fields of geometrical, physical and modern optics. This course is intended for the master level student though Ph.D. advisors which often recommend it to their advisees. The students are required to complete five standard laboratory experiments and an independent project during a semester. The goals of the laboratory experiments are for the students to get hands-on experience setting up optical laboratory equipment, collecting and analyzing data, as well as to communicate key results. The experimental methods, analysis, and results of the standard experiments are submitted in a journal style report, while an oral presentation is given for the independent project.

Comparing On-Line to In-Person Course Delivery: An Empirical Study

Directory of Open Access Journals (Sweden)

Jammie Price

2007-05-01

Full Text Available Web-based technologies have been used in the classroom for over 15 years, including websites, email, listserves, library reserves, and text books. Among these options, social scientists range widely in their web usage – from simply posting syllabi on-line to delivering a course fully on-line in asynchronous learning networks. Use of web-based technology for instructional purposes is increasing, as is enrollment in distance education courses and on-line course offerings. Many administrators and faculty promote on-line instruction as the solution to managing increased college enrollments, particularly among non-traditional students. However, are the academic outcomes of on-line instruction similar to traditional in-person instruction? Few empirical studies have been done. This is unfortunate. The results of an experiment to evaluate the relative effectiveness of on-line verses an in-person course on sociological research are presented. Unfortunately the on-line participants did much worse than the in-person course.

Method to Increase Undergraduate Laboratory Student Confidence in Performing Independent Research?

OpenAIRE

Kempton, Colton E.; Weber, K. Scott; Johnson, Steven M.

2017-01-01

The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design.  This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college.  Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experim...

The undergraduate optics course at Millersville University

Science.gov (United States)

Gilani, Tariq H.; Dushkina, Natalia M.

2009-06-01

For many years, there was no stand alone course in optics at Millersville University (MU). In the fall of 2007, the Physics Department offered for the first time PHYS 331: Fundamentals in Optics, a discovery based lab course in geometrical, physical and modern optics. This 300-level, 2 credits course consists of four contact hours per week including one-hour lecture and three hours laboratory. This course is required for BS in physics majors, but is open also to other science majors, who have the appropriate background and have met the prerequisites. This course deals with fundamental optics and optical techniques in greater depth so that the student is abreast of the activities in the forefront of the field. The goal of the course is to provide hands-on experience and in-depth preparation of our students for graduate programs in optics or as a workforce for new emerging high-tech local industries. Students learn applied optics through sequence of discovery based laboratory experiments chosen from a broad range of topics in optics and lasers, as the emphasis is on geometrical optics, geometrical aberrations in optical systems, wave optics, microscopy, spectroscopy, polarization, birefringence, laser generation, laser properties and applications, and optical standards. The peer-guided but open-ended approach provides excellent practice for the academic model of science research. Solving problems is embedded in the laboratory part as an introduction to or a conclusion of the experiment performed during the lab period. The homework problems are carefully chosen to reflect the most important relations from the covered material. Important part of the student learning strategy is the individual work on a final mini project which is presented in the class and is included in the final grading. This new course also impacted the department's undergraduate research and training programs. Some of the individual projects were extended to senior research projects in optics as

Student Performance in an Introductory Business Statistics Course: Does Delivery Mode Matter?

Science.gov (United States)

Haughton, Jonathan; Kelly, Alison

2015-01-01

Approximately 600 undergraduates completed an introductory business statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized private university in Boston, Massachusetts. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in…

Massive Open Online Courses: Disruptive Innovations or Disturbing Inventions?

Science.gov (United States)

de Langen, Frank; van den Bosch, Herman

2013-01-01

According to Christensen and Horn, Massive Open Online Courses (MOOCs) are serving non-consumers. Although they are limited in the services they provide compared with traditional colleges, they offer free and accessible education to a broader audience, who cannot afford the traditional provision. However, this is a characteristic of online…

Hospitality in College Composition Courses

Science.gov (United States)

Haswell, Janis; Haswell, Richard; Blalock, Glenn

2009-01-01

There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to…

Problem-based, interdisciplinary field-based courses

DEFF Research Database (Denmark)

Hill, Trevor; Birch-Thomsen, Torben; Traynor, Catherine

2008-01-01

of responsibility, staff and student development and the benefits to rural host communities. The courses are very intense experiences and Students encounter difficulties working across traditional academic disciplines and in cross-cultural groups. Through critical thinking and self-reflection students understand...

Perceived learning effectiveness of a course Facebook page: teacher-led versus student-led approach

Directory of Open Access Journals (Sweden)

Tugba Orten Tugrul

2017-01-01

Full Text Available This research aims to compare the perceived effectiveness of teacher -led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course Facebook page where both teacher and students can share instructional contents, and questions about perceived learning effectiveness. The findings indicate that students have more favorable evaluations of a student-led approach in sharing instructional contents on a course Facebook Page than a teacher-led approach. Additionally, it is shown that instructional contents posted by both teacher and students enhance the overall learning effectiveness of a course Facebook page incorporated into a traditional classroom teaching.

Integrated Work Management: FOD/RLM, Course 31882

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-08-07

The facility operations director (FOD) and responsible line manager (RLM) play leadership and functional roles in the integrated work management (IWM) process at Los Alamos National Laboratory (LANL). This course, Integrated Work Management: FOD/RLM (COURSE 31882), describes the IWM roles and responsibilities of the FOD and the RLM; it also discusses IWM requirements that must be met by the FOD and the RLM. Before taking this course, you may want to take COURSE 31881, Integrated Work Management: Overview. This self-study course would be particularly helpful if you are unfamiliar with the IWM process. You should also read Procedure (P) 300, Integrated Work Management. This course briefly covers the roles of the preparer and person in charge (PIC). For more in-depth instruction on the preparer’s role, see COURSE 31883, Integrated Work Management: Preparer. For instruction on the PIC’s role, see COURSE 31884, Integrated Work Management: PIC.

Laboratory Safety in the Biology Lab.

Science.gov (United States)

Ritch, Donna; Rank, Jane

2001-01-01

Reports on a research project to determine if students possess and comprehend basic safety knowledge. Shows a significant increase in the amount of safety knowledge gained when students are exposed to various topics in laboratory safety and are held accountable for learning the information as required in a laboratory safety course. (Author/MM)

The Core Course in Medical Microbiology at Baylor College of Medicine

Science.gov (United States)

Knight, Vernon; And Others

1978-01-01

Principal features of Baylor's course are annually-revised lecture handouts, medically-oriented laboratory sessions with a manual written especially for the course, and clinical demonstrations of infectious disease. Improvement in student performance seems to be related to the course format, increased teaching proficiency, and allocations of hours…

Integrated Circuits in the Introductory Electronics Laboratory

Science.gov (United States)

English, Thomas C.; Lind, David A.

1973-01-01

Discusses the use of an integrated circuit operational amplifier in an introductory electronics laboratory course for undergraduate science majors. The advantages of this approach and the implications for scientific instrumentation are identified. Describes a number of experiments suitable for the undergraduate laboratory. (Author/DF)

East Asian Cinema (College Course File).

Science.gov (United States)

Ehrlich, Linda; Ma, Ning

1990-01-01

Provides guidelines for instructors who teach entire courses on (or who include) films from Japan and China. Considers issues of concern in contemporary Asian cinema such as conflicts between tradition and modernity, indigenous definitions of cultural identity and artistic form, and internationalization. (KEH)

Transforming the Online Course

Science.gov (United States)

Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

2013-12-01

Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

Science.gov (United States)

Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

2008-02-05

This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

Science.gov (United States)

Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

Teaching College Microeconomics: Online vs. Traditional Classroom Instruction

Science.gov (United States)

McCarty, Cynthia; Bennett, Doris; Carter, Shawn

2013-01-01

The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences…

"On the job" learning: A bioinformatics course incorporating undergraduates in actual research projects and manuscript submissions.

Science.gov (United States)

Smith, Jason T; Harris, Justine C; Lopez, Oscar J; Valverde, Laura; Borchert, Glen M

2015-01-01

The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course to help alleviate this constraint. Remarkably, in addition to equipping our undergraduates with an informatic toolset, we found our course design helped prepare our students for collaborative research careers in unexpected ways. Instead of simply offering a traditional lecture- or laboratory-based course, we chose a guided inquiry method, where an instructor-selected research question is examined by students in a collaborative analysis with students contributing to experimental design, data collection, and manuscript reporting. While students learn the skills needed to conduct bioinformatic research throughout all sections of the course, importantly, students also gain experience in working as a team and develop important communication skills through working with their partner and the class as a whole, and by contributing to an original research article. Remarkably, in its first three semesters, this novel computational genetics course has generated 45 undergraduate authorships across three peer-reviewed articles. More importantly, the students that took this course acquired a positive research experience, newfound informatics technical proficiency, unprecedented familiarity with manuscript preparation, and an earned sense of achievement. Although this course deals with analyses of genetic systems, we suggest the basic concept of integrating actual research projects into a 16-week undergraduate course could be applied to numerous other research-active academic fields. © 2015 The International Union of Biochemistry and Molecular Biology.

Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings

Science.gov (United States)

Gregorius, R. Ma.

2017-01-01

Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a…

Using the "Economics U$A" Telecourse within the Traditional Microeconomics Course.

Science.gov (United States)

Alavi, Jafar; And Others

1993-01-01

A control group of 31 received traditional microeconomics instruction; 20 experimentals viewed the Economics U$A telecourse with lecture, discussion, and textbook. Pre/posttest data demonstrated no significant differences in comprehension of content or in cognitive level, although the video group did do better in the area of implicit application.…

Computational and Genomic Analysis of Mycobacteriophage: A Longitudinal Study of Technology Engineered Biology Courses That Implemented an Inquiry Based Laboratory Practice Designed to Enhance, Encourage, and Empower Student Learning

Science.gov (United States)

Hollowell, Gail P.; Osler, James E.; Hester, April L.

2015-01-01

This paper provides an applied research rational for a longitudinal investigation that involved teaching a "Technology Engineered Science Education Course" via an Interactive Laboratory Based Genomics Curriculum. The Technology st Engineering [TE] methodology was first introduced at the SAPES: South Atlantic Philosophy of Education…

Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

Science.gov (United States)

Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

2016-01-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…

Students' Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises.

Science.gov (United States)

Alsharif, Naser Z; Roche, Victoria F; Qi, Yongyue

2016-06-25

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students' self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students' responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them.

Development of sensorial experiments and their implementation into undergraduate laboratories

Science.gov (United States)

Bromfield Lee, Deborah Christina

for accuracy and all chemicals examined for safety prior to implementation. The pedagogical objectives were established of to provide the ability to develop and stimulate students' conceptual understanding. The educational assessments of these experiments are are fashioned using the framework chosen (Marzano and Kendall). All the experiments are designed as collaborative, inquiry-based experiments in aims of enhancing the students understanding of the subject and promote critical thinking skills. These experiments use an investigative approach rather than verification methods. Terminology and misconceptions of the experiment were evaluated to prevent misunderstanding or confusion during the experiment. Interventions to address these misconceptions and learning problems associated with the experiment were developed. We have developed the Learning Lab Report, LLR, as an alternative model for the traditional laboratory reports, with the goal of transforming the traditional reports into something more useful for both students and instructors. The educational strategies are employed to develop this format in order to promote students to think critically about the concepts and take an active involvement in learning. From the results of the LLR, all experiments were reviewed and re-written to address any learning problems. The sensorial experiments study several topics usually covered in the first 2 years of the chemistry curriculum (general and organic chemistry courses). The experiments implemented, organic qualitative analysis, esterification kinetics, Le Chatelier equilibrium, thermometric titrations and ASA kinetics, worked effectively as students were able to draw correct conclusions about the concepts from the data obtained. An olfactory titration using the smell of the rutabaga vegetable has been developed and thoroughly tested. The LLR was utilized with the equilibrium, titration and acetyl salicylic acid experiments. The details of the development, implementation

Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures.

Science.gov (United States)

Peterson, Diana Coomes; Mlynarczyk, Gregory S A

2016-11-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

Science.gov (United States)

Makarem, Suzanne C.

2015-01-01

University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

Near-peer teaching in an anatomy course with a low faculty-to-student ratio.

Science.gov (United States)

Durán, Claudia Elisa Pámanes; Bahena, Eduardo Navarro; Rodríguez, María de Los Ángeles García; Baca, Guillermo Jacobo; Uresti, Antonio Sánchez; Elizondo-Omaña, Rodrigo Enrique; López, Santos Guzmán

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Copyright © 2012 American Association of Anatomists.

Acute and Time-Course Effects of Traditional and Dynamic Warm-Up Routines in Young Elite Junior Tennis Players.

Directory of Open Access Journals (Sweden)

Francisco Ayala

Full Text Available Despite the large number of studies that have examined the acute effects of different warm up modalities (WU on physical performance, none of them have documented the time course of potential performance recovery in tennis players. The aim of this study was twofold: (a to analyze and compare the acute effects of two different WU modalities (traditional WU [TWU] and dynamic WU [DWU] on physical performance (i.e., CMJ, sprint, serve speed and accuracy in elite junior players, as well as (b to monitor the time course of any WU-induced changes after 30 and 60 min of simulated match-play. Twelve junior elite players completed both WUs modalities (TWU and DWU in a counterbalanced order on separate days. In each experimental session, counter movement jump (CMJ, 20-m sprint, tennis serve speed and accuracy tests were performed before (immediately after TWU or DWU during (30 min and after 60 min of a simulated match play. Measures were compared via four factorial (WU intervention and time repeated measures ANOVAs. There were main effects of WU (TWU and DWU throughout the time for all the variables analysed. The results indicate that DWU routine led to significantly faster 20 m sprint times and higher CMJs as well as faster and more accurate tennis serves at both post warm-up and 30 min match-play testing moments in comparison with the scores reported by the TWU routine (p 75-99%. No significant intergroup differences were found at 60-min match-play testing moment in any variable (except for the 20 m sprint. Therefore, the findings of this study recommend for optimal performance in these elite tennis players, DWU routines should be performed prior to formal training and competition rather than TWU routines.

Teaching chemical product design to engineering students: course contents and challenges

DEFF Research Database (Denmark)

Skov, Anne Ladegaard; Kiil, Søren

Chemical product design is not taught in the same way as traditional engineering courses like unit operations or transport phenomena. This paper gives an overview of the challenges that we, as teachers, have faced when teaching chemical product design to engineering students. Specific course...

Traditional/Block Scheduling, Gender, and Test Scores in College Biology Course

Science.gov (United States)

Huelskamp, Diana

2014-01-01

Block scheduling is the reallocation of a school day into longer class sessions to allow for more active teaching strategies and active engagement of students, in the effort to increase student performance. Various types of block scheduling exist. Traditional scheduling is when the school day is divided into six to eight sessions, with each…

Redesigning a General Education Science Course to Promote Critical Thinking

Science.gov (United States)

Rowe, Matthew P.; Gillespie, B. Marcus; Harris, Kevin R.; Koether, Steven D.; Shannon, Li-Jen Y.; Rose, Lori A.

2015-01-01

Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561

Traditional wound-healing plants used in the Balkan region (Southeast Europe).

Science.gov (United States)

Jarić, Snežana; Kostić, Olga; Mataruga, Zorana; Pavlović, Dragana; Pavlović, Marija; Mitrović, Miroslava; Pavlović, Pavle

2018-01-30

The geographical and ecological specificity of the Balkan Peninsula has resulted in the development of a distinct diversity of medicinal plants. In the traditional culture of the Balkan peoples, plants have medicinal, economic and anthropological/cultural importance, which is reflected in the sound knowledge of their diversity and use. This study analyses the traditional use of medicinal plants in the treatment of wounds and the pharmacological characteristics of the most frequently used species. A detailed analysis of the literature related to ethnobhe uses of medicinal plants in the Balkan region was carried out. Twenty-five studies were analysed and those plants used for the treatment of wounds were singled out. An ethnobotanical analysis showed that 128 plant species (105 wild, 22 cultivated and 1 wild/cultivated) are used in the treatment of wounds. Their application is external, in the form of infusions, decoctions, tinctures, syrups, oils, ointments, and balms, or direct to the skin. Among those plants recorded, the most commonly used are Plantago major, Hypericum perforatum, Plantago lanceolata, Achillea millefolium, Calendula officinalis, Sambucus nigra, Tussilago farfara and Prunus domestica. The study showed that the traditional use of plants in wound healing is confirmed by in vitro and/or in vivo studies for P. major and P. lanceolata (3 laboratory studies for P. major and 2 for P. lanceolata), H. perforatum (5 laboratory studies and 3 clinical trials), A. millefolium (3 laboratory studies and one clinical trial), C. officinalis (6 laboratory studies and 1 clinical trial), S. nigra (3 laboratory studies) and T. farfara (one laboratory study). The beneficial effects of using medicinal plants from the Balkan region to heal wounds according to traditional practices have been proven in many scientific studies. However, information on the quantitative benefits to human health of using herbal medicines to heal wounds is still scarce or fragmented, hindering

Usefulness of an Internet-based thematic learning network: comparison of effectiveness with traditional teaching.

Science.gov (United States)

Coma Del Corral, María Jesús; Guevara, José Cordero; Luquin, Pedro Abáigar; Peña, Horacio J; Mateos Otero, Juan José

2006-03-01

UniNet is an Internet-based thematic network for a virtual community of users (VCU). It supports one multidisciplinary community of doctoral students, who receive most of the courses on the network. The evident advantages of distance learning by Internet, in terms of costs, comfort, etc., require a previous evaluation of the system, focusing on the learning outcomes of the student. The aim was to evaluate the real learning of the students of doctorate courses, by comparing the effectiveness of distance learning in UniNet with traditional classroom-based teaching. Five doctorate courses were taught simultaneously to two independent groups of students in two ways: one, through the UniNet Network, and the other in a traditional classroom. The academic knowledge of students was evaluated at the beginning and end of each course. The difference in score was considered as a knowledge increase. The comparison was made using Student's t-test for independent groups. There were no significant statistical differences in the outcomes of the two groups of students. This suggests that both teaching systems were equivalent in increasing the knowledge of the students. Both educational methods, the traditional system and the online system in a thematic network, are effective and similar for increasing knowledge.

Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content

Science.gov (United States)

Martin, Jeffrey S.; Kreiger, Joan E.; Apicerno, Amy L

2015-01-01

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to…

Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers†

Science.gov (United States)

Peteroy-Kelly, Marcy A.; Marcello, Matthew R.; Crispo, Erika; Buraei, Zafir; Strahs, Daniel; Isaacson, Marisa; Jaworski, Leslie; Lopatto, David; Zuzga, David

2017-01-01

This two-year study describes the assessment of student learning gains arising from participation in a year-long curriculum consisting of a classroom undergraduate research experience (CURE) embedded into second-year, major core Genetics and Cellular and Molecular Biology (CMB) laboratory courses. For the first course in our CURE, students used micro-array or RNAseq analyses to identify genes important for environmental stress responses by Saccharomyces cerevisiae. The students were tasked with creating overexpressing mutants of their genes and designing their own original experiments to investigate the functions of those genes using the overexpression and null mutants in the second CURE course. In order to evaluate student learning gains, we employed three validated concept inventories in a pretest/posttest format and compared gains on the posttest versus the pretest with student laboratory final grades. Our results demonstrated that there was a significant correlation between students earning lower grades in the Genetics laboratory for both years of this study and gains on the Genetics Concept Assessment (GCA). We also demonstrated a correlation between students earning lower grades in the Genetics laboratory and gains on the Introductory Molecular and Cell Biology Assessment (IMCA) for year 1 of the study. Students furthermore demonstrated significant gains in identifying the variable properties of experimental subjects when assessed using the Rubric for Experimental (RED) design tool. Results from the administration of the CURE survey support these findings. Our results suggest that a year-long CURE enables lower performing students to experience greater gains in their foundational skills for success in the STEM disciplines. PMID:28904646

Doctoring Undercover: updating the educational tradition of shadowing.

Science.gov (United States)

Clark, Claire D

2017-01-01

Premedical students are educated in basic biological and health sciences. As a complement to traditional premedical coursework, medical school applicants are encouraged to shadow practitioners, with the hope that observation will introduce students to the culture and practice of healthcare. Yet the shadowing experience varies widely across practitioners and institutions; resources that guide students' critical reflection and structure the experience are scarce. A pilot experiential learning course, Doctoring Undercover: Shadowing and the Culture of Medicine, was developed to fill this gap. The course consisted of three parts: an introduction to medical culture through the disciplines of medical sociology, history, anthropology, and bioethics; a site placement in which students applied these fields' analytical techniques to the study of medical culture and practice; and the development of an online activity guide that other premedical students may adapt to their shadowing circumstances. Students reported that they were exposed to new disciplinary perspectives and interprofessional environments that they would not traditionally encounter. Students' contributions to the shadowing guide encouraged active learning and reflection on the dynamics of effective patient-provider relationships and shadowing experiences. Locally, the class may be scaled for a larger group of premedical students and incorporated into a formal pathway program for premedical students; the content will also be integrated into the clinical medicine course for first-year medical students. Online, the guide will be promoted for use by other institutions and by individuals planning extracurricular shadowing experiences; feedback will be solicited. Tools for evaluating the short- and long-term impact of the course and guide will be developed and validated. Observational and experimental studies of the course's impact should be conducted. ICM: Introduction to Clinical Medicine; SCE: Selective Clinical

Blended Learning within an Undergraduate Exercise Physiology Laboratory

Science.gov (United States)

Elmer, Steven J.; Carter, Kathryn R.; Armga, Austin J.; Carter, Jason R.

2016-01-01

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning…

Student Perceptions of an Upper-Level, Undergraduate Human Anatomy Laboratory Course without Cadavers

Science.gov (United States)

Wright, Shirley J.

2012-01-01

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This…

A Project-Based Cornerstone Course in Civil Engineering: Student Perceptions and Identity Development

Science.gov (United States)

Marshall, Jill; Bhasin, Amit; Boyles, Stephen; David, Bernard; James, Rachel; Patrick, Anita

2018-01-01

Our study used a natural experiment to compare a project-based cornerstone course with the traditionally-taught introductory course in civil engineering. During the study, two sections of the course were organized around an overarching project, the design of an event center, and the remaining sections used guest lectures, a textbook, and…

'Tech' versus 'talk': a comparison study of two different lecture styles within a Master of Science nurse practitioner course.

Science.gov (United States)

Lancaster, Jason W; Wong, Adrian; Roberts, Susan J

2012-07-01

Generation Y students have a strong preference for technology that has caused educators to re-evaluate their instructional techniques. Limited published literature exists evaluating the benefits of electronic lecture delivery to students enrolled within nursing degree programs, with no publications to date comparing traditional to blended learning modalities. To retrospectively compare student outcomes, including overall course grade and individual examination scores, between two cohorts of students utilizing two distinctly different methods of lecture delivery, traditional and blended. IRB approval was granted to retrospectively compare student outcomes from fifty-two students enrolled within Northeastern University's Master of Science Nurse Practitioner degree program. A total of 23 students were enrolled in the traditional section taught in 2010 and 29 students were enrolled in the blended section taught in 2011. Student'st-test was used to compare studied outcomes between each section. A p-value of ≤0.05 was considered to be statistically significant. The students enrolled within blended course scored statistically significantly higher than their counterparts within the traditional course for three of the four studied outcomes, including overall course score. This study demonstrates that nursing students enrolled within a more technologically advanced course may have improved performance over students enrolled in courses with traditional lecture styles given their generational preferences for learning. Copyright © 2011 Elsevier Ltd. All rights reserved.

Method to Increase Undergraduate Laboratory Student Confidence in Performing Independent Research

Directory of Open Access Journals (Sweden)

Colton E. Kempton

2017-05-01

Full Text Available The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design.  This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college.  Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experimental design, and student independence.  Here we describe a study examining the application of the scaffolding instructional philosophy in which students are taught molecular techniques with decreasing guidance to force the development of analytical thinking skills and prepare undergraduate students for independent laboratory research. This method was applied to our advanced molecular biology laboratory class and resulted in an increase of confidence among the undergraduate students in their abilities to perform independent research.

The isotope laboratory

International Nuclear Information System (INIS)

Anon.

The various research projects and investigations carried out at the laboratory are briefly described. These include:- hormone investigations (thyroxine and triiodothyronine) by radioimmunology in cattle and swine; the synthesis of fatty acids in sheep digestive juices; vitamin E in pigs; the uptake of phosphorus in cloudberries; the uptake and breaking down of glyphosate in spruce and wild oats; transport and assimilation of MCPA; ground water pollution from sewage; process investigations in fish oil production; cleaning process in dairy piping; soil humidity radiometric gage calibration; mass spectroscopy. The courses held by the laboratory for students and the consumption of radioisotope tracers are summarised. (JIW)

Industrial-Like Vehicle Platforms for Postgraduate Laboratory Courses on Robotics

Science.gov (United States)

Navarro, P. J.; Fernandez, C.; Sanchez, P.

2013-01-01

The interdisciplinary nature of robotics allows mobile robots to be used successfully in a broad range of courses at the postgraduate level and in Ph.D. research. Practical industrial-like mobile robotic demonstrations encourage students and increase their motivation by providing them with learning benefits not achieved with traditional…

Designing courses for the Internet. A conceptual approach.

Science.gov (United States)

Carlton, K H; Ryan, M E; Siktberg, L L

1998-01-01

One current higher education paradigm shift is the movement from traditional classroom settings and interactive television satellite transmission to course and program delivery via the World Wide Web (WWW). The authors describe the experiences of faculty in reconceptualizing and redesigning course and program delivery via the Internet. An electronic "template" has been collaboratively developed by multidisciplinary university partners to facilitate this work. The template incorporates an advanced nursing practice conceptual framework based on American Association of Colleges of Nursing (AACN) core educational essentials for advanced practice combined with a continuum of electronic course tools. Strategies, tools, and applications are discussed.

Female and Male Modes of Rhetoric in an Advanced Composition Course.

Science.gov (United States)

Lamb, Catherine E.

A college composition course based on teaching the difference between male and female modes of rhetoric offers advantages over the traditional course in reference, persuasive, and expressive discourse: the appeal to student emotion provided by the terms "female" and "male," and the clarity of the terms in delineating the…

English Language Needs Analysis of Qur'anic Sciences and Tradition Students in Iran

Science.gov (United States)

Salehi, Hadi; Davari, Ameneh; Yunus, Melor Md

2015-01-01

Needs analysis is fundamental to determine what students need to achieve through the medium of English accurately analysis. In this regard, the present study seeks to evaluate the ESP course book entitled "The ESP Course of Qur'anic Sciences and Tradition" taught at some universities in Iran. More specifically, the study aims to identify…

College Students' Perceptions of the Traditional Lecture Method

Science.gov (United States)

Covill, Amy E.

2011-01-01

Fifty-one college students responded to survey questions regarding their perceptions of the traditional lecture method of instruction that they received in a 200-level psychology course. At a time when many professors are being encouraged to use active learning methods instead of lectures, it is important to consider the students' perspective. Do…

Developing an Affordable and Portable Control Systems Laboratory Kit with a Raspberry Pi

OpenAIRE

Rebecca M. Reck; R. S. Sreenivas

2016-01-01

Instructional laboratories are common in engineering programs. Instructional laboratories should evolve with technology and support the changes in higher education, like the increased popularity of online courses. In this study, an affordable and portable laboratory kit was designed to replace the expensive on-campus equipment for two control systems courses. The complete kit costs under $135 and weighs under 0.68 kilograms. It is comprised of off-the-shelf components (e.g., Raspberry Pi, DC ...

Stabilized fiber-reinforced pavement base course with recycled aggregate

Science.gov (United States)

Sobhan, Khaled

This study evaluates the benefits to be gained by using a composite highway base course material consisting of recycled crushed concrete aggregate, portland cement, fly ash, and a modest amount of reinforcing fibers. The primary objectives of this research were to (a) quantify the improvement that is obtained by adding fibers to a lean concrete composite (made from recycled aggregate and low quantities of Portland cement and/or fly ash), (b) evaluate the mechanical behavior of such a composite base course material under both static and repeated loads, and (c) utilize the laboratory-determined properties with a mechanistic design method to assess the potential advantages. The split tensile strength of a stabilized recycled aggregate base course material was found to be exponentially related to the compacted dry density of the mix. A lean mix containing 4% cement and 4% fly ash (by weight) develops sufficient unconfined compressive, split tensile, and flexural strengths to be used as a high quality stabilized base course. The addition of 4% (by weight) of hooked-end steel fibers significantly enhances the post-peak load-deformation response of the composite in both indirect tension and static flexure. The flexural fatigue behavior of the 4% cement-4% fly ash mix is comparable to all commonly used stabilized materials, including regular concrete; the inclusion of 4% hooked-end fibers to this mix significantly improves its resistance to fatigue failure. The resilient moduli of stabilized recycled aggregate in flexure are comparable to the values obtained for traditional soil-cement mixes. In general, the fibers are effective in retarding the rate of fatigue damage accumulation, which is quantified in terms of a damage index defined by an energy-based approach. The thickness design curves for a stabilized recycled aggregate base course, as developed by using an elastic layer approach, is shown to be in close agreement with a theoretical model (based on Westergaard

Research programs at the Department of Energy National Laboratories. Volume 2: Laboratory matrix

Energy Technology Data Exchange (ETDEWEB)

NONE

1994-12-01

For nearly fifty years, the US national laboratories, under the direction of the Department of Energy, have maintained a tradition of outstanding scientific research and innovative technological development. With the end of the Cold War, their roles have undergone profound changes. Although many of their original priorities remain--stewardship of the nation`s nuclear stockpile, for example--pressing budget constraints and new federal mandates have altered their focus. Promotion of energy efficiency, environmental restoration, human health, and technology partnerships with the goal of enhancing US economic and technological competitiveness are key new priorities. The multiprogram national laboratories offer unparalleled expertise in meeting the challenge of changing priorities. This volume aims to demonstrate each laboratory`s uniqueness in applying this expertise. It describes the laboratories` activities in eleven broad areas of research that most or all share in common. Each section of this volume is devoted to a single laboratory. Those included are: Argonne National Laboratory; Brookhaven National Laboratory; Idaho National Engineering Laboratory; Lawrence Berkeley Laboratory; Lawrence Livermore National Laboratory; Los Alamos National Laboratory; National Renewable Energy Laboratory; Oak Ridge National Laboratory; Pacific Northwest Laboratory; and Sandia National Laboratories. The information in this volume was provided by the multiprogram national laboratories and compiled at Lawrence Berkeley Laboratory.

Eight year experience in open ended instrumentation laboratory

Science.gov (United States)

Marques, Manuel B.; Rosa, Carla C.; Marques, Paulo V. S.

2015-10-01

When designing laboratory courses in a Physics Major we consider a range of objectives: teaching Physics; developing lab competencies; instrument control and data acquisition; learning about measurement errors and error propagation; an introduction to project management; team work skills and scientific writing. But nowadays we face pressure to decrease laboratory hours due to the cost involved. Many universities are replacing lab classes for simulation activities, hiring PhD. and master students to give first year lab classes, and reducing lab hours. This leads to formatted lab scripts and poor autonomy of the students, and failure to enhance creativity and autonomy. In this paper we present our eight year experience with a laboratory course that is mandatory in the third year of Physics and Physical Engineering degrees. Since the students had previously two standard laboratory courses, we focused on teaching instrumentation and giving students autonomy. The course is divided in two parts: one third is dedicated to learn computer controlled instrumentation and data acquisition (based in LabView); the final 2/3 is dedicated to a group project. In this project, the team (2 or 3 students) must develop a project and present it in a typical conference format at the end of the semester. The project assignments are usually not very detailed (about two or three lines long), giving only general guidelines pointing to a successful project (students often recycle objectives putting forward a very personal project); all of them require assembling some hardware. Due to our background, about one third of the projects are related to Optics.

Fluorescence quantum yield measurements of fluorescent proteins: a laboratory experiment for a biochemistry or molecular biophysics laboratory course.

Science.gov (United States)

Wall, Kathryn P; Dillon, Rebecca; Knowles, Michelle K

2015-01-01

Fluorescent proteins are commonly used in cell biology to assess where proteins are within a cell as a function of time and provide insight into intracellular protein function. However, the usefulness of a fluorescent protein depends directly on the quantum yield. The quantum yield relates the efficiency at which a fluorescent molecule converts absorbed photons into emitted photons and it is necessary to know for assessing what fluorescent protein is the most appropriate for a particular application. In this work, we have designed an upper-level, biochemistry laboratory experiment where students measure the fluorescence quantum yields of fluorescent proteins relative to a standard organic dye. Four fluorescent protein variants, enhanced cyan fluorescent protein (ECFP), enhanced green fluorescent protein (EGFP), mCitrine, and mCherry, were used, however the methods described are useful for the characterization of any fluorescent protein or could be expanded to fluorescent quantum yield measurements of organic dye molecules. The laboratory is designed as a guided inquiry project and takes two, 4 hr laboratory periods. During the first day students design the experiment by selecting the excitation wavelength, choosing the standard, and determining the concentration needed for the quantum yield experiment that takes place in the second laboratory period. Overall, this laboratory provides students with a guided inquiry learning experience and introduces concepts of fluorescence biophysics into a biochemistry laboratory curriculum. © 2014 The International Union of Biochemistry and Molecular Biology.

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

Science.gov (United States)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design

Science.gov (United States)

Bennett, R. A.; Lamb, D. A.

2017-12-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the non-disabled, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp for all students, with a focus on modern geophysical observation systems, computational thinking, data science, and professional development.In this presentation, we will review common pedagogical approaches in geosciences and current efforts to make the field more inclusive. We will review curricular access and inclusivity relative to a wide range of learners and provide examples of accessible course design based on our experiences in teaching a study abroad course in central Italy, and our plans for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews.

Science.gov (United States)

Watmough, Simon; O'Sullivan, Helen; Taylor, David

2009-10-26

In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors enjoying their undergraduate education but then saying that they

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews

Directory of Open Access Journals (Sweden)

Taylor David

2009-10-01

Full Text Available Abstract Background In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. Methods From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. Results The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. Conclusion These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors

On the Integrity of Online Testing for Introductory Statistics Courses: A Latent Variable Approach

Science.gov (United States)

Fask, Alan; Englander, Fred; Wang, Zhaobo

2015-01-01

There has been a remarkable growth in distance learning courses in higher education. Despite indications that distance learning courses are more vulnerable to cheating behavior than traditional courses, there has been little research studying whether online exams facilitate a relatively greater level of cheating. This article examines this issue…

Re-evaluating Traditional Predictors of Incoming Knowledge in Astronomy 101 and Implications for Course Revitalization

Science.gov (United States)

Berryhill, K. J.; Slater, T. F.; Slater, S. J.; Harbour, C.; Forrester, J. H.

2016-12-01

A wide range of incoming knowledge is seen in students taking introductory astronomy courses. Using the Test Of Astronomy STandards (TOAST) as a pre-course measure of incoming knowledge, an evaluation was completed to discover any explanation for this variation. It would be reasonable to suggest that this could result from the variety we see in student's motivation, self-efficacy, general scholastic achievement, their high school science experience, or even whether one or more of their parents is in a STEM field. In this re-evaluation, there was no correlation seen between the above and the student's pre-test scores. Instead, the only predictor of pretest scores was student's exposure to astronomy through informal learning opportunities. This leads to important implications for faculty revitalizing their courses to improve student learning.

A Guided-Inquiry pH Laboratory Exercise for Introductory Biological Science Laboratories

Science.gov (United States)

Snodgrass, Meagan A.; Lux, Nicholas; Metz, Anneke M.

2011-01-01

There is a continuing need for engaging inquiry-based laboratory experiences for advanced high school and undergraduate biology courses. The authors describe a guided-inquiry exercise investigating the pH-dependence of lactase enzyme that uses an inexpensive, wide-range buffering system, lactase dietary supplement, over-the-counter glucose test…

Remote Laboratory Collaboration Plan in Communications Engineering

Directory of Open Access Journals (Sweden)

Akram Ahmad Abu-aisheh

2012-11-01

Full Text Available Communications laboratories for electrical engineering undergraduates typically require that students perform practical experiments and document findings as part of their knowledge and skills development. Laboratory experiments are usally designed to support and reinforce theories presented in the classroom and foster independent thinking; however, the capital cost of equipment needed to sustain a viable laboratory environment is large and ongoing maintenance is an annual expense. Consequently, there is a need to identify and validate more economic solutions for engineering laboratories. This paper presents a remote laboratory collaboration plan for use in an elctrical engineering communications course.

American Film Comedy (College Course File).

Science.gov (United States)

Woodward, Katherine S.

1990-01-01

Describes a course in American film comedy which includes three types of comedy: the tradition of the clown (beginning with silent comedy), romantic comedy, and sociopolitical comedy. Addresses such issues as escapism versus social purpose, fantasy versus realism, comedy versus laughter, and role of spectator versus role of text. (KEH)

International Laboratory of Marine Radioactivity: Biennial report 1985-1986

International Nuclear Information System (INIS)

1987-10-01

A review of the scientific activities of the ILMR in 1985-1986 is presented. The scientific programs of the Radiobiology Laboratory, Radiochemistry-Geochemistry Laboratory and Marine Environmental Studies Laboratory are briefly described. In addition lists of the visiting consultants/experts, trainees/fellows, publications/meetings, Committee/Expert group membership, courses and research/technical contracts are given

A Follow-up Study of Two Methods of Teaching Mathematics: Traditional versus New Math

Science.gov (United States)

Walton, Gene A.; And Others

1977-01-01

When high school mathematics grades and test scores were analyzed, findings showed that high- and middle-ability students who had a modern mathematics course in the seventh grade received significantly higher grades in Algebra I, II, III, and Geometry than did students who had a traditional seventh grade mathematics course. (DT)

Practical study on the integrated course of general pathology and pathophysiology

Institute of Scientific and Technical Information of China (English)

Qian ZHAO; Guo-hui FU; Ying HUANG; Wei LIU

2015-01-01

This paper aims at summarizing the experience of offering the integrated course of general pathology and pathophysiology for eight-year clinical medicine program, providing references for further improving the teaching quality,and laying a foundation for expanding the course to five-year clinical medicine program. Teaching contents of the integrated course of general pathology and pathophysiology focus on the crossing and integration of relevant discipline knowledge and properly integrating the traditional pathological knowledge,which emphasizes morphological changes of human body,with the pathophysiological knowledge,which emphasizes functional and metabolic changes of human body. It is helpful for breaking the boundaries of disciplines and enabling students to understand the laws of occurrence and development of diseases as a whole.The teaching model has been improved by introducing new teaching methods such as PBL,so as to avoid the shortcomings of traditional teaching method. The innovation consciousness,spirit of active learning,and critical thinking of students are trained via discussions of clinical cases,so as to lay a solid foundation for the learning of subsequent clinical courses and academic research in the future. In summary,integrated course benefits the overall optimization of the structure of medical courses,promotes the improvement of teaching quality,and can be expanded to five-year clinical medicine program in the future.

Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course

Science.gov (United States)

Shinaberger, Lee

2017-01-01

An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a…

Hands-on courses in petroleum engineering improve performance

Energy Technology Data Exchange (ETDEWEB)

Abou-Kassem, J.H.; Islam, M.R. [Regina Univ., Regina, SK (Canada)

1999-07-01

A hands-on methodology was employed to teach eight lecture-based courses in the United Arab Emirates University in which initially two petroleum engineering courses were used to test the methodology. The courses are considered to be basic to petroleum engineering. Although the courses did not have any impact on the overall student grades, the courses stimulated independent thought among students who were not previously used to this mode of thinking. Students were exposed to laboratory experiments and project works that were considered previously to be too-difficult-to-handle by undergraduate students. The course methodology was more acceptable to the female than the male population. The course methodology centered on creative thinking, questioning the establishment methods and critiquing conventional modes of thinking. Despite the differences between male and female students, overall the student population recognized that their ability to think independently and critically improved after taking the course. An appendix contains examples of learning modules. 18 refs.

Laboratory and software applications for clinical trials: the global laboratory environment.

Science.gov (United States)

Briscoe, Chad

2011-11-01

The Applied Pharmaceutical Software Meeting is held annually. It is sponsored by The Boston Society, a not-for-profit organization that coordinates a series of meetings within the global pharmaceutical industry. The meeting generally focuses on laboratory applications, but in recent years has expanded to include some software applications for clinical trials. The 2011 meeting emphasized the global laboratory environment. Global clinical trials generate massive amounts of data in many locations that must be centralized and processed for efficient analysis. Thus, the meeting had a strong focus on establishing networks and systems for dealing with the computer infrastructure to support such environments. In addition to the globally installed laboratory information management system, electronic laboratory notebook and other traditional laboratory applications, cloud computing is quickly becoming the answer to provide efficient, inexpensive options for managing the large volumes of data and computing power, and thus it served as a central theme for the meeting.

Synthesis of Ibuprofen in the Introductory Organic Laboratory

Science.gov (United States)

Kjonaas, Richard A.; Williams, Peggy E.; Counce, David A.; Crawley, Lindsey R.

2011-01-01

A method for the synthesis of ibuprofen in introductory organic chemistry laboratory courses is reported. This experiment requires two 3-h lab sessions. All of the reactions and techniques are a standard part of any introductory organic chemistry course. In the first lab session, students reduce p-isobutylacetophenone to an alcohol and then…

Student Perceived Importance and Correlations of Selected Computer Literacy Course Topics

Science.gov (United States)

Ciampa, Mark

2013-01-01

Traditional college-level courses designed to teach computer literacy are in a state of flux. Today's students have high rates of access to computing technology and computer ownership, leading many policy decision makers to conclude that students already are computer literate and thus computer literacy courses are dinosaurs in a modern digital…

Solving Relational Database Problems with ORDBMS in an Advanced Database Course

Science.gov (United States)

Wang, Ming

2011-01-01

This paper introduces how to use the object-relational database management system (ORDBMS) to solve relational database (RDB) problems in an advanced database course. The purpose of the paper is to provide a guideline for database instructors who desire to incorporate the ORDB technology in their traditional database courses. The paper presents…

Lessons Learned from Migrating to an Online Electronic Business Management Course

Science.gov (United States)

Walstrom, Kent A.

2014-01-01

This article describes the lessons learned while migrating an Electronic Business Management course from traditional face-to-face delivery to online delivery across a six and a half year time frame. The course under review teaches students how to develop and construct a working information-based online business using free versions of online…

Research and Progress on Virtual Cloud Laboratory

OpenAIRE

Zhang Jian Wei; Shang Zhi Hui; Yuan Chen; Ma Lin Lin; Cai Zeng Yu; Hu Chun Hui

2016-01-01

In recent years, cloud computing technology has experienced continuous development and improvement, and has gradually expanded to the education sector. First, this paper will introduce the background knowledge of the current virtual cloud laboratory; by comparing the advantages and disadvantages between traditional laboratory and virtual cloud laboratory, and comparing the application, advantages and disadvantages, and development trend of OpenStack technology and VMWare technology in safety,...

A blended design in acute care training: similar learning results, less training costs compared with a traditional format.

Science.gov (United States)

Dankbaar, Mary E W; Storm, Diana J; Teeuwen, Irene C; Schuit, Stephanie C E

2014-09-01

Introduction There is a demand for more attractive and efficient training programmes in postgraduate health care training. This retrospective study aims to show the effectiveness of a blended versus traditional face-to-face training design. For nurses in postgraduate Acute and Intensive Care training, the effectiveness of a blended course design was compared with a traditional design. Methods In a first pilot study 57 students took a traditional course (2-h lecture and 2-h workshop) and 46 students took a blended course (2-h lecture and 2-h online self-study material). Test results were compared for both groups. After positive results in the pilot study, the design was replicated for the complete programme in Acute and Intensive Care. Now 16 students followed the traditional programme (11 days face-to-face education) and 31 students did the blended programme (7 days face-to-face and 40 h online self-study). An evaluation was done after the pilot and course costs were calculated. Results Results show that the traditional and blended groups were similar regarding the main characteristics and did not differ in learning results for both the pilot and the complete programme. Student evaluations of both designs were positive; however, the blended group were more confident that they had achieved the learning objectives. Training costs were reduced substantially. Conclusion The blended training design offers an effective and attractive training solution, leading to a significant reduction in costs.

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

Science.gov (United States)

Frazier, Lisa; Anderson, Stephanie L.; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-01-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time. PMID:28630511

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

Science.gov (United States)

Anderson, H Glenn; Frazier, Lisa; Anderson, Stephanie L; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-05-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.

Government-industry-uUniversity and rResearch lLaboratories cCoordination for new product development: Session 2. Government research laboratory perspective

International Nuclear Information System (INIS)

Kuzay, T.M.

1997-01-01

This talk is the second in an expanded series of presentations on the Government-Industry-University and Research Laboratories Coordination for new product development, which is a timely and important public policy issue. Such interactions have become particularly timely in light of the present decline in funding for research and development (R ampersand D) in the nation''s budget and in the private sector. These interactions, at least in principle, provide a means to maximize benefits for the greater good of the nation by pooling the diminishing resources. National laboratories, which traditionally interacted closely with the universities in educational training, now are able to also participate closely with industry in joint R ampersand D thanks to a number of public laws legislated since the early 80s. A review of the experiences with such interactions at Argonne National Laboratory, which exemplifies the national laboratories, shows that, despite differences in their traditions and the missions, the national laboratory-industry-university triangle can work together

An Experimental Analysis of Computer-Mediated Instruction and Student Attitudes in a Principles of Financial Accounting Course.

Science.gov (United States)

Basile, Anthony; D'Aquila, Jill M.

2002-01-01

Accounting students received either traditional instruction (n=46) or used computer-mediated communication and WebCT course management software. There were no significant differences in attitudes about the course. However, computer users were more positive about course delivery and course management tools. (Contains 17 references.) (SK)

Measurement of the magnetic field of small magnets with a smartphone: a very economical laboratory practice for introductory physics courses

International Nuclear Information System (INIS)

Arribas, Enrique; Escobar, Isabel; Suarez, Carmen P; Najera, Alberto; Beléndez, Augusto

2015-01-01

In this work, we propose an inexpensive laboratory practice for an introductory physics course laboratory for any grade of science and engineering study. This practice was very well received by our students, where a smartphone (iOS, Android, or Windows) is used together with mini magnets (similar to those used on refrigerator doors), a 20 cm long school rule, a paper, and a free application (app) that needs to be downloaded and installed that measures magnetic fields using the smartphone’s magnetic field sensor or magnetometer. The apps we have used are: Magnetometer (iOS), Magnetometer Metal Detector, and Physics Toolbox Magnetometer (Android). Nothing else is needed. Cost of this practice: free. The main purpose of the practice is that students determine the dependence of the component x of the magnetic field produced by different magnets (including ring magnets and sphere magnets). We obtained that the dependency of the magnetic field with the distance is of the form x –3 , in total agreement with the theoretical analysis. The secondary objective is to apply the technique of least squares fit to obtain this exponent and the magnetic moment of the magnets, with the corresponding absolute error. (paper)

Measurement of the magnetic field of small magnets with a smartphone: a very economical laboratory practice for introductory physics courses

Science.gov (United States)

Arribas, Enrique; Escobar, Isabel; Suarez, Carmen P.; Najera, Alberto; Beléndez, Augusto

2015-11-01

In this work, we propose an inexpensive laboratory practice for an introductory physics course laboratory for any grade of science and engineering study. This practice was very well received by our students, where a smartphone (iOS, Android, or Windows) is used together with mini magnets (similar to those used on refrigerator doors), a 20 cm long school rule, a paper, and a free application (app) that needs to be downloaded and installed that measures magnetic fields using the smartphone’s magnetic field sensor or magnetometer. The apps we have used are: Magnetometer (iOS), Magnetometer Metal Detector, and Physics Toolbox Magnetometer (Android). Nothing else is needed. Cost of this practice: free. The main purpose of the practice is that students determine the dependence of the component x of the magnetic field produced by different magnets (including ring magnets and sphere magnets). We obtained that the dependency of the magnetic field with the distance is of the form x-3, in total agreement with the theoretical analysis. The secondary objective is to apply the technique of least squares fit to obtain this exponent and the magnetic moment of the magnets, with the corresponding absolute error.

Gas Cylinder Safety, Course 9518

Energy Technology Data Exchange (ETDEWEB)

Glass, George [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-10-27

This course, Gas Cylinder Safety (#9518), presents an overview of the hazards and controls associated with handling, storing, using, and transporting gas cylinders. Standard components and markings of gas cylinders are also presented, as well as the process for the procurement, delivery, and return of gas cylinders at Los Alamos National Laboratory (LANL).

Peer-Review Writing Workshops in College Courses: Students’ Perspectives about Online and Classroom Based Workshops

Directory of Open Access Journals (Sweden)

Erin B. Jensen

2016-11-01

Full Text Available Peer-review workshops are commonly used in writing courses as a way for students to give their peers feedback as well as help their own writing. Most of the research on peer-review workshops focuses on workshops held in traditional in-person courses, with less research on peer-review workshops held online. Students in a freshman writing course experienced both a classroom based writing workshop and an online workshop and then took a survey about their experiences. The majority of the students preferred the online writing workshop because of the convenience of the workshop and being able to post anonymous reviews. Students whom preferred the traditional in-person writing workshop liked being able to talk with their peers about their papers. This research article focuses on the students’ responses and experiences with traditional and online peer-reviews.

Cell migration analysis: A low-cost laboratory experiment for cell and developmental biology courses using keratocytes from fish scales.

Science.gov (United States)

Prieto, Daniel; Aparicio, Gonzalo; Sotelo-Silveira, Jose R

2017-11-01

Cell and developmental processes are complex, and profoundly dependent on spatial relationships that change over time. Innovative educational or teaching strategies are always needed to foster deep comprehension of these processes and their dynamic features. However, laboratory exercises in cell and developmental biology at the undergraduate level do not often take into account the time dimension. In this article, we provide a laboratory exercise focused in cell migration, aiming to stimulate thinking in time and space dimensions through a simplification of more complex processes occurring in cell or developmental biology. The use of open-source tools for the analysis, as well as the whole package of raw results (available at http://github.com/danielprieto/keratocyte) make it suitable for its implementation in courses with very diverse budgets. Aiming to facilitate the student's transition from science-students to science-practitioners we propose an exercise of scientific thinking, and an evaluation method. This in turn is communicated here to facilitate the finding of common caveats and weaknesses in the process of producing simple scientific communications describing the results achieved. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):475-482, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Adaptation of Professional Skills in the Unit Operations Laboratory

Science.gov (United States)

Rende, Deniz; Rende, Sevinc; Baysal, Nihat

2012-01-01

We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…

Laboratory Earth: Connecting Everything to Everything Else Online for Pre-college Educators

Science.gov (United States)

Gosselin, D.; Bonnstetter, R.; Yendra, S.; Slater, T.