bluuebunny/crossref_metadata_2025 huggingface dataset:
Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience
Authors: Carson Susan , Stanigar Jennifer
Published: May 2020

North Carolina State University undertook a faculty development initiative, TH!NK, beginning summer 2014. TH!NK is a campus-wide initiative designed to develop faculty members’ abilities in cultivating students’ higher-order skills in critical and creative thinking and self-reflection. Faculty and courses in a wide variety of disciplines were involved in the initiative, with the ultimate goal being an institutional transformation in the way that teaching is approached across campus. This paper shares early outcomes of five years of the program, which engaged approximately 130 faculty members. We assess the adoption of teaching strategies and how adoption varied between STEM and non-STEM courses based on a 2019 survey of TH!NK-trained faculty (n=72). We observed that an intensive, multi-day, interdisciplinary faculty development institute, paired with long-term peer mentoring and accountability, led to a high rate of adoption of the strategies. While non-STEM faculty utilized a wider array of teaching strategies prior to training, both groups made gains post-training, with the greatest gains among STEM faculty. There were notable outcomes observed in faculty use of the strategies in other courses and sharing activities and assignments with colleagues inside and outside of their home departments.
Breaking down the classroom walls: how to train future media professionals in an interdisciplinary and applied way while fostering social change
Authors: Franganillo Jorge , Sánchez Lydia , García Asensio M. Ángeles , Marquès Anna
Published: May 2020

This paper describes an effective methodological strategy that the Consolidated teaching innovation group in Communication and Audiovisual Media (In-COMAV), composed of a multidisciplinary teaching team, has been developing since 2016 within the Audiovisual Communication degree program offered by the University of Barcelona. This strategy consists of promoting service-learning projects within the context of various courses. Here we present the viability criteria established for the acceptance of projects oriented toward collaboration with organizations outside the university, the critical success factors and the results that this initiative has had on students, teachers, the university and society. Such results are perceived positively, yet there are still challenges and limitations to be overcome to ensure the continuity, sustainability and effectiveness of service-learning projects in higher education.
Interaction in spoken academic discourse in an EMI context: the use of questions
Authors: Johnson Jane Helen , Picciuolo Mariangela
Published: May 2020

Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
Preliminary study on the awareness of the SDGs in future primary school teachers
Authors: Vernia-Carrasco Ana Mercedes , Pastor-Fuentes Victoria , López-Navarro Miguel A.
Published: May 2020

This preliminary study has been carried out with the objective of knowing the sensitivity and implication of future primary school teachers regarding the 17 Sustainable Development Goals. The questionnaire used was translated from the work of Niklas Gericke et al. (2018), some questions elaborated on the basis of UNESCO's definition of sustainable development, aimed at knowing the awareness that people show towards sustainability. In the proposal of these authors, knowledge, attitudes and environmental, social and economic behavior were measured. In our study, whose representative sample has been 3rd grade students in primary school teacher, of the Jaume I University, the same parameters have been used. The results we found were positive to the extent that we showed that the sample has an acceptable knowledge, as well as an implication and responsibility on the subject. As conclusions, we can highlight the need to include the subject in teacher training, with the aim of improving, not only awareness and responsibility in the climatic situation, but also in people's quality of life, the use of Material resources in addition to promoting educational, social and personal values, as a way of prevention and positive actions connected with the 17 SDGs.
Employability skills of graduates:Insights from job advertisements
Authors: Suleman Abdul , Suleman Fátima , Cunha Filipa
Published: May 2020

This paper examines online job advertisements to identify the type of skills and other attributes required for higher education graduates in European countries. The data were collected from European job websites in 2019 (n=1,752) for any country and occupation having a job offer requiring higher education. The empirical analysis starts with a fuzzy clustering to identify typical skill patterns required by employers. Six clusters emerge from the data; five can be labelled as adaptability skills, foreign languages, specific skills, work attributes, and managing skills. The remaining one is referred to as null cluster with no distinctive required skill. Subsequently, we examine the occupation and employment conditions associated with each fuzzy cluster. Despite the demand for graduates, the service and sales related occupations prevail in the null cluster. In other five well-defined clusters we find a mix of skills of some high-qualified occupations, and search for specific skills acquired through work experience.The findings raise the question about the assignment of graduates in less qualified occupations.
Baltic - Nordic Universities in the EU Research and Innovation Programme Horizon 2020
Authors: Bērziņa Dina
Published: May 2020

This study looks at the research education in universities and is aimed at assessment of the Baltic – Nordic Higher Education Establishments’ participation to the EU Horizon 2020 Framework Programme on basis of the open source data. The author analyses university interest in Horizon 2020 support for doctoral students’ training, correlation between university PhD intensity and involvement in research projects, correlation between Horizon 2020 success and World university rankings, participation comparison of  Nordic universities versus the Baltic ones. A brief overview of universities’ commitment to Sustainable development goals is also included. The study concludes that Nordic universities are more thoroughly engaged than the Baltic ones and are taking advantage of the Horizon 2020 opportunities; however, Estonia has a remarkable success. Although Nordic universities are looking for collaboration partners further into Western Europe than to the neighbours across the Baltic Sea, for teaming activities Baltic universities choose Nordic mentors. Nordic universities are more involved in activities leading to excellent research. On contrary – in many cases participation of Baltic universities is limited to coordination of research activities without a direct access to the leading European science communities and respective possibilities for students.
Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation
Authors: Mouw Jolien , Fokkens-Bruinsma Marjon , Verheij Gert-Jan
Published: May 2020

Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
Occupational safety and health education and training: an innovative format and experience
Authors: Pietrafesa Emma , Iavicoli Sergio , Martini Agnese , Simeone Rosalba , Polimeni Antonella
Published: May 2020

Health begins at home and in community where people live and work, in fact, the World Health Organisation (WHO) defines health as ‘a state of complete physical, mental and social well-being’. Experts and professionals, of all sectors and specialities, need to take account the Occupational Safety and Health (OSH) in all aspects of their working lives. Mainstreaming OSH into education concerns integrating one policy area – OSH – into another – education. This study started from a first analysis of an international and national OSH training offer, in which  some critical aspects emerged: there are mostly sectoral training courses, qualifying some prevention actor roles, most linked to traditional risks, and primarily focused on the safety aspects rather than the health ones. The current study is related to an innovative format and experience for an integrated management of OSH in the evolution of the world of work. The concept was born from the need to train new professionals figures when the rapid demographic changes and technological innovation are changing the working world and therefore also the required skills to prevention actors. A first test has been conducted on 26 students who attended the first edition of this innovative training.
Students' experiences with learning mergers and acquisition skills in a multi-disciplinary learning community
Authors: Ossevoort Miriam , Tavenier Daan , Riezebos Jan
Published: May 2020

The aim of this paper is to evaluate the implementation of an extra-curricular multi-disciplinary, multi-level Learning Community (LC) on Mergers and Acquisition (M&A) of Small-Medium-sized Enterprises (SMEs). This LC was developed according to established guiding principles, namely the theme extends beyond the theme of the regular courses, and it should attract both BSc and MSc students of different disciplines, and enhances students’ professional preparation and employability. The LC consisted of 8 meetings of 2 hours and one meeting for a whole day during a full semester. During the whole day, students played a game in which they had to purchase a company using all acquired knowledge and skills. In the guest lectures offered, students discussed different aspects of M&A with professionals within the field. The LC is evaluated by students on e.g. the content of the LC, what they have learned, the social aspect and guidance, and what could be improved. Overall, the students appreciated the content and structure of the LCs, especially the game, the guest lectures, and the fact that they worked together with students of different disciplines.
Virtual Technologies possibilities for improving background knowledge of Civil Engineering Education
Authors: Ovtšarenko Olga , Makuteniene Daiva , Timinskas Edgaras
Published: May 2020

A new era with rapid technological changes, digitization, new forms of labour organization requires innovative ideas for modern education using a virtual learning environment and available technical means. This article discusses the prerequisites for creating a concept of a universal curriculum for first-year students in construction specialities for teaching the fundamentals of technical disciplines - that means basic engineering education, with integrating the  Building Information Modeling (BIM).The Building Information Modeling (BIM) methodology includes the concept of combined information about all the parameters of a three-dimensional object. This is universally supported by modern technology and can be used to develop innovating teaching methods.To identify the prerequisites for the concept of a universal electronic course, an analysis of the IMD statistics was carried out and a generalized overview of the content of educational programs in the main technical disciplines of higher educational institutions of the countries of one graphic region was conducted.Keywords: BIM; Virtual Technology; First-Year Student; Civil Engineering Education.
Methodology based on collaborative problem solving implemented in a high academic achievement group
Authors: Ferrando-Rocher Miguel , Marini Stephan , Galiana-Merino Juan José , Carbajo Jesús
Published: May 2020

The High Academic Achievement (ARA, by its acronym in Spanish) group began its course in the 2011/12 academic year to reinforce the potential of the most outstanding students since the beginning of their university studies. In order to improve the employability of this students, at least 50% of basic or compulsory credits of the degree are taught in English. In addition, a series of language training aids are provided, which also has advantages in obtaining Erasmus scholarships. The ARA group only offers 25 places each academic course. Being a small group, personalized teaching is enhanced while the schedule is compacted. In this contribution the methodology used in the subject of Signals and Systems of the Degree in Sound and Image in Telecommunication Engineering of the Alicante University (Spain) is presented. The methodology emphasizes the practical application of the subject and its direct applicability in real systems.
Scientific Discourse: Can Our First-Year Students Express Themselves in Science?
Authors: Mouton Marnel , Rootman-Le Grange Ilse
Published: May 2020

Scientific discourse is a specialized, semantically dense language used to formulate clear, objective arguments around experimental results. However, science classrooms are practically void of scientific argumentation and this important skill is rarely modelled or developed in these spaces. Yet, students are expected to engage with complex disciplinary texts and then demonstrate their mastery of scientific subject matter using appropriate scientific discourse. Students find this extremely challenging and many are implicitly excluded from successful engagement with the subject. The aim of our study was the assessment and development of first-year biology students’ scientific discourse skills through collaborative pedagogy, to make aspects of biology discourse explicit to all students. We drew on Legitimation Code Theory’s concept of semantic density, which considers complexity of meaning, to design a learning opportunity and then analyzed selections of students’ summative assessments. Results showed profound variation in the proficiency of the students’ scientific vocabulary and language functions, and the discourse of the school and first-year biology textbooks. We therefore argue for science pedagogy that would allow students time and opportunities to mindfully engage with complex disciplinary text and then demonstrate their mastery of their learning using appropriate scientific discourse.
Evaluation and Accreditation System of External Internship Tutors - SEATPE
Authors: Montoro Sánchez Yolanda , Valero Aleixandre María Adela , Pérez Boullosa Alfredo , Barberá Gregori Miguel Ángel , Ridocci Quiles María
Published: May 2020

La Universidad de Valencia ha implementado desde 2012 un Sistema de Evaluación y Acreditación de Tutores de Pasantías Externas (SEATPE) a través de su Fundación Universidad-Empresa, ADEIT, bajo la dirección del Vicerrector de Empleo y Programas Formativos. Los objetivos principales de este sistema son mejorar la calidad de la tutoría de pasantías externas implementando mecanismos para reconocer el buen trabajo de los tutores y aumentar el compromiso de las empresas y entidades con la capacitación práctica de nuestros estudiantes. Está dirigido a los dos perfiles de tutores: académicos y empresas. Los tutores que acceden al SEATPE obtienen una "Mención de calidad" en el caso del tutor académico y una "Acreditación" en el caso del tutor de la empresa. Hasta ahora hemos realizado cinco llamadas y 500 tutores de pasantías han obtenido su acreditación o mención de calidad.
Creativity and Innovation Skills in University STEM Education: The CHET Project Approach
Authors: García-Aranda César , Molina-García Agustin , Morillo Balsera María del Carmen , Martínez-Cuevas Sandra , Rodríguez Hurtado Encarnación , Pérez Rodríguez Javier , Rodríguez-Chueca Jorge , Torroja Fungairiño Yago , Rodríguez Hernández Manuel , González Miquel María , Díaz Moreno Francisco Ismael , González Gómez Emilio José , De la Fuente García-Soto María del Mar , Giannakis Stefanos , Del Castillo González Isabel , Martínez Núñez Margarita , Blasco Contreras Fernando , Izquierdo García Pilar Cristina
Published: May 2020

Creativity and innovation are crucial skills to face challenges in economy, environment and social context today, especially next decade with 2030 Agenda for Sustainable Development adopted by all United Nations Member States.  European Higher Education System considers STEM studies play a key role to lead the global labor market and address our economic system towards more sustainability and equality model. Innovative educational projects developed at the Universidad Politécinca de Madrid have identified lack of students skills in creativity and innovation to apply challenge based-learning and others methodologies in classrooms. Hovewer Higher Education institutions need a whole approach to include creativity in university curricula (graduate and postgraduate programs), at the same time, professors claim support to embebed innovative methodologies in their subjects. CHET Project is designed as a solid strategy aimed at developing an innovative process to modernization of Higher Education System in Europe. Step by step, the project begins by defining the learning environment, then developing creativity techniques and tools, and finally validating methodologies and processes. All this supported by free access online platform.
U-Behavior: Visual-Form Learning Analytics to Enhance Teaching and Learning
Authors: McKenna Kelly , Folkestad James , Moraes Marcia
Published: May 2020

Learning analytics have great potential to support students’ learning process and instructors’ learning design, specially when presented as a visualization, visual-form LA, designed in conjunction with student reflections.  This presentation represents a multi-year mixed-methods study that collected students learning analytics from participation in retrieval practice activities, low-stake quizzes, and presented this data as visual-from LA to help students to be cognizant of and reflect on their learning practices in order to improve retention and  recall by implementing high impact learning practices. Quantitative and qualitative data was collected, analyzed, and integrated to generate insights regarding the impact of the design on students’ study behaviors and students’ self-awareness of these behaviors.  Findings suggest that the integration is successful in developing autonomous learners that more often recognize and implement effective learning behaviors.
Project-based learning: A practical approach to implementing Memsource in the classroom
Authors: Herget Katrin
Published: May 2020

Information technology has long become an integral part of today’s professional reality and given rise to new job profiles, in response to the changing requirements in many industries. Hence, the knowledge of languages for specific purposes as well as the acquisition of practical competences through project-based learning (PBL) have gained growing significance. Specialized communication skills, coupled with a multilingual professional competence, are a means to address the demands of our today's complex reality. Institutions of higher education more and more feel the urge to prepare their students to new professional challenges and a wide range of employment opportunities. This paper presents a PBL approach by implementing the Computer Aided Translation Tool Memsource in foreign language classes of the Master’s course “Languages and Business Relations” at the University of Aveiro. This innovative approach seeks to provide students with a multidisciplinary competence, increase their linguistic proficiency and actively involve them in the decision-making and problem-solving process.  Keywords: higher education, Project-based learning (PBL), Computer Aided Translation Tool, Language teaching for specific purposes
Breaking down Silos through Authentic Assessment: a Live Case Analysis
Authors: Freeman Olivia , Hand Rosie , Kennedy Aileen
Published: May 2020

One of the aims of Technological University Dublin (TU Dublin) is to create graduates who problem solve as socially responsible global citizens. We wanted to provide an opportunity for our students to address relevant, marketing and consumption challenges in new and innovative ways, and to develop analytical competences and professional skills and comportment in a real-life context. This paper describes the design, implementation and outcome of an inter-disciplinary and cross-programme ‘authentic assessment’ method which we have termed a ‘live case analysis’. The assessment comprised fieldwork, wider industry engagement, formative assessment components and a summative presentation. The method is discussed against the backdrop of a Curriculum Framework project which is underpinned by four design principles which centre around innovation, application, collaboration and flexibility. The performance of real-world tasks such as live case analysis strongly reflects the central pedagogical values of what, where and how people will learn at TU Dublin in the future.
The bad and the ugly: a systematic review of technology’s negative impacts’ mentions in literature from 2005 to 2020
Authors: Silva Inês Tavares , Rodrigues Luis Filipe , Sampayo Marta Mello
Published: May 2020

In an era of ubiquitous presence of several formats of technology throughout all areas ofhuman interaction, it seems pertinent to assess the complete spectrum of possible impactssuch technologies may have: not just the good, but the bad and the ugly too. Scientificresearch has been substantial on its efforts to map technology’s benefits from which humansmay profit on a myriad of activities. This is particularly evident in recent fields of study, suchas gamification applications to marketing, education or business. However, it could beargued that in-depth analysis of potential nefarious impacts of technology use is currentlylacking. In this paper, we perform a systematic review of contributions from top scientificpublications over the last fifteen years in search of their concerns over the implementationand usage of technology, to gather proof that this is a promising study field, which deservesfurther study. Due to the limited literature and empirical evidence on the topic, this studycontributes to better understand of nefarious impacts and limitations of technology.
Drugs, Achievements and Educational Systems: Predictive Models for Society and Education through Speculative Data
Authors: Moura Ana S. , Barreiros João , Cordeiro M. Natália D. S.
Published: May 2020

Higher Education Student burnout is an increasingly educational and social concern. The problem is complex and multilayered, demanding new approaches in predicting hazardous situations that can lead to the demise of the mental and physical well-being of the students. This work proposes a new model that can be used to predict and prevent such educational and/or social scenarios, resourcing to new tools, as the Reductio ad dystopia and speculative data. It departs from recent social quantum-based models and selected speculative literature works while introducing the use of social network theory to add the time variable to the model. The results clearly indicate that speculative and real scenarios can be juxtaposed in such a model, and concludes that a time interval for predicting the occurrence of the problem can be one of its advantages.
Factors That Shape University Students’ Attitudes Towards Academic Research
Authors: Echiverri Leah Li , Chen Wanghan , Wang Xinyi
Published: May 2020

Students almost always hold different attitudes toward academic research. In order to describe that phenomenon and find out the factors which affected and caused students’ different attitudes toward academic research, the researchers investigated Wenzhou-Kean University (WKU) students’ attitudes towards the support from the university, research training environment, and their future academic career directions. This descriptive-quantitative study also considered students’ attitudes as a variable to measure respondents’ understanding and knowledge of academic research, and personal experiences. The sample size of 227 undergraduates represented the cross sectional respondents of the four colleges. Based on data collected by online questionnaires, results showed that most WKU students held positive attitudes toward academic research and are aware of its significance. WKU students did not have enough personal experiences in undertaking research studies. Generally, WKU students realized and acknowledged the significance of academic research in cultivating their inquiry mind and gain better understanding of the research course content. All of the three factors could affect students’ attitudes and motivations toward academic research. Faculty mentoring in the research training environment has the strongest influence while on-campus related activities in the support from the university has the lightest influence on WKU undergraduates’ attitudes towards research.
The digitalization of universities from a students’ perspective
Authors: Brink Henning , Packmohr Sven , Vogelsang Kristin
Published: May 2020

The digitalization of higher education institutions is progressing significantly. Though the use of digital assets enhances the students’ learning experience and offers new opportunities for administration, there are no uniform standards for the use of digital media in teaching and student services. As educational service providers, universities are dependent on students being able to cope with the structures offered. Thus it is essential to ascertain students’ attitudes of the technologies used. We asked students from three blended learning courses about their perceptions. We further asked the students what should be done and by whom. Our results show that students see structural changes occurring not only in themselves but also at the level of the university management. Our research contributes to the actual discussion about the digitalization of higher education by offering suggestions for development from a students’ view. The results are valuable for lecturers and faculty managers who want to advance the digitalization of services and learning.
Curriculum development in South Africa: the role of professional bodies
Authors: Dowelani Musimuni , Dowelani Faith
Published: May 2020

The function and main goal of higher education has evolved over time; studies show that there is a shift in focus from pure intellectual exploration to job preparation. Curriculum development literature argues that the collaboration between universities and industries is critical for skills development and provides alignment between skills required in the workplace and skills transferred through higher education. This desk study aimed to synthesis the role of professional bodies as representatives of industry in curriculum development in the South African context. Observations show that a significant number of professional bodies mandate curriculum, by accrediting qualifications offered by universities. Not all programs require professional body accreditation or approval, however approximately 60% of all university programmes in South Africa are subject to the accreditation of professional associations. Without the accreditation from professional bodies, universities would not be able to offer qualifications in certain disciplines such as health and engineering. There is evidence that professional body involvement in curriculum development ascertains a level of quality.
A pedagogic approach by contextual immersion
Authors: Billong IV Samuel Ismael , Batchakui Bernabé , Simo Nono René , Kouamou Georges
Published: May 2020

In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation.  This differentiation takes into account the learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.
Enhancing students’ preparation for the professional field: A quasi-experimental study on a new community service learning module for first year pedagogical sciences students
Authors: Vreeke Leonie , Huijding Jorg , Branje Susan , Hibbel Belinda , Van der Ham Jaap , Dielwart Isabelle , Mulder Hanna
Published: May 2020

In this paper, we describe the implementation of a new teaching module in the first year of a Pedagogical Sciences programme based on Problem Based Learning, Community Service Learning and co-creation principles. In this module, first year students answered a real-life pedagogical question for a project partner from a professional organization. Students ‘co-created’ solutions for the pedagogical-themed question by working together with a university expert and a project partner from a professional organization. Results indicated that students involved in this new teaching module scored significantly higher on a range of self-reported outcomes: feelings of being challenged, being able to link science to practice, feeling prepared for the professional field in general, and intrinsic motivation. Significant positive results occurred specifically when levels of co-creation were relatively high. This study underscores the importance of involving societal partners and challenging students to work on real-life problems very early on in academic education, that is, already in their first year at university.
Dropout and Engineering undergraduate programs at the Universidad Nacional de Colombia between 2012-2019
Authors: Sánchez-Nítola Mónica Natalí , Grijalba Diana , Embus Manuel , Suarez Andrés , Guevara Montoya Juan Esteban
Published: May 2020

Dropout is a topic of significant concern to Higher Education Institutions, especially in Colombia it is considered one of the most important indicators to define higher education quality. Nevertheless, in Colombia, and particularly at the Universidad Nacional de Colombia, it has been generally assessed only academic dropout. This decision has prevented understanding other types of dropouts that also occur in the university. The research group performed Multiple Correspondence Analysis to assess the relationship between dropout types (academic, dropout on request, and expiry of time limits) and variables such as sex, socioeconomic stratum, type of admission, and semester of dropout. In the results, we found a disparity between types of dropout concerning the type of university admission, sex, socio-economic stratum, and the semester in which dropout occurs. Women are related to the dropout request while men are associated with the academic dropout. Additionally, the academic dropout occurs in the first 4 semesters, and the expiry of time limits occurs in the last ones.
Reliability of multiple-choice versus problem-solving student exam scores in higher education: Empirical tests
Authors: Lee Eric S , Garg Naina
Published: May 2020

Instructors in higher education frequently employ examinations composed of problem-solving questions to assess student knowledge and learning. But are student scores on these tests reliable? Surprisingly few have researched this question empirically, arguably because of perceived limitations in traditional research methods. Furthermore, many believe multiple choice exams to be a more objective, reliable form of testing students than any other type. We question this wide-spread belief. In a series of empirical studies in 8 classes (401 students) in a finance course, we used a methodology based on three key elements to examine these questions: A true experimental design, more appropriate estimation of exam score reliability, and reliability confidence intervals. Internal consistency reliabilities of problem-solving test scores were consistently high (all > .87, median = .90) across different classes, students, examiners, and exams. In contrast, multiple-choice test scores were less reliable (all < .69). Recommendations are presented for improving the construction of exams in higher education.
Estilos eruptivos asociados al volcanismo monogenético máfico de la región de Pasto Ventura, Puna Austral, Argentina
Authors: Filipovich Ruben , Báez Walter , Bustos Emilce , Villagrán Agustina , Chiodi Agostina , Viramonte Jose
Published: June 2020

One of the most outstanding features of the Southern Puna is the occurrence of a widespread monogenetic mafic volcanism during Neogene-Quaternary. Despite a number of published papers focusing on the petrogenesis of this back-arc volcanism, works aimed on its physical volcanology are scarce. This paper presents the characterization of the monogenetic mafic volcanism in the Pasto Ventura region, located in the southeast edge of the Southern Puna. The results show that in the Pasto Ventura region there is a low density of small-volume eruptive centers aligned with regional tectonic structures and a significant variability in eruptive styles (effusive, strombolian, hawaiian, violent strombolian and phreatomagmatic) and typology of volcanic structures (domes, scoria cones, maars and tuff rings). The first of these features is explained by a limited magma flow rate from the deep source and the use of favorable tectonic structures (oriented obliquely to the regional maximum compression direction) for the ascent of small volumes of magma through the upper crust. The variability of eruptive styles responds to the complex interaction of different endogenous and exogenous factors. The occurrence of effusive or explosive eruptions depends on the differences in magma ascent rates including periods of stagnation in the upper crust, which in turn control the efficiency of degassing and ultimately the occurrence of fragmentation. On the other hand, the more humid local climatic conditions (~150 mm/year), which are related to the geographical position of the Pasto Ventura region in the eastern edge of the Puna, favor the occurrence of phreatomagmatic activity. Phreatomagmatic activity also varies according to the topography, substrate typology and depth at which water-magma interaction occurs.
Macraucheniidae and Proterotheriidae (Mammalia, Litopterna) from Quebrada Fiera (Late Oligocene), Mendoza Province, Argentina
Authors: Schmidt Gabriela Ines , Cerdeño Esperanza , Hernández Del Pino Santiago
Published: June 2020

In this contribution we present new specimens of Litopterna recovered during the last decade in Quebrada Fiera (Mendoza Province, Argentina), whose fossiliferous sediments, currently recognized as the base of Agua de la Piedra Formation, are assignable to Late Oligocene (Deseadan South American Land Mammal Age). Two remains mentioned in the first publication on this locality were neither detailed nor described, and they have not been located in the corresponding repository. The new material consists of postcranial fragmentary remains (astragali, calcaneum, and metapodials) of Macraucheniidae (Cramaucheniinae) and an incomplete upper molar (M3) of Proterotheriidae (Proterotheriinae). These few remains of litopterns contrast with the abundance of notoungulates at Quebrada Fiera. A comparative study was carried out with material from Patagonia (Argentina) and taxa recorded in Bolivia and Peru for the same temporal interval. The specimens of Cramaucheniinae are assigned to Coniopternium andinum and the molar of Proterotheriinae to cf. Lambdaconus suinus. This contribution allows us to extend the geographical range of Coniopternium, filling the gap between the Patagonian and lower latitude localities (Bolivia and Peru) in which this genus was found. The record of L. suinus in Quebrada Fiera expands the geographical range of this species outside from Patagonia.
The earliest fossil record of the poorly known family Condylocardiidae from Argentina
Authors: Pérez Damián
Published: June 2020

The scarcely known family Condylocardiidae (Bivalvia: Archiheterodonta) is poorly represented in the fossil record and their living representatives are also poorly known. This work presents a new representative of the family from the early Pliocene of marine terrace of Cerro Laciar (Santa Cruz Province). Carditella pitufina sp. nov. is described and characterized by a shell large for the genus, 15 radial ribs as wide as interspaces, high hinge plate and broad and large hinge teeth. The poor record of the family may be due to an identification bias, probably because the tiny size of specimens and its similarity with carditids. This new species resembles to the living Carditella tegulata from southern Argentina and Chile and they could be closely related. Carditella pitufina sp. nov. represents the most ancient record of Carditella in South America and the most ancient record of Condylocardiidae in Argentina.
What types of COVID-19 conspiracies are populated by Twitter bots?
Authors: Ferrara Emilio
Published: June 2020

With people moving out of physical public spaces due to containment measures to tackle the novel coronavirus (COVID-19) pandemic, online platforms become even more prominent tools to understand social discussion. Studying social media can be informative to assess how we are collectively coping with this unprecedented global crisis. However, social media platforms are also populated by bots, automated accounts that can amplify certain topics of discussion at the expense of others. In this paper, we study 43.3M English tweets about COVID-19 and provide early evidence of the use of bots to promote political conspiracies in the United States, in stark contrast with humans who focus on public health concerns.
The Fulfillment of Council on Accreditation of Parks, Recreation and Related Professions Standards Through a Youth-Adult Partnership
Authors: Price Taryn , Been Nicole
Published: May 2020

The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) outlines standards for recreation programs to ensure a quality educational experience. The current case study presents findings from a youth-adult partnership in support of various COAPRT standards to assist in the development of aspiring recreation professionals. Observation and reflection data from two consecutive partnerships between youth in a high school Physical Education course and collegiate students from a Historically Black College University’s Health, Physical Education, and Recreation program are presented based on the four dimensions of Wu, Kornbluh, Weiss, and Roddy’s (2016) youth-adult partnership (Y-AP) rubric. The results are presented based on the Y-AP rubric’s dimensions: authentic decision making, natural mentors, reciprocity, and community connectedness to illustrate how they support COAPRT standards 7.01(a) (b), 7.02, and 7.03 (COAPRT, 2014). Implications are provided to support the value a Y-AP implementation can provide recreation management programs as they seek and maintain COAPRT accreditation in the development of their students.
The Hidden Curriculum and the Development of Latent skills: The Praxis
Authors: Abroampa Winston Kwame
Published: May 2020

The paper sought to explore the extent to which the hidden curriculum also referred to as the collateral curriculum can be used to develop skills, values and attitudes for learners to inculcate in order to develop the affective domain. Primarily, education is supposed to ensure the holistic development of any individual with a balanced development of all the domains. However, current educational policies and their implementation overemphasise the development of intellectual abilities to the detriment of, especially, the affective domain due to narrow and restrictive accountability practices. Since learners learn more than what they are taught in class and what they acquire from the school’s culture stays much longer with them, it is reasonable they are given the opportunity to explore in order to create a school environment and a culture that would effectively evolve such soft skills and affective elements for learners. Various aspects of school life from which affective elements can be practically derived have been discussed with its attendant educational policy implications.
Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia
Authors: Mokaleng Mercy , Möwes Andrew D.
Published: May 2020

The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as  inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.
Rapid Diagnostic Test Versus Microscopy for Diagnosing Malaria Among Pregnant Women in a Resource-Poor Setting; A Cross-Sectional Comparative Study
Authors: Odio Bartholomew N. , Ajah Leonard O. , Ibekwe Perpetus C. , Ajah Monique I. , Ugwu George O. , Nwankwo Theophilus O. , Anikwe Christian C.
Published: May 2020

BACKGROUND: Diagnostic challenge of malaria in Nigeria remarkably impedes the World Health Organization (WHO) recommendation of laboratory diagnosis before treatment. Rapid Diagnostic Test (RDT) is easier and cheaper to perform when compared with microscopy especially in resource-poor settings. However there are conflicting results on the accuracy of RDT versus microscopy from previous studies.

AIM: To compare the overall accuracy of   microscopy and RDT in detecting peripheral malaria among   pregnant women with clinical features of malaria.

MATERIALS & METHODS: This was a cross-sectional comparative studyin whichRDT, microscopy and polymerase chain reaction (PCR) were performed using the peripheral bloodof the eligible study participants at the Alex Ekwueme Federal University Teaching Hospital, Abakaliki between September 1, 2016 and March 31, 2017.The PCR was used as the gold standard in this study. Data was analyzed with the Statistical Package for Social Sciences version 18 (IBM SPSS, Chicago, USA). P value ≤ 0.05 was considered statistically significant.

RESULTS: The actual prevalent rates of malaria based on RDT, microscopy and PCR results among the participants were 58.2%, 59.9% and 61.1% respectively. There was no statistical significant difference among RDT, microscopy and combined RDT and microscopy on overall accuracy. Malaria infestation was associated with self-employed and unemployed women, primigravidity, second trimester, rural residence, non-use of long lasting insecticide treated nets and intermittent preventive therapy for malaria.

CONCLUSION: There was no difference in overall accuracy among RDT, microscopy and combined RDT and microscopy. This underscores the need to scale up RDT for every patient with clinical features of malaria before treatment in this environment.
Value of the Storm-Protection Function of Sundarban Mangroves in Bangladesh
Authors: Sarker A. H. M. Raihan , Nobi Mohammad Nur , Roskaft Eivin , Chivers David J. , Suza Ma
Published: May 2020

Globally mangrove forests are among the most severely threatened ecosystems. The protection value of mangrove forests is important for policy makers as a means of increasing forestation in coastal areas. Only a few economic studies have estimated the protective value of mangrove ecosystems. None have estimated the value of this service in the Sundarban of Bangladesh. In this study, we estimated the economic value of storm-protection services of the Sundarban Reserve Forest during cyclone Sidr in 2007 by valuing and comparing the economic damage and losses of households at two sites (i.e., near the Sundarban and far from the Sundarban). In total, 1,525 households from 9 upazillas (sub-districts) were sampled, all located within 1 km distance of the embankment. Applying the Damage-Cost-Avoided (DCA) method, the storm-protection value of the Sundarban is estimated at USD 543.30 million. The estimated value of the damage cost avoided per household (as of 2015 consumer price) also implies that the installation of a one-km width of intact mangrove forest can save USD 396 to each household during cyclones and storm surges. Conservation and restoration of the ecological status of Sundarban is, therefore, urgently needed for the continued existence and sustainable use of Sundarban’s ecosystem services in the long term.