bluuebunny/crossref_metadata_2025 huggingface dataset:
Beauvoir on Existential Thought
Authors: Duran Jane ,   Philosophy Documentation Center
Published: September 2021

It is argued that some of Beauvoir’s short, journalistic pieces shed new light on her overall philosophical positions. Special analysis is made of “Existentialism and Popular Wisdom”, with its advertence to our standard take on human affairs. Part of the argument is that Beauvoir expands on notions taken from the common culture, and that she does so in a way that sheds new light on existentialist concepts. Taking into consideration the extent of her work with Sartre, we can assume that Beauvoir is making powerful statements with her analysis. It is also important to note that this work represents a level of publication intended for the average French reader, and that much of her writing in this vein has received very little comment.
Rethinking Victimhood: Phenomenology, Religion, and the Human Condition
Authors: Alvis Jason W. , Hagedorn Ludger ,   DePaul University
Published: September 2021

How we use our own victimhood and that of others has been changing in recent years. Today it may be used to decry an injustice of violence, to garner attention to our causes, to command a unique moral and ecclesial authority, or even to gain advantage over other groups. The many possible uses of victimhood lead us to study phenomenologically its influence upon our human condition, considering especially its cultural manifestations, and religious underpinnings. The contributions investigate the topic through four sections: 1) Blame, Liability, Ressentiment, 2) Christianity, Atonement, Scapegoating, 3) Trauma, Survivor Guilt, Exile, and 4) Culture, Globalization Media.
Clinical and Pathologic Features Associated With Invasive Breast Carcinoma With 2018 American Society of Clinical Oncology/College of American Pathologists In Situ Hybridization Group 2 Results (Human Epidermal Growth Factor Receptor 2 [HER2]/Chromosome 17 Centromere [CEP17] Ratio ≥2.0 and Average HER2 Copy Number <4.0)
Authors: Hoda Raza S. , Zarei Shabnam , McIntire Patrick J. , Sprague Cathy , Mekhail Yasmin , Carlson Diane L. , Komforti Miglena K. , Downs-Kelly Erinn P.
Published: September 2021

Context.—

The American Society of Clinical Oncology/College of American Pathologists updated the human epidermal growth factor receptor 2 (HER2) breast carcinoma testing guideline in 2018 to address issues from uncommon HER2 fluorescence in situ hybridization (FISH) results. Based on the 2013 American Society of Clinical Oncology/College of American Pathologists guideline, cases wherein the HER2/chromosome 17 centromere (CEP17) ratio of 2.0 or more with an average HER2 copy number of less than 4.0 were considered in situ hybridization (ISH) positive. Under the 2018 guideline, such cases are classified as ISH Group 2 and are no longer considered eligible for anti-HER2 therapy when the corresponding HER2 immunohistochemistry result is 0, 1+, or 2+.

Objective.—

To assess the clinical, pathologic, and treatment aspects of patients with ISH Group 2 results.

Design.—

We retrospectively reviewed HER2 FISH results at our center between January 2012 and December 2014 and identified and characterized cases with ISH Group 2 results.

Results.—

Thirty-nine cases with ISH Group 2 results from 39 patients were reviewed. Twenty of 39 (51%) patients received anti-HER2 therapy. Patients treated with HER2-targeted therapy were less likely to have hormone receptor–positive tumors, compared with patients without anti-HER2 treatment, though not significantly (P = .30). The only significant difference between the 2 patient groups was receipt of cytotoxic chemotherapy treatment (P < .001). Overall, clinical outcome was similar between the 2 groups (P > .99).

Conclusions.—

This retrospective study with median follow-up of at least 6 years shows patients with ISH Group 2 tumors had similar clinical outcomes, irrespective of HER2-targeted therapy. Further analysis in the prospective setting would provide valuable data that would potentially inform clinical decision making.
Challenges of Antibiotic Stewardship in the Pediatric and Neonatal Intensive Care Units
Authors: Branstetter Joshua W. , Barker Leanna , Yarbrough April , Ross Shannon , Stultz Jeremy S.
Published: September 2021

The goals of antimicrobial stewardship programs (ASPs) are to optimize antimicrobial prescribing habits in order to improve patient outcomes, reduce antimicrobial resistance, and reduce hospital costs. Multiple society-endorsed guidelines and government policies reinforce the importance of ASP implementation. Effective antimicrobial stewardship can impact unique patients, hospitals, and societal antibiotic-resistance burden. The role and subsequent success of these programs has largely been reported in the adult population. Pediatric and neonatal intensive care units present unique challenges for traditional antimicrobial stewardship approaches. The purpose of this review article is to explore the challenges of appropriate antibiotic use in the pediatric and neonatal intensive care units and to summarize strategies ASPs can use to overcome these challenges. These problems include non-specific disease presentations, limited evidence for definitive treatment durations in many pediatric infections, fewer pediatric-trained infectious disease physicians, and applicability of intensive laboratory obtainment, collection, and interpretation. Additionally, many ASP implementation studies evaluating the efficacy of ASPs exclude the PICU and NICU. Areas of focus for pediatric ASPs should likely include appropriate antibiotic initiation, appropriate antibiotic duration, and appropriate antibiotic de-escalation.
Exploring Residency Program Directors, Preceptors, and Residents' Intentions to Participate in Multicenter Pediatric Pharmacy Resident Research Projects
Authors: Johnson Peter N. , Shaddix Brittany Powers , Weller Brandi M. , Oschman Alexandra , George David , Neely Stephen B. , Miller Jamie L.
Published: September 2021

OBJECTIVE

The purpose was to explore preceptors, residency program directors (RPDs), and residents' beliefs and intentions in participating in multicenter pediatric resident research projects (PRRPs).

METHODS

This exploratory qualitative study used the theory of planned behavior to explore beliefs, attitudes, and intentions toward participation in a multicenter PRRP. Two focus groups were formed: RPDs/preceptors and pharmacy residents. The primary objective was to identify attitudes/salient beliefs, subjective norms, and perceived behavioral controls regarding participation in multicenter PRRPs. The secondary objectives included identifying potential barriers and mitigation strategies for multicenter PRRPs. Descriptive statistics and a thematic analysis were performed.

RESULTS

The 2 focus groups included 24 participants: RPDs/preceptors (n = 16) and pharmacy residents (n = 8). The RPD/preceptor group had a mean of 7.4 ± 5.4 years of research experience; all residents had prior research experience as students. Participants shared and contrasted their salient beliefs, subjective norms, and perceived behavioral control beliefs about logistical challenges, networking, mentoring, sample size, collaboration, workload, shared responsibilities for data collection and the institutional review board application, and resources associated with participation in multicenter PRRPs. Other items that participants felt were important were discussion of authorship order and dedicated research time for residents.

CONCLUSIONS

Participants provided favorable comments toward multicenter PRRPs but acknowledged some barriers. The resident, preceptor, and RPD intention to participate in multi-center PRRPs is very likely if they perceive this as an opportunity for increased networking and mentorship, increased likelihood of publication, enhanced research skill experience, and shared resources and responsibilities.
Evaluating the Role ofStaphylococcus aureusNasal PCR in Pediatric Head and Neck Infections
Authors: Patel Chandni , Bhoojhawon Guru , Weiner Lukasz , Wilson Danelle , Zhorne Derek , Kinn Patrick
Published: September 2021

OBJECTIVE

Vancomycin is often empirically used in the management of head and neck infections (HNIs) in children. The objective of this study was to determine the utility of Staphylococcus aureus (SA) nasal PCR to facilitate de-escalation of vancomycin for pediatric HNIs.

METHODS

This was a single-center, retrospective cohort study of pediatric patients who received empiric intravenous vancomycin for a diagnosis of HNIs between January 2010 and December 2019. Subjects were excluded if they met any of the following: confirmed/suspected coinfection of another site, dialysis, immunocompromised status, admission to the NICU, alternative diagnosis that did not require antibiotics, or readmission for HNIs within 30 days of previous admission. The primary outcome was time to de-escalation of vancomycin. Total duration of antibiotics, treatment failure, hospital length of stay (LOS), and incidence of acute kidney injury (AKI) were also assessed.

RESULTS

Of the 575 patients identified, 124 patients received an SA nasal PCR. The median time to de-escalation was 39.5 hours in those patients compared with 53.7 hours in patients who did not have a SA nasal PCR (p = 0.002). No difference was noted in total duration of all methicillin-resistant Staphylococcus aureus antibiotics, hospital LOS, treatment failure, and AKI.

CONCLUSIONS

In a large cohort of pediatric patients with HNIs, those who underwent testing with an SA nasal PCR spent less time receiving intravenous vancomycin, although their LOS was not significantly reduced. Further investigation is needed to better define the role of SA nasal PCRs in determining antibiotic therapy for HNIs.
Supratherapeutic Posaconazole Concentration in a Pediatric Transplant Patient With ConfirmedRhizopusInfection
Authors: Vu Christine A. , Riollano-Cruz Mariawy , Kowalsky Shanna R.
Published: September 2021

There are a limited number of studies that guide dosing of posaconazole delayed-release (DR) tablets for the pediatric population. Current FDA-approved doses are only recommended for patients 13 years and older. For younger patients, providers are faced with the challenge of recommending posaconazole doses extrapolated from adult studies or choosing an alternative agent. We report on a case of a 10-year-old patient who experienced a supratherapeutic trough serum concentration and transaminitis after receiving the extrapolated adult dosage of posaconazole DR tablets (300 mg twice daily for the first day, followed by 300 mg daily) for 7 days. In the end, the patient required a smaller dose of 200 mg daily to achieve the desired trough target concentration for the treatment of a Rhizopus neck infection. Our findings highlight the need for additional studies to determine the optimal dosing of posaconazole DR tablets for children.
Treatment of Toxic Epidermal Necrolysis with Etanercept in a Pediatric Patient
Authors: Zander Emily , Hintze Trager D. , Sallee Brigitte , Allen Pamela , Miller Jamie L. , Sagdeo Monica
Published: September 2021

Toxic epidermal necrolysis is a rare, life-threatening skin disease with no consensus on adjunctive treatment, particularly in pediatric patients. We present the case of a 13-year-old previously healthy patient with drug-associated toxic epidermal necrolysis who experienced significantly shortened length of hospital stay and duration of symptoms compared with published literature when treated with 2 doses of etanercept 50 mg during 5 days.
Cambio de modalidad presencial a virtual durante el confinamiento por Covid-19: percepciones del alumnado universitario
Authors: Casero Béjar María de la O , Sánchez Vera María del Mar
Published: September 2021

La pandemia de Covid-19 y los primeros confinamientos tuvieron varias consecuencias en la docencia universitaria. El principal de ellos fue tener que pasar en pocos días de una modalidad presencial o semipresencial a una modalidad totalmente online. Este artículo tiene por objeto analizar la percepción del alumnado de segundo curso del Grado de Educación Infantil de la (anonimizado) ante esta situación. A través de un estudio descriptivo, realizado a partir de la aplicación de un cuestionario, se trata de profundizar en las herramientas TIC utilizadas y las estrategias seguidas tanto en la modalidad presencial previa a la pandemia, como en la modalidad online posterior implementada. Los resultados muestran que los alumnos han percibido que hubo una modificación de las estrategias docentes y en la manera de evaluar al pasar a la modalidad online. Asimismo, se destaca la necesidad de mejorar el tipo de recursos que se proporcionó al alumnado, así como la importancia de plantear actividades de debate y de mejorar los canales de comunicación con el alumnado. A pesar de los grandes esfuerzos empleados por toda la comunidad educativa, la situación ha puesto en evidencia la necesidad de mejorar la competencia digital de docentes y alumnos/as.
On Becoming an Ally
Authors: Epworth, ARNP Josh
Published: September 2021

Earlier this year, I was asked to participate in a meeting titled “Virtual Summit to Define the Role of Oncology Advanced Practitioners in Equitable Cancer Care Delivery: A Closer Look at Care Coordination, Clinical Trials, and Implicit Bias” held by the Association of Community Cancer Centers (ACCC) and Harborside. This conversation brought together a diverse group of participants to discuss the unique difficulties that people of color and underrepresented populations face with a cancer diagnosis and potential pathways for improvement.
Fuldt nummer
Authors: Redaktionen -
Published: September 2021

DUT18 handler om masseuniversitetets udfordringer, herunder de studerendes udfordringer med at agere inden for universitetets rammer og uddannelsens kultur, samt universitets opgave i at støtte de studerende på deres vej ind i en faglighed. Nummeret rummer 1 leder, 5 forskningsartikler og 1 boganmeldelse.
Med tvivlen som følgesvend: En analyse af omfang af og kilder til studietvivl blandt studerende
Authors: Herrmann Kim Jesper , Troelsen Rie , Bager-Elsborg Anna
Published: September 2021

De senere års uddannelsespolitiske initiativer har belønnet studerende, der er hurtige til at vælge en videregående uddannelse, og som holder fast i den uddannelse, de nu engang har valgt. At vælge uddannelse er imidlertid ledsaget af tvivl, og nyere dansk forskning har vist, at studerende vedvarende forhandler deres position på uddannelsen. I dette studie undersøgte vi, hvor stor en andel af aktive universitetsstuderende, der stadig var i tvivl om deres valg af studie, og vi undersøgte baggrunden for denne tvivl. På baggrund af en kvantitativ analyse af svar fra 4.339 studerende på Aarhus School of Business and Social Sciences, Aarhus Universitet, fandt vi, at en tredjedel af de studerende, selv efter optagelse på deres uddannelse, stadig var i tvivl om, hvorvidt de havde valgt det rigtige studie, og at dette gjaldt for førsteårsstuderende såvel som for studerende på femte år. Analysen viste yderligere, at studietvivl var mere udbredt blandt studerende, som havde (i) svært ved at se det interessante og relevante i fagene; (ii) lav tiltro til egne akademisk evner; (iii) opnået lave karakterer ved forudgående eksamener på universitetet. I artiklens perspektivering diskuterer vi, hvorvidt studietvivl må betragtes som et almindeligt og uproblematisk studie- og livsvilkår eller, om studietvivl må antages at være problematisk.

Recent reforms of the Danish education system tend to favour those students who are quick to decide what higher education course they want to study and then stick to their decision. However, research has shown that the process of course selection and completion is not always linear and that students continuously negotiate their position in their study programme. In this study we examined how current university students experienced doubt about their choice of programme, and we examined the context surrounding this doubt. Based on a quantitative analysis of answers from 4339 students at the Aarhus School of Business and Social Sciences, we found that one third of students, even after enrolment in the university, had doubts about their choice of study programme. This was true for first-year students as well as students in their fifth year. Furthermore, the analysis showed that those students who (i) had difficulties finding interest and relevance in their study programme, (ii) had low confidence in their own academic abilities or (iii) had achieved low marks in previous exams at the university, were the most likely to be uncertain about their choice of course. We discuss whether having doubts about a chosen area of study once the programme has started can be considered a normal and unproblematic process in student development, or whether it should be considered problematic.
Teaching outside the comfort zone: An overstated problem?
Authors: Rasmussen Laura Vang
Published: September 2021

Most teachers will eventually be assigned to teach topics that are outside their main area of expertise. In such situations, the teaching is often considered a major challenge. Lecture-based teaching has been framed as a survival strategy as teachers thereby can seek to control the classroom and avoid unforeseen questions from the students. However, limited literature exists on what can help make teaching efficient and comfortable when teachers have to teach outside their comfort zonether teaching styles have, however, largely been ignored and there is no consensus on how student learning is affected when teachers are working outside their comfort zone. To provide insight into the challenges and opportunities related to teaching outside the comfort zone, I refer to a pedagogical experiment from the ‘Teaching and Learning in Higher Education Programme’ offered by the University of Copenhagen. During this programme, I was assigned to teach a course that was outside my main specialization. Rather than turning to lecture-based teaching, I conducted a number of pedagogical activities including think-pair-share activities and role-play exercises. Based on these experiences, I argue that teachers should break away from the perception that lecture-based teaching is more comfortable. Even more importantly, I believe that teachers must shift their focus to student learning rather than their own performance.
Adjunktpædagogikum med en international dimension
Authors: Lauridsen Karen M. , Cozart Stacey M. , Lauridsen Ole , Lindberg Annika Bücherts
Published: September 2021

Denne artikel diskuterer udviklingen af adjunktpædagogikum inden for rammerne af AU’s internationaliseringsstrategi 2014 hvori det forudses at uddannelsernes indhold skal have en international dimension, og at der skal tages højde for de studerendes sproglige og kulturelle forskellighed i undervisningen. Det nuværende adjunktpædagogikum i to spor – et dansk og et engelsk – beskrives og diskuteres. På baggrund heraf fremlægges og diskuteres et forslag til et alternativ der i højere grad kunne tage højde for internationaliseringsstrategiens intentioner og fremme samarbejde mellem adjunkterne på tværs af deres sproglige og kulturelle forskelligheder. På denne måde ville adjunktpædagogikum i højere grad afspejle de vilkår som gælder for universitetets uddannelser i det hele taget, og styrke inklusionen af alle adjunkter på universitetet.

This article discusses the development of the teacher training programme for assistant professors within the framework of Aarhus University’s Internationalisation Strategy 2014. This strategy outlines the need for the curricula to have an international dimension, and for delivery to take into account the students’ linguistic and cultural differences. At present the English and Danish tracks are treated separately in the teacher training programme, but this article proposes an alternative model that could take into consideration the intentions of the internationalisation strategy to a much higher degree and promote collaboration among the assistant professors across linguistic and cultural differences. In this way, the teacher training programme would be able to reflect the conditions that determine the study programmes offered by the university and strengthen the inclusion of all assistant professors at the university.
Gruppebaserede øvelser: en empirisk analyse af muligheder og udfordringer
Authors: Kyed Morten , Pedersen Louise Møller
Published: September 2021

Gruppebaseret øvelsesundervisning har et vigtigt, men stadig ikke fuldt (an)er-kendt læringspotentiale som redskab i universitetspædagogikken. I denne artikel formidles hovedresultaterne fra den første større danske undersøgelse af erfaringer med gruppebaseret øvelsesundervisning gennemført blandt samtlige studerende og undervisere på sociologistudiet på Aalborg Universitet. Undersøgelsen viser, at undervisere og studerende er enige om øvelsernes læringsmæssige relevans. Endvidere er der enighed om, at øvelsernes primære formål er at diskutere metodiske og teoretiske begreber samt at koble undervisningens begreber til praksis. Dog er deres incitamenter forskellige; underviserene er ofte orienterede mod at træne kritisk og kreativ tænkning gennem aktiv involvering og kollektiv vidensdeling, mens de studerende er ek-samensorienterede. Undersøgelsen viser desuden udfordringer dels i forhold til koordinering underviserne imellem og dels i forhold til de studerendes faglige diversitet og aktivitetsniveau i forbindelse med øvelsesundervisningen. Artiklen slutter derfor af med at diskutere en række organisatoriske og praktiske tiltag, som kan forbedre de studerendes aktivitet, læring og oplevelse af ’alignment’ mellem øvelsesundervisningen, læringsmålene og eksamen.

Group-based exercises have an important but still not fully acknowledged role as a learning tool in university pedagogy. This article reports key findings from a study of the experiences of sociology students and teachers at Aalborg University who participated in group-based exercises. The study reveals that teachers and students agree on the relevance of the exercises and that the main purposes of these are to discuss theoretical and methodological concepts and to connect concepts to practice. However, the incentives they stress are different; teachers are often focused on training academic thinking through collective involvement and knowledge sharing, while students are focused on their exam. The study also indicates challenges in terms of coordination between the teachers and in relation to the students' academic diversity and varied activity during the group-based exercises. The article concludes with a discussion of organizational and practical initiatives that can improve student activity, learning and their experience of 'alignment' between the exercises, the learning objectives and the exam.
Stillingsstrukturens betydning for samspillet mellem forskning og undervisning
Authors: Christiansen Frederik Voetmann
Published: September 2021

Universiteternes stillingsstruktur har betydning for, hvordan universiteterne kan varetage undervisning og forskning – herunder sikre samspillet mellem hovedopgaverne. Artiklen kortlægger hvordan de 5 stillingscirkulærer der har været fra 1994 til i dag har ført til forskydninger i ansættelsespraksis på universiteterne i retning af relativt flere midlertidige stillinger med altovervejende fokus på forskning. Det konkluderes, at der er behov for et fornyet politisk fokus på hvordan samspillet mellem forskning og undervisning kan styrkes, og at stillingsstrukturen er et vigtigt sted at sætte ind. 

The Job Structure for Academic Staff affects how universities organize teaching and research and particularly how they can ensure interplay between the two fundamental tasks. The article maps how five different Job Structures from 1994 to today have led to a shift in employment practices at universities towards temporary positions with a focus on research. It is concluded that the interplay between research and teaching could be strengthened, and that a revision of the Job Structure for Academic Staff is an important element in this endeavour.
Fuldt nummer
Authors: Redaktionen -
Published: September 2021

Det er med stor glæde vi i dag udsender DUT nummer 21 med temaet Universitetspædagogikum og udvikling af undervisning.Redaktionen har modtaget imponerende 22 temaartikler, hvoraf de 17 nu offentliggøres. Hertil kommer 3 artikler uden for tema samt 2 anmeldelser af aktuelle fagbøger. Ikke alene antallet af artikler er imponerende. Ligeså er variationen i temaer, metoder og fagdiscipliner. De fleste artikler er forfattet af undervisere, som beskriver, analyserer og reflekterer over egen praksis. Nummeret er således med til at synliggøre den indsats, som universitetsundervisere lægger i at udvikle deres undervisning. Til inspiration, debat og eftertanke for undervisere, undervisningsudviklere, forskere, og beslutningstagere.Rigtig god læselyst!
Informationskompetente studieledere -	Om sammenhænge mellem studielederes brug af videnskilder og deres ledelsestilgange
Authors: Harboe Thomas , Rump Camilla Østerberg , Hyldegård Jette Seiden , Bruun Jesper
Published: September 2021

Studieledelse er under pres fra styringstiltag, der kræver at studieledere i dag kan balancere kompetent mellem pædagogisk og administrativ ledelse. Artiklen ser nærmere på mulige træk ved denne udvikling igennem en undersøgelse af studielederes brug af viden og syn på studieledelse. På baggrund af en spørgeskemaundersøgelse blandt studieledere på et større dansk universitet identificeres en mulig sammenhæng mellem studielederes brug af videnskilder og deres opfattelser af studieledelse. Analysens implikationer for praksis diskuteres, herunder for udvikling af studier og undervisning lokalt. Det konkluderes, at der er behov for at følge op på undersøgelsens resultater med en større undersøgelse.
Hvordan bedømmes undervisningskompetencer ved ansættelse af videnskabeligt personale ved universitetet?
Authors: Kobayashi Sofie , Quistgaard Nana , Rump Camilla Østerberg , Christiansen Frederik Voetmann
Published: September 2021

Det er en udbredt forestilling, at forskningskompetence og videnskabelig produktion vejer tungere end undervisningskompetencer ved ansættelse af videnskabeligt personale ved universiteterne.  Krav til medsendelse af undervisningsportfolio er et forsøg på at udligne balancen. Der er imidlertid ikke lavet systematiske undersøgelser af, hvordan vurdering af undervisningskompetencer indgår i bedømmelsesarbejdet. Dette kvalitative studie har til formål at afdække praksis for vurdering af undervisningskompetencer på Københavns Universitet, og undersøger hvordan ansøgernes undervisningsportfolio indgår i bedømmelsesarbejdet, og hvilke kriterier bedømmere lægger til grund. Studiet bygger på interviews med ni formænd for bedømmelsesudvalg ved forskellige fakulteter. Begreberne om ”teaching and learning regimes” og ”boundary objects” danner teoretisk baggrund for studiet. Resultaterne peger på, at vurderingen af undervisningskvalifikationer er normbaseret snarere end kriteriebaseret, men at der ikke er stor forskel på normerne mellem forskellige fagområder. Resultaterne peger ligeledes på, at der er en udvikling i gang i retning af mere fokus på undervisning både fra ledelsen, ansøgerne og bedømmerne. I nogle tilfælde oplever bedømmerne at ledelsen fokuserer entydigt på ansøgernes forskning og deres potentiale i forhold til tiltrækning af eksterne midler.
Undervisningsbaserede forskerkollektiver: Fra studenterundervisning til akademiske partnerskaber
Authors: Nørgård Rikke Toft , Mathiesen Kim Haagen
Published: September 2021

Med modus 3 universitetet (Barnett, 2011; Bengtsen & Nørgård, 2016) og Participatory Academic Communities (Aaen & Nørgård, 2015) som rammeværk beskriver artiklen, hvordan traditionelle forskningsinformerede og -baserede undervisningsforløb kan gentænkes og rekonfigureres til forskningsproducerende undervisning, der faciliterer studerendes forskningsprocesser gennem oprettelsen af undervisningsbaserede forskerkolletiver og akademiske partnerskaber.Artiklen tager udgangspunkt i kurset Design: teori, metode & praksis på kandidatuddannelsen i IT-Didaktisk Design på Aarhus Universitet, der fungerer som didaktisk designeksperiment i form af et research through design (Collins, Joseph & Bielaczyc, 2004; Dalsgaard, 2010).Artiklen tager udgangspunkt i én af projektgruppernes forløb, der tager sin begyndelse i faget og strækker sig 1 år efter fagets afslutning. Den ene af artiklens forfattere er studerende i projektgruppen, mens den anden af forfatterne er underviser på faget.Artiklens formål er at pege på de potentialer, undervisningsbaserede forskningskollektiver har for at understøtte studerendes udformning af egen forskning, samt hvorledes sådanne kollektiver og processer kan skabe såkaldte modus 3-forbindelser mellem studerende, underviser, universitet og omverden. Sammenlagt peger forløbet på vigtigheden af, at de studerende oplever sig som ligeværdige partnere i kollektivet, hvor underviseren fungerer som medforsker og medtænker, og hvor deres bidrag har reel samfundsværdi. Ligeledes er det afgørende, at underviseren fungerer som mentor i forskningskollektivet, mens de studerende er ejere af egne forskningsprocesser og -projekter.
Peer feedback among international PhD students
Authors: Kobayashi Sofie
Published: September 2021

In a PhD course for new PhD students peer feedback was introduced to reduce teacher time on feedback and to enhance the learning environment. The results of the changes to the course are not conclusive with regards to teacher time, since there were also oth-er changes made to the programme, but overall teacher time on giving feedback has been reduced. Peer feedback in higher education is seen as one way to enhance the learning environment for students as it builds on principles of formative feedback dur-ing the course of study and when students give feedback it has been shown to enhance learning. The results from this study support this view, but improved learning was only observed after peer feedback was integrated in teaching and learning activities em-bedded in the course rather than as an add-on.This article describes and evaluates the introduction of an element of peer feedback in a PhD course. Peer feedback was introduced with the double goal of saving teacher time and enhancing learning outcomes. The changes made to the course were initiated as a development and learning project undertaken as part of my participation in the Teaching and Learning in Higher Education Programme (Universitetspædagogikum) in 2016. The aim of the article is to share experiences that indicate that this double goal is achievable when a) assessment (or feedback) criteria are explicit and shared and b) peer feedback is an integral part of the course.
Barrierer for det gode ph.d.-forløb og udvikling af et cafétilbud i biblioteket
Authors: Jensen Lone Bredahl , Jacobsen Katrine Astrup , Husen Kamilla Jensen
Published: September 2021

Denne artikel formidler et projekt, der blev gennemført i Syddansk Universitetsbib-liotek for at udvikle et støttetilbud til ph.d.-studerende. Projektet skulle dels afdæk-ke interessen, dels udvikle tilbuddets nærmere form og indhold. En bagvedliggende tanke var, at tilbuddet – for at blive en succes – skulle adressere de barrierer, ph.d.-studerende oplever i deres ph.d.-forløb.Personlige interviews med ph.d.-studerende pegede på dårlig vejlederrelation, un-dervisningspres og manglende kendskab til egen organisation og rettigheder som nogle af de oplevede barrierer. Konsekvenserne var bl.a. oplevede dårlige kompe-tencer i tidsstyring og informationssøgning samt, på den psykosociale side, ensom-hed, faglig usikkerhed og dårlig trivsel. På den baggrund har biblioteket udviklet et cafétilbud med det formål at understøt-te fagligt og socialt netværk blandt ph.d.-studerende på tværs af fagområder.Det er forventningen, at projektets metode og resultater kan være til inspiration for andre, der er i berøring med studerende og ph.d.-studerende, f.eks. gennem vejled-ning eller andre supportfunktioner på videregående uddannelsesinstitutioner.
Studiemiljø og frafald i videregående uddannelser: Betydningen af undervisning, faglig identifikation og social integration
Authors: Qvortrup Ane , Smith Emil , Rasmussen Fie , Lykkegaard Eva
Published: September 2021

I årtier har frafald på videregående uddannelser været et centralt forskningsområde. Imidlertid er viden om studiemiljøets - dvs. institutionelle aspekters - betydning for frafald relativt begrænset. Informeret af Tintos institutional-departure-model skelner artiklen mellem faktorer relateret til tre kategorier: det sociale system, det faglige system og undervisning. Disse kategorier specificeres med reference til tidligere internationale og nationale studier. Artiklen foreslår en revideret teoretisk model for forståelse af frafaldsprocesser, der ikke udelukkende ser på studiemiljøet som den traditionelt dikotomiske tænkning mellem det sociale og det faglige system, men som også inkluderer undervisning som en overlappende kategori med både det sociale og det faglige system.
A flowchart as a tool to support student learning in a laboratory exercise
Authors: Grosskinsky Dominik K. , Jørgensen Kirsten , Hammer úr Skúoy Katrin
Published: September 2021

Practical laboratory exercises are an essential part of university education in natural sciences. The multitude of positive aspects of this active and lively teaching approach is, however, accompanied by some challenges, which have to be observed by the teacher(s) of practical exercises. In this project, a strategy was designed, employed and evaluated to support teaching and student learning in laboratory exercises spread over several days by implementing a flowchart as a central component. Initial co-construction of the flowchart with the students gives ownership of the exercise to the students and forms a common basis for communication and interaction as well as a point of reference throughout the exercise. This approach supported student learning as evidenced by increased understanding of the content and the ability to connect individual parts of the exercise. In addition, it allows the teacher to easily track student progress.
Intended and unintended test constructs in a Multiple-Mini admission Interview. A validity study.
Authors: O'Neill Lotte Dyhrberg , Lykkegaard Eva , Kulasageram Kulamakan
Published: September 2021

Admission interviews in higher education may be developed with the intention to select applicants with specific personal competences not captured by traditional grade-based admission. In this study, we examined whether the data structure of multiple-mini admission interview scores supported the presence of communication, empathy, collaboration, and resilience as independent test dimensions. In addition, the associations between the interview scores and unintended test constructs (station format, pre-university grades, age, gender) were examined. Confirmatory and exploratory factor analyses and regression analyses were used to examine interview data from a cohort of Danish medical school applicants. The proposed multi-dimensionality was not supported by the data structure. The influence of the unintended constructs examined was limited or non-existing. These results are in line with the scarce existing literature. This situation makes a priori claims that the multiple-mini interview can measure multi-dimensional personal competences inadvisable, and care should be taken about what is communicated to stakeholders.
DUT Guide om akademisk skrivning
Authors: Jensen Tine Wirenfeldt
Published: September 2021

At kunne skrive er ikke bare en forudsætning for at kunne bestå eksamener på videregående uddannelser, det er også en metode til at lære sit fag og kunne gå i dialog med det. Alligevel er systematiske indsatser på området relativt sjældne på danske videregående uddannelser. Det betyder, at den enkelte underviser kan opleve at stå alene med opgaven med at støtte de studerende i at opbygge de nødvendige skrivekompetencer.

På baggrund af forskningslitteratur præsenterer artiklen ni tips til at understøtte udviklingen af akademiske skrivekompetencer og læring henvendt til undervisere. Rammen er et undervisningsforløb, og tipsene kan også bruges i vejledningen.
Samskabelse i Praksis - erfaringer fra et undervisningsforløb
Authors: Andersson Vibeke , Clausen Helene Balslev
Published: September 2021

Artiklen er en beskrivelse af et undervisningsforløb og de overvejelser og refleksioner, vi har gjort os i vores samarbejde med eksterne partnere. I forløbet skulle de studerende samarbejde med en virksomhed, løse en opgave for virksomheden og ’pitche’ deres forslag som en del af eksamensformen. De skulle bruge deres faglige og analytiske kompetencer som en del af det forberedende arbejde, inden de afleverede den færdige rapport til samarbejdspartnerne. Det vil sige de studerende fik eksplicit bevågenhed på, hvilke kompetencer de havde i spil. Samtidig var samarbejdet med virksomhederne også en integreret del af kursusundervisningen på semestret, forstået på den måde, at de temaer, teorier og begreber, som vi tog op, kunne bruges af de studerende i deres senere arbejde med virksomhederne, både praktisk og teoretisk.
Muligheder og dilemmaer i forskningssamarbejder mellem undervisere og studerende
Authors: Hansen Anne Vorre , Hansen Magnus Paulsen , Krogh Andreas Hagedorn
Published: September 2021

Danske universiteter er i stigende grad optaget af at igangsætte forskningssamarbejder mellem undervisere og studerende som en særlig form for forskningsbaseret undervisning. Hvordan disse samarbejder kan og bør fungere i praksis, samt hvad der er de universitetspædagogiske implikationer heraf, er dog fortsat uklart. Denne artikel undersøger derfor forskningssamarbejder som en særlig universitetspædagogisk praksis. Baseret på teori om forskningsbaseret undervisning og samarbejdsbaseret læring udfoldes muligheder og dilemmaer i forskningssamarbejdet. Gennem tre empiriske eksempler på forskellige typer forskningssamarbejde diskuterer artiklen endvidere mulige tilgange og strategier til at udnytte mulighederne og håndtere dilemmaerne. Endelig gives en række anbefalinger til videre forskning om, og udvikling af, den universitetspædagogiske praksis på danske universiteter.
Klyngevejledning som driver for specialestuderendes videnskabelsesproces
Authors: Hyldegård Jette Seiden , Jensen Hanne Nexø
Published: September 2021

Øget integration mellem undervisning og forskning efterspørges både nationalt og internationalt. I artiklen ses nærmere på klyngevejledningens muligheder for at understøtte og fremme forskningslignende processer i uddannelsessammenhæng. I et pilotstudie blandt to specialeklynger på Københavns Universitet undersøges klyngevejledningens potentielle bidrag til videnskabelse. Fokus er på de studerendes feedbackaktiviteter samt deres oplevelser og udbytte af klyngevejledning fagligt, socialt og personligt over tid. Data er indsamlet i foråret 2019 gennem spørgeskemaer og observation. Undersøgelsen viste, at nytten af feedback fra vejleder og studerende samt ”at få input fra flere” vurderes højt, mens nytten af at forberede og give feedback varierer i løbet af specialeprocessen. Samlet set mener de studerende, at deltagelse i klyngen bidrager tilspecialeprocessens fremdrift. Det konkluderes, at der er potentiale for studerende som (med)videnskabere, men også behov for mere viden, der kan kvalificere brug af klyngevejledning og studerendes bidrag i forbindelse med videnskabelse gennem forskningslignende processer.
Tid til læring i laboratoriet
Authors: Finne Laura Teinholt , Gammelgaard Bente , Christiansen Frederik Voetmann
Published: September 2021

Laboratorieundervisningen er en integreret del af mange naturvidenskabelige uddannelser, særligt på de kemiske og farmaceutiske uddannelser. I dette studie har vi søgt at afdække farmaceutstuderendes perspektiv på læring i laboratoriet gennem individuelle, semistrukturerede interviews af seks studerende. Interviewene giver et indblik i de studerendes oplevelser af laboratorieundervisningen og giver perspektiver på deres opfattelse af og tilgange til laboratorie-undervisningen samt betydningen af eksamen for deres adfærd. Et tilbagevendende tema i de studerendes udtalelser om laboratorieundervisningen er deres oplevelse og opfattelse af kvaliteten af tiden i laboratoriet. Der er store kvalitative forskelle på, hvordan de enkelte studerende beskriver tiden. De studerende opfatter enten tiden i laboratoriet som tid til fordybelse og læring eller som spild af tid. De studerendes måde at anskue tiden på påvirker i høj grad deres opfattelse af læringen og deres orientering mod eksamen.
Hvad jeg i fremtiden vil huske at værdsætte ved on-site undervisning
Authors: Lindvig Katrine
Published: September 2021

Bidrag til DUT Tidskapsel
Kan diplomstuderende læse en peer-reviewet artikel i den første uge?
Authors: Jørgensen Anker Helms
Published: September 2021

Peer-reviewede artikler er det akademiske guld inden for de empiriske videnskaber. På trods af deres specialiserede, fagspecifikke indhold har de undervisningsmæssigt potentiale til at indvie de studerende i universitetets etos. Hvornår kan studerende læse sådanne artikler? I den allerførste uge på universitetet? Dette har jeg undersøgt i et kursus for diplomstuderende, hvoraf 2/3 aldrig har taget et kursus på et universitet. De arbejder med en frivillig øvelse i første uge: de læser en peer-reviewet artikel (Monk et al., 2004), skriver et abstract af den og giver hinanden feedback. Artiklens emne er alment: Hvorfor mobiltelefoner er generende i det offentlige rum? Den er velskrevet og giver et godt billede af, hvordan forskere arbejder. Artiklen er ledsaget af stilladsering med forklaringer, spørgsmål og svar. Undersøgelsen omfattede 94 studerende. Resultatet viser, at 89 % skrev et abstract, 96% fandt brugen i første uge acceptabel og 100 % mente, at øvelsen skulle gentages i næste semester. De studerende værdsatte artiklens autenticitet; de fandt det nyttigt og udfordrende at skrive tidligt; skrivningen fik dem til at tænke. Alt i alt var det en succesoplevelse, som gav dem blod på tanden. Det er således klart, at diplomstuderende kan læse en peer-reviewet artikel i den første uge med udbytte.Peer-reviewed papers are like academic gold in many disciplines. But when is it appropriate to introduce students to such papers? In their first week at university? To address this question diploma-students were asked to work with a peer-reviewed paper (Monk. et al 2004) during their first week. The students, two thirds of whom were new to university level education, were asked to write an abstract of the paper - voluntarily - and then give feedback to each other. The paper the students were given addressed the use of mobile phones in public spaces. It was selected for its readability and the exercise was supported with extensive scaffolding: explanation, questions, and answers. Over three terms, 94 students were asked to read the paper and 89 % of them wrote an abstract. All the students that took part in the study found the paper relevant and 86 % found the difficulty acceptable, 96 % felt that it was acceptable to be given the paper in the first week of their course, while 100 % said the paper should be used again next term. In conclusion, it seems that diploma students can benefit from working with a peer-reviewed paper in the first week of their first university course.
Los Hominoideos del Mioceno y el problema del origen del Orangután
Authors: Ribot Francesc , Garcia Bartual Mario , Gibert Josep
Published: September 2021

A través de los cambios morfo16gicos observables en los restos craneofaciales y dentales de los hominoideos del Mioceno podemos establecer la línea evolutiva que conduce desde los primitivos catarrinos del Oligoceno de El Fayum (Egipto) hasta los hominoideos actuales. Muchas de las características distintivas del actual orangután (Pongo) ya se empiezan a perfilar en los kenyapitecinos del Mioceno inferior y medio africano, a partir de los cuales se originarán los clados Sivapithecus-Pongo (primitivo), por un lado, y Dryopithecus-Craecopithecus­homínidos africanos (derivado), por otro. La separación entre los dos clados se produjo en Eurasia durante el Mioceno medio (12,5 ma) debido a cuestiones geográficas y climáticas.
Equidae in the Ngorora Formation, Kenya, and the first appearance of the family in East Africa
Authors: Pickford Martin
Published: September 2021

Several papers published during the past two decades have denied the existence of equids in the type section of the Ngorora Formation, Tugen Hills, Kenya, despite their discovery there prior to 1975. A long term result of this omission is that the family is generally viewed as having arrived in East Africa as late as Zone MN 11 (between 9.0 and 8.5 Ma), well after its appearance in Europe and North Africa in MN 9 (ca 11 Ma). However, recent surveys in the type area of the Ngorora Formation confirm that the family is present in Member E in sediments deposited about 10.5 – 11 Ma. There was thus no significant offset in the arrival times of equids in Africa and Asia (Indian Subcontinent included).
Recesión: Díaz M., J.M., Barrios, L.M., Cendales, M.H., Garzón-Ferreira, J., Geister, J., Parra-Velandia, F., Pinzón, J., Lopéz-Victoria, M., Ospina, G.H., Vargas, B., Zapata, F. y Zea S., S. 2000. Areas coralinas de Colonibia. J.M. Díaz M. Ed., INVEMAR Serie Publicaciones Especiales No. 5, 176 pp. Santa Marta. ISBN 95 8-95950-8-1.
Authors: Soto Fernández Francisco M.
Published: September 2021

Esta obra es un compendia de la información y experiencia adquiridas a lo largo de más de seis años de esfuerzos del grupo de investigaci6n del Instituto de Investigaciones Marinas y Costeras (INVEMAR) "José Benito Vives de Andreis" (Santa Marta, Colombia), en colaboraci6n con otras instituciones colombianas (Universidad del Valle) y extranjeras (Universidades de Berna y de Miami).
El presente libro tiene como objetivo dar a conocer las características naturales de las áreas coralinas actuales de Colombia, des de las perspectivas geográfica, geológica, biológica, ambiental y ecológica. El nivel de resoluci6n de la informaci6n presentada, tanto en mapas como en textos descriptivos, permite caracterizar de forma general cada una de las áreas coralinas y comprender los procesos básicos que determinan su identidad.
A long-snouted late Eifelian arthrodire from Aragon (Spain)
Authors: Mark-Kurik Elga , Carls Peter
Published: September 2021

Carolowilhelmina geognostica Carls, 1995 is a large arthrodire (Placodermi) from the Tortodus kockelianus Conodont Zone, late Eifelian, in the Eastern Iberian Cordillera in southern Aragón. The somewhat incomplete but articulated skull is preserved, showing a long tubular rostral plate, very small postnasal plates, low toothless inferognathals, and a small, slender and flat parasphenoid. Supraorbital and central sensory lines meet their antimeres at the midline of the skull, forming a straight double line. Lines along the ventral surface of the rostral plate probably belong to the suborbital branches of the infraorbital sensory lines. The combination of characters of Carolowilhelmina points to a separate taxonomic position of suprageneric rank. The specimen is from a pumilio bed of the unit E of the Moyuela Formation. It lived in pelagic environment with floats of algae bearing epiplankton.