ethanporcaro/eric-fulltext-meta huggingface dataset:
Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates
Author: Reed, Carole-Rae
Date: 2017-02-00
Type: Journal Articles
Subjects: Health Sciences,Ethics,Values,Scoring Rubrics,Academic Achievement,College Students,Competence,Assignments,Health Services,Case Studies,Cooperation,Interprofessional Relationship

Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: &quot;….articulate the impact of personal values and professional ethics in healthcare decision-making&quot;. A program level terminal learning outcome is to &quot;….critically discuss the interface of values/ethics on health outcomes&quot;. One university level Essential Learning Outcome (ELOs) that all baccalaureate students are expected to achieve by graduation is Ethical Reasoning. This was equivalent to the IPCEP Values/Ethics core competency. This paper describes a strategy to simultaneously measure the Values/Ethics competency at course, program, and university levels. A narrative analysis (n = 94) using required ethical decision making BSHS student papers was conducted to determine achievement of SLOs/ELOs and the IPCEP Values/Ethics core competency. Eleven items in the grading criteria were linked to outcome criteria for university ELO competency. A point value was assigned to each of these items using a scoring rubric indicating level of achievement. Results indicated that most students were at the Skilled level for the majority of students, and demonstrated adequate achievement of university, program, and course level learning outcomes as well as achievement of the IPCEP Values/Ethics core competency.
Does It Matter if Students Have the Same Instructor for Lecture and Lab Sections? An Analysis of Introductory Biology Students
Author: Wise, Michael J.
Date: 2017-02-00
Type: Journal Articles
Subjects: Science Instruction,College Science,College Faculty,Science Laboratories,Lecture Method,Student Attitudes,Course Evaluation,Grades (Scholastic),Academic Rank (Professional),Biology,Statistical Analysis,Instructional Effectiveness

With the goal of increasing the immediacy of the relationship between tenure-track professors and students, science departments in liberal arts colleges may try to arrange their curriculum so that students have the same professor in both the lecture and the lab section of introductory courses. While this goal seems laudable, empirical data are currently lacking to justify the logistical hurdles and professional sacrifices likely required to match professors to students in both lecture and lab sections of large courses. To address this data gap, I analyzed student evaluations and grades from three years of an introductory biology course that included separate lecture and lab sections. There was no evidence that matching a student's lecture and lab instructor had any benefit on either the students' perception of the effectiveness of the labs, or on the students' performance in their lab or lecture sections. In addition, there was no consistent pattern in students' perceptions of the relative effectiveness of tenure-track professors, visiting professors, and adjunct instructors. Finally, I discuss why students may even benefit from having different instructors in their lecture and lab, whether they are tenured professors, visiting professors, or part-time adjuncts.
Managing Student Self-Disclosure in Class Settings: Lessons from Feminist Pedagogy
Author: Borshuk, Catherine
Date: 2017-02-00
Type: Journal Articles
Subjects: Feminism,Self Disclosure (Individuals),Teaching Methods,Ethics,Student Attitudes,Biographies,College Students,Educational Experience,Racial Bias,Mental Health,Social Justice,Family Relationship,Violence,Classroom Environment,Females,Psychology,College Faculty,Teacher Attitudes,Values,Classroom Techniques,Empathy

This article describes difficulties and opportunities associated with students' disclosure of their personal experiences in university class settings. In classes that deal with topics such as violence, racism, family dynamics, mental health or social justice, students with first-hand experience of these topics can bring valuable real-life experience to class discussion. However, bringing intimate information to class may also raise issues of appropriate boundaries and the role of the classroom setting for sharing potentially upsetting information. Drawing on principles of feminist pedagogy and using examples from classes I teach about women and psychology, I detail the challenges related to students' personal biographies and beliefs about their experiences, and outline some strategies that may usefully find balance between respecting their experiences and providing a learning environment while teaching about the values and ethics of an academic discipline.
Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs
Author: Haan, Jennifer E.
Date: 2017-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,International Education,Self Efficacy,Foreign Students,Cultural Differences,English (Second Language),Multilingualism,Second Language Learning,Faculty Development,Schemata (Cognition),Teacher Surveys,Teacher Effectiveness,Teaching Methods,Teacher Administrator Relationship,College Faculty,Higher Education,Likert Scales,Qualitative Research,Statistical Analysis

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.
Socializing Intellectual Talk: A Case Study of Instructor Follow-Up Statements in Classroom Discourse
Author: Parsons, Caroline S.
Date: 2017-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Classroom Communication,Socialization,Discourse Analysis,Teaching Methods,Feedback (Response),Dialogs (Language),Questioning Techniques,Case Studies,Liberal Arts,Audio Equipment,Transcripts (Written Records),Coding,Critical Reading,First Year Seminars,College Freshmen

By analyzing the audio recording and transcription of classroom discourse, this case study focused on the ways in which the instructor used follow-up statements to socialize students into intellectual talk. Four relevant categories of follow-up statements emerged: (a) revoicing, (b) contextualization, (c) parallel elaboration, and (d) assistive elaboration. These follow-up statements elevated students' ability to articulate their ideas, restated or contextualized their ideas, and guided them to ground their utterances in the course readings and materials. Another conclusion drawn from the findings is that students clearly became enmeshed in the program's community and were able to demonstrate this membership through their use of intellectual talk in the classroom. Suggestions for future research are provided. Practical recommendations for facilitating active and engaging classroom discourse are provided.
Student Engagement in a Compulsory Introductory Physiology Course
Author: Brown, S. J.
Date: 2017-02-00
Type: Journal Articles
Subjects: Learner Engagement,Introductory Courses,Required Courses,Undergraduate Students,Questionnaires,Factor Analysis,Factor Structure,Test Reliability,Physiology,Anatomy

Appropriate instruments are required to determine student engagement on an undergraduate course, and in this study we evaluated a 23 item Student Course Engagement Questionnaire (SCEQ) administered to undergraduate students studying a Bachelor of Sport and Recreation degree. These students were in the first semester of a 3 year degree, and were enrolled in a compulsory introductory Human anatomy and physiology course, as part of their degree. Responses (n = 115) were analysed using exploratory factor analysis, and this indicated that 4 latent factors explained &gt;49% of the total variance. These factors were described as &quot;study habits&quot; (7 items), &quot;performance&quot; (6 items), participation (4 items), and emotional (4 items). Two items did not align with any latent factors. Each scale had good internal consistency, with all Cronbach's alpha values &gt;0.7. The factors identified in this study are consistent with those identified in a previous SCEQ evaluation, and we suggest that this instrument is appropriate to quantify course engagement in Sport and Recreation degree students. Moreover, we suggest that the scales identified within the SCEQ may be used to quantify aspects of engagement in undergraduate students studying a course in introductory Human anatomy and physiology.
Team Teaching an Interdisciplinary First-Year Seminar on Magic, Religion, and the Origins of Science: A &quot;Pieces-to-Picture&quot; Approach
Author: Nungsari, Melati
Date: 2017-02-00
Type: Journal Articles
Subjects: Team Teaching,Interdisciplinary Approach,Student Attitudes,First Year Seminars,Teaching Methods,Case Studies,Graduate Students,Religion,Science Education,Course Descriptions,Undergraduate Students,Qualitative Research,Outcomes of Education,Journal Articles,Course Evaluation,Writing (Composition)

Interdisciplinary teaching has been advocated as a means to foster cooperation between traditionally separate fields and broaden students' perspectives in the classroom. We explored the pedagogical difficulties of interdisciplinary team teaching through a first-year seminar in magic, religion, and the origins of science. Although many accounts in the literature suggest a more cohesive approach to interdisciplinary teaching, we first introduced the separate fields, their methodologies, and limitations before combining the insights from all three fields to analyze case studies relating to the main themes of the course. In this case study, we reflect on how this &quot;pieces-to-picture&quot; method reduced student confusion when confronted with several disciplines in our classroom.
The Effect of Self Reflections through Electronic Journals (E-Journals) on the Self Efficacy of Pre-Service Teachers
Author: Tavýl, Zekiye Müge
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Journals,Self Efficacy,Preservice Teachers,English (Second Language),Language Teachers,Second Language Learning,Teacher Education,Practicums,Reflection,Mixed Methods Research,Foreign Countries,Second Language Instruction,Control Groups,Experimental Groups,Pretests Posttests,Semi Structured Interviews,Teacher Effectiveness

This study aims both to provide information about the self-reflections of pre-service teachers keeping self-reflective e-journals during the practicum period and to determine the relationship between their self-reflection and self-efficacy levels. Both quantitative and qualitative data were analysed in integration to gain deeper insight into the study. To accommodate the quantitative data, the English for foreign language (EFL) Teacher Efficacy Scale was administered to 40 pre-service English language teachers (ELT), both before and after the practicum period, to measure the differences in their self-efficacy levels. The qualitative data were examined to reveal the most frequently recurring problems among the e-journals and how the data overlapped with the statistical analysis. The results revealed that incorporating reflective e-journals into the field-based experience process helped pre-service teachers become active decision-makers, contributors and efficient, confident teachers.
Teachers' Perceptions of the Integrated Quality Management System: Lessons from Mpumalanga, South Africa
Author: Queen-Mary, Thobela Nozidumo
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Quality,Educational Change,Change Strategies,Teaching Methods,Educational Improvement,Qualitative Research,Interviews,Ownership,Faculty Development,Foreign Countries,Management Systems,School Administration,Elementary Schools,Secondary Schools

This article examines the attitudes and perceptions of teachers regarding the implementation of the Integrated Quality Management System (IQMS). In doing so, it aims to contribute to the global discourse of change management in education. The system is intended to develop educators by enhancing their capabilities to inculcate a culture of teaching and learning. Using a qualitative research design, in which open-ended interviews were conducted, the study canvassed the views of stakeholders resulting from their personal experiences of IQMS. Having reflected on the current implementation model, the major contribution of the study is to posit an alternative model. The alternative implementation model proposes a bottom-up approach; continuous development; sustained (rather than once-off) training conducted by credible teams of eminent persons and strong leadership. Furthermore, the model should be well-resourced and be anchored on partnerships; concurrency of thrust; staggered changes and based on the following principles adapted from development discourse: participation, empowerment, ownership, learning, adaptability, and simplicity. There is consensus among stakeholders that the IQMS was implemented too rapidly. They recommended a longer, continuous training period that focuses on teacher development, thus delinking money issues from the IQMS, as well as engaging dedicated teams in order to ensure impartiality.
Know Thy Audience: Helping Students Engage a Threshold Concept Using Audience-Based Pedagogy
Author: Pope-Ruark, Rebecca
Date: 2011-01-00
Type: Journal Articles
Subjects: Fundamental Concepts,Audience Awareness,Audience Analysis,Undergraduate Students,Majors (Students),Writing for Publication,Rhetoric,Self Efficacy,Emotional Response,Feedback (Response),Student Educational Objectives,Trust (Psychology),Misconceptions,Consultation Programs,Teaching Methods

Students are experts at sizing up instructors, but many do not extend this analysis to non-instructor audiences, which can reduce their effectiveness in new communication situations. Audience, therefore, is a crucial threshold concept not only in Rhetoric and Composition, but in any discipline that values communication skills. How can instructors help students develop a deeper understanding of audience in the disciplines and begin to cross the threshold? In this article, I describe how a group of Professional Writing and Rhetoric students engaged the audience threshold through a semester-long, client-based project. Drawing on data collected via reflections and portfolios, written deliverables, client feedback, and instructor notes, analysis shows the students were initially overconfident in their ability to assess audiences, worked through valid emotional responses to substantive client feedback, and learned to negotiate the dynamics of multiple audiences more carefully over the course of the semester.
What Really Matters: Assessing Individual Problem-Solving Performance in the Context of Biological Sciences
Author: Anderson, William L.
Date: 2011-01-00
Type: Journal Articles
Subjects: Biological Sciences,Problem Solving,Thinking Skills,Formative Evaluation,Summative Evaluation,Cognitive Tests,Criterion Referenced Tests,Scoring,Scoring Rubrics,Undergraduate Students,Medical Students

The evaluation of higher-level cognitive skills can augment traditional discipline-based knowledge testing by providing timely assessment of individual student problem-solving abilities that are critical for success in any professional development program. However, the wide-spread acceptance and implementation of higher level cognitive skills analysis has been delayed by the lack of rapid, valid, and reliable quantified-scoring techniques. At the University of New Mexico School of Medicine, Department of Biochemistry &amp; Molecular Biology, we have developed an examination format that can be routinely and sequentially implemented for both formative and summative assessments of individual students in large classes. Rather than providing results in terms of an individual student's knowledge base in a single academic discipline or group of disciplines, this type of examination provides information on performance in the application of specific problem-solving skills, which we term &quot;domains,&quot; to a contextual clinical or scientific problem. These domains, derived from the scientific method, are tested across various academic disciplines, and are reported in terms of the following: Initial and sequential hypothesis generation, investigation of these hypotheses, evaluation of newly acquired data, integration of basic science mechanisms with new information to explain the basis of the problem, and reflection on one's own professional development in the context of the examination. The process for criterion referenced quantified grading of the examination is outlined in this paper. This process involves relatively rapid scoring, and permits the timely use of the resulting information for individual student feedback as well as curricular improvement. Data regarding grading consistency and comparison with other measures of student performance is also presented in this paper. An analysis of the performance characteristics of this examination, which has been utilized for over 10 years in a variety of course settings, indicates that it is valid, reliable, and utilizable. As such, the methodology is now routinely used in several undergraduate and graduate level biochemistry classes to monitor the development of individual student problem-solving abilities.
The &quot;Good&quot;, the ''Bad&quot; and the &quot;Ugly&quot;? Views on Male Teachers in Foundation Phase Education
Author: Petersen, Nadine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Males,Student Attitudes,Qualitative Research,Teacher Characteristics,Social Bias,Early Childhood Education,Elementary Education,Elementary School Teachers,Preschool Teachers,Preservice Teachers,Preservice Teacher Education,Sexual Abuse

In the context of the foundation phase, where women tend to dominate, the increasing numbers of male students entering teaching programmes for this phase of schooling has generated considerable praise, as well as criticism. This paper explores the views of two first-year foundation phase (FP) student cohorts at a Johannesburg university about male teachers in the FP. Student responses to two open-ended questions formed the data for this study, with qualitative content analysis procedures used to make sense thereof. Findings indicate an uncomfortable tension between the &quot;good,&quot; the &quot;bad&quot;, and the &quot;ugly&quot; in student perspectives of male teachers in the FP, where the &quot;good&quot; is reflected in recognition of the valuable role of males in countering the effects of absentee fathers; the &quot;bad&quot; in the various reasons provided for male's unsuitability as teachers of young children; and the &quot;ugly&quot; in the dominant association of males with the perception of a threat of sexual abuse and molestation, much of which is attributed to increased media coverage and public awareness of abuse in schools. The paper concludes with a discussion of the ramifications hereof for teacher education and for the profession.
Preparing Medical Students to Undertake a Cultural Immersion Experience: Introducing Frameworks for Preparatory and Post-Immersion Activities
Author: Mak, Donna B.
Date: 2011-01-00
Type: Journal Articles
Subjects: Medical Students,Medical Education,Rural Areas,Experiential Learning,Cultural Awareness,Foreign Countries,Student Attitudes,Questionnaires,Anxiety,Program Effectiveness,Statistical Analysis,Films,Guides,Workshops

Recruiting and retaining practitioners to rural and remote locations is a challenge for many industries including health and education. The medical, nursing and teaching professions have utilized immersion experiences for trainees and students to better prepare them and to address workforce shortages in crosscultural and underserved areas. This paper describes the steps taken to improve an immersion experience for medical students and evaluates the impact of these improvements. The University of Notre Dame's School of Medicine requires all second year medical students to undertake the Kimberley Remote Area Health Placement Program (hereinafter the &quot;Program&quot;). The Program provides opportunities to learn life skills required for remote area living via an immersion experience in which students live with, and do useful non-clinical work for, a host community or organization for one week in a remote area in Western Australia. A series of preparatory and post-immersion activities (including film viewing, debating and site visits) are provided to prepare students for the experience. In 2009, the &quot;style and format&quot; in which these activities were delivered was changed in response to student feedback. The changes comprised altering the format of the Program Handbook from an information repository to a workbook equipping students with critical thinking frameworks such as: de Bono's Six Thinking Hats (1992) and graphic organizers to facilitate reflection on preparatory and post-immersion activities. All changes were based on humanistic, cognitive and constructivist approaches to learning. These changes were followed by improvements in students' perceptions of several activities. Activities preparing students to undertake and reflect on a cultural immersion experience involve student engagement in active learning and critical thinking. Educators involved in preparing students for placements in other underserved, culturally and/or geographically diverse settings may employ these approaches to learning and adapt the activities described in this paper as suited to the needs of their particular professional group.
Business as Usual: Business Students' Conceptions of Ethics
Author: Reid, Anna
Date: 2011-01-00
Type: Journal Articles
Subjects: Student Attitudes,Ethics,Business Administration Education,Teaching Methods,College Students,Foreign Countries,Role,Professional Development

There is continuing debate about how best to teach ethics to students in business, that is, how best to help them to develop the ethical aspects of their future profession. This debate has covered whether to teach ethics, what to teach and whether it has any effect on students' views or future behaviour. For the most part, the views of the students themselves are in the minority. Yet it seems likely that the most effective pedagogical approaches would be those based on students' own ideas of the nature of ethics and the role of ethical considerations in their studies and professional lives. The research we report here investigates the nature of such ideas in a cohort of students studying business at an Australian university. We discuss the pedagogical implications of our findings and conclude that approaches that encourage students to become ethically-aware professionals are likely to be most useful.