Association Of American Colleges Research Articles

Gamification Learning integrated with Local Wisdom based on Character Education, is There an Effect on Problem Solving Ability?

The aim of this study was to determine the description of students' problem solving skills and the effect of gamification learning on students' problem solving ability. The population in this study consisted of 87 people. the research sample was selected based on purposive sampling technique so that the total sample in this study was 56 students who were divided into 2 classes, namely 28 people in the experimental class and 28 people in the control class. Students' problem solving ability was measured using a problem solving rubric developed by The Association of American Colleges and Universities (2017). Data analysis used descriptive and inferential data analysis. The results of descriptive data analysis showed that the average value of the experimental class problem solving ability was 80.36 higher than the control class which was 72.86. The results of inferential data analysis with independent sample t-test showed that the significance value of the data was 0.001 (<0.05). Based on the research data, it can be concluded that there is an effect of gamification learning integrated with local wisdom based on character education on students' problem solving ability.

Learning with, about, and from COVID-19: An interprofessional global comparison of pandemic responses

Background and purposeUniversity of Kentucky developed a fully virtual course to educate global health learners about the COVID-19 pandemic and compare country responses to it. Educational activity and settingForty-three students participated in 13 weeks of synchronous interprofessional group meetings via Zoom (Zoom Video Communications, Inc) and asynchronous modules. Interprofessionality was intentional yet implicit, and a flipped classroom was utilized. Assessment was accomplished with one instrument measuring learning outcomes associated with select Consortium of Universities of Global Health Interprofessional Global Health Competencies, Association of American Colleges and Universities Global Learning Value Rubric competencies, and course satisfaction and effectiveness utilizing a retrospective pre−/post-methodology. FindingsPositive pre−/post-change was observed in 10 survey items. Evaluation results concerning course structure and experience were uniformly high, with the key informant interview rated most helpful. Items with significant improvement included a better understanding of the student's place in the world; improved interprofessional communication skills; population health data skills; and understanding of health systems and entities that influence global health and development. Learners appreciated the value of interprofessional teamwork and gained a deeper understanding of the roles and training of colleagues from other programs, leading to a deeper understanding of the actions those professions may take within health systems. SummaryThe pivot to all online global health education was a viable solution to addressing the pause in global travel and study abroad experiences at University of Kentucky.

THE IMPLEMENTATION OF PROBLEM-BASED LEARNING THROUGH LESSON STUDY TO IMPROVE THE INFORMATION LITERACY OF STUDENTS IN THE ERA 21ST CENTURY LEARNING

Lesson Study is a model for developing the teaching profession through collaborative assessment which consists of 3 stages, namely plan, do, and see. Information literacy is an important skill for dealing with 21st century life. Information literacy determines one's success in terms of finding, selecting sources, evaluating, and using the information obtained effectively. The research objective was to determine the effectiveness of the Problem Based Learning model on information literacy through Lesson Study in biology subjects. The research subjects were 34 students of 10 grade at SMAN 1 Kencong, Jember. The research was conducted in March-May 2023. Data was collected using an information literacy test that adapted indicators from the Association of American Colleges and Universities (AACU) (2017). The data analysis technique used is descriptive quantitative. The results showed that the mean information literacy of students increased from cycle 1 (65.20%) and cycle 3 (82.60%). Increasing information literacy is accommodated by each step of the Problem Based Learning model which can support student information literacy. For this reason, the Problem Based Learning model which is taught through Lesson Study can improve students' information literacy.

Shaping Minds or Defending Democracy? How Scholars Have Interpreted Major Reports on Higher Education From the 1940s

ABSTRACT In the 3 years prior to Harry Truman’s establishment of the President’s Commission on Higher Education in 1946, the Association of American Colleges (AAC), the American Council of Learned Societies (ACLS), and Harvard University all released reports on the relationship of general or liberal education to the political order. This historiographical essay assesses recent scholarship on these major reports of the 1940s by scholars including Jamie Cohen-Cole, Andrew Jewett, Bryan McAllister-Grande, George Marsden, and Louis Menand. The essay examines why intellectual historians have often given more attention to the Harvard “Redbook” than to the Truman report and why they have almost completely ignored the book-length ACLS report (the AAC report was much smaller but also gets little attention). I argue that intellectual historians’ greater attention to the Redbook is largely due to its singular focus on general education (as compared to the more wide-ranging Truman report) and to the greater ease of accessing archival records of the Harvard committee as compared to the Truman Commission. I also assert that some key interpreters have misunderstood the Harvard Redbook and its relationship to the Truman report. Correctly understanding the differences between the two helps us to see that distinct intellectual positions underpinned competing visions for undergraduate education in the United States after World War II.

A Letter from the American Historical Association to California’s Placentia–Yorba Linda Unified School District

Research Article| May 01 2023 A Letter from the American Historical Association to California’s Placentia–Yorba Linda Unified School District James R. Grossman James R. Grossman JAMES R. GROSSMAN is executive director of the American Historical Association. Formerly vice-president for research and education at the Newberry Library, he has taught at the University of Chicago and the University of California, San Diego. The author of Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929, Grossman was project director and coeditor of the print and digital Encyclopedia of Chicago. He is editor emeritus of the University of Chicago Press book series “Historical Studies of Urban America,” which he abandoned to his colleagues after fifty volumes. Articles and short essays have focused on urban history, African American history, ethnicity, higher education, and the place of history in public culture. Short pieces have appeared in the Chicago Tribune, New York Times, Los Angeles Times, Time, New York Daily News, North Shore Magazine, Chronicle of Higher Education, The Hill, and elsewhere. Grossman’s consulting experience includes history-related projects generated by BBC, Smithsonian, various “Teaching American History” programs, and a wide range of theater companies, films, museums, libraries, and foundations. He has served on governing boards of the American Council of Learned Societies, Association of American Colleges and Universities, Center for Research Libraries, National Humanities Alliance, Vivian G. Harsh Society, and Chicago Metro History Education Center. Search for other works by this author on: This Site PubMed Google Scholar California History (2023) 100 (2): 78–81. https://doi.org/10.1525/ch.2023.100.2.78 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation James R. Grossman; A Letter from the American Historical Association to California’s Placentia–Yorba Linda Unified School District. California History 1 May 2023; 100 (2): 78–81. doi: https://doi.org/10.1525/ch.2023.100.2.78 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentCalifornia History Search In January 2022, the American Historical Association (AHA) sent a letter to the leadership of the Placentia–Yorba Linda Unified School District (California) opposing a proposed Resolution No. 21–12, “Resolution Opposing the Teaching of Critical Race Theory” (see the proposed resolution at https://4.files.edl.io/e3c9/11/22/21/155531-39d91aa4-c235-4949-a1f4-153f76aa17e8.pdf). We were alerted to this agenda item by a resident concerned about censorship and the quality of history education. We immediately noticed that its text resembled bills being introduced in many state legislatures; the AHA had already begun writing letters to members of those legislatures (for the AHA’s list of letters, organized by state—at this writing, eighteen states—see https://www.historians.org/news-and-advocacy/teaching-history-with-integrity/freedom-to-learn). In this particular letter the AHA noted that “the proposal singled out one set of ideas—critical race theory—as a subject that cannot be taught in Placentia–Yorba Linda schools. The letter includes a link to a statement criticizing similar legislative efforts to restrict education about racism in American... You do not currently have access to this content.

Interactive Patient Safety and Quality Improvement capstone during transition-to-residency program: virtual and in-person focused workshop for EPA 13

Identifying systems failures and contributing to a safety culture is the Association of American Colleges (AAMC’s) thirteenth Entrustable Professional Activity (EPA). While most curricula teach Patient Safety (PS) and Quality Improvement (QI) principles, student participation in live QI/PS activities remains limited. This workshop enabled late Clerkship phase students to apply these Health Systems Science (HSS) principles to real adverse patient event cases through team-based simulation.This 3-h capstone included both a didactic review of QI, PS, and TeamSTEPPS® tools and an experiential component where student-led interactive small group discussions were augmented by resident and faculty preceptors. Collaboratively, students composed an adverse patient event report, conducted a Root Cause Analysis (RCA) during role-play, and proposed error prevention ideas after identifying systems problems. In April 2020, the in-person workshop became fully virtual due to the COVID-19 pandemic.A statistically significant increase in ability to identify Serious Safety Events, Escalation Chain of Command, and define a Plan-Do-Study-Act (PDSA) cycle was observed. Comfort with RCA increased from 48 to 87% and comfort with TeamSTEPPS® principles increased from 68% to 85.5%This novel capstone provided students with the tools to synthesize HSS concepts through problem-solving processes and recognize EPA 13’s importance. Their increased capability to identify appropriate chain of command, escalate concerns, and recognize serious adverse patient events also has training and practice readiness implications.

Video Spotlight: University Meditation Program, 2007-Present

This video spotlights the diverse learning environments of the University of Redlands' pioneering meditation program in its first 16 years of academic classes and community offerings. As reported in places such as Inside Higher Ed (Redden, 2007, December 18) and books published from the UCLA Higher Education Research Institute (Astin et al., Cultivating the Spirit: How College Can Enhance Students’ Inner Lives, 2011), our contemplative classroom was one of the first of its kind at any college or university when it opened in 2007. We were inspired by the call for more holistic and “interior” learning in the Association of American Colleges and Universities’ document, College Learning for the New Global Century (2007). As described in the book, Meditation and the Classroom (Simmer-Brown & Grace, eds., 2011), the college students in our contemplative classes are exposed to inner practices that deepen their self-knowledge and cultivate disciplined habits of mind. Ultimately, through practices such as tonglen, students' capacity for compassion expands to include others and also the Earth. The Meditation Program has grown to include intergenerational classes, free community offerings such as a weekly virtual meditation, and large-scale public events across a wide spectrum of contemplative practices. Our faculty have published books and articles on the effects of contemplative education, as observed in our program. For example, an interdisciplinary team of professors from fields of religion, psychology, and biology published a study of our Compassion Course in The Journal of American College Health, demonstrating the positive effect of meditation, mindfulness, and compassion education on college students’ well-being (Ko et.al., 2018, March).. Since the Meditation Program began in 2007, we have received many inquiries and on-site visits from faculty and administrators of other institutions, seeking information about the "how" of establishing a place for inner learning. This video gives a helpful visual introduction to our practices.

Inclusive excellence through digital learning: an undergraduate research experience to pilot cross-institutional collaboration between a historically black university and a predominantly white institution

ABSTRACT Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analysed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a ‘study-within-a-study’ design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analysed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learnedthat students require the same initial preparation necessary for the assigned project.

Editors’ notes

New Directions for Student ServicesVolume 2023, Issue 181 p. 5-6 EDITORIAL Editors’ notes Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author First published: 21 June 2023 https://doi.org/10.1002/ss.20457Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES Jayakumar, U. M., & Museus, S. D. (2012). Mapping the intersection of campus cultures and equitable outcomes among racially diverse student populations. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 1– 27). Routledge. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter: Association of American Colleges and Universities. Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racially diverse student populations. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (Vol. 29, pp. 189– 227). Springer. Museus, S. D., Chang, T., & Zilvinskis, J. (2020). Merging cultural diversity and academic quality to (re)envision 21st century college campuses: The promise and power of culturally relevant high-impact practices in promoting racial equity in higher education. In C. B. Newman, C. S. Platt, A. A. Hilton, & B. Hinnant-Crawford (Eds.), Multicultural education in the 21st century: Innovative research and practices. Information Age Publishing. National Center for Education Statistics (2017). Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008. Author. Volume2023, Issue181Special Issue: The Role of Culture and Identity in Making Practices High ImpactSpring 2023Pages 5-6 ReferencesRelatedInformation

A DIRECT AND EXPLICIT INSTRUCTION OF CRITICAL THINKING SKILLS BY THE PROCESS OF INFUSION

Educators, employers, and governing agencies view critical thinking (CT) as one of the most desired outcomes of higher education. This study employs a qualitative phenomenological design by applying an explicit five-stage procedure to infuse preselected thinking skills to a class of 22 international students in a 14-week reading programme at a local university. Six lessons, two hours each per week on critical thinking were taught to the students by three different teachers. The total of 12 hours of instruction was based on articles selected from the National Geographic series which contained structured sections on critical thinking. Adequate time was allowed for discussion when students were encouraged to deliberate on views of the authors of the articles. The guiding questions of the instructors led to positive outcomes of the lessons, and consequently students expressed their views freely. Two more articles (lessons 7 and 8) were handed out to the students as independent tasks. This was to ensure that students could work independently and that critical thinking skills had actually been infused after the six taught lessons. The data from the two lessons, 3 samples each (selected randomly) were analysed qualitatively using the Association of American Colleges and Universities rubric instrument. Findings on their performances indicated that critical thinking skills were infused through explicit and direct instruction. The result indicated that students were able to apply critical thinking skills in reading.

Conceptualizing high-impact practices within the frame of agricultural leadership education: A content analysis

The use of high-impact practices in undergraduate leadership courses is a common and effective way of developing students studying agriculture. However, each of the ten high-impact practices (HIPs) recognized by the Association of American Colleges and Universities (Kuh, 2008) are not equally studied or utilized by leadership educators. This study will provide a content analysis of the use of HIPs as a leadership pedagogy in undergraduate education. In the studies analyzed, which were grouped by categories of HIPs, only five of the ten main HIPs were represented. These were undergraduate research, diversity and global learning, internships, service learning, and capstone courses and projects. The analysis revealed each HIP resulted in one or more of Kuh’s (2008) proposed learning outcomes. Based on these findings, the researchers suggest HIPs be used more frequently in agricultural leadership curriculum and call on scholars to study the ten HIPs more closely.

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

The current demands of the labor market demand a new compendium of skills from engineering graduates. To develop skills at a more complex level, this study analyzed the use of second-generation Video Essays and Podcasts to improve soft skills. The characteristics of students belonging to Generation Z as digital natives were considered and digital platforms were adapted for interaction in social networks to enhance critical thinking and creativity (Criticality). Active learning experiences in different engineering programs were analyzed using the 4-group Solomon methodology with a quantitative design and different assessment instruments were used for Pre-Tests and Post-Tests, including various fluency and originality tests, as well as answering articulation ability tests. and modified VALUE rubrics from the Association of American Colleges and Universities (AAC&U). Our results clearly suggest that the use of these two tools substantially improves understanding of scientific concepts in engineering subjects, a greater ability to develop increasingly in-demand skill sets, and a greater awareness of creative thinking competence.

College and University Instructional Physical Activity Programs, as Relevant Now as Ever

ABSTRACT In one form or another, College and University Instructional Physical Activity Programs (C/UIPAP) have been a part of American higher education for 160 years. This essay highlights the history of this evolution, as well as the ongoing need for C/UIPAP. In doing so, it sets the stage for the thematic issue of the International Journal of Kinesiology and Higher Education devoted to C/UIPAP. It further identifies advocacy strategies and tactics that align with both the Association of American Colleges and Universities’ Liberal Education and America’s Promise (LEAP) educational reform initiative, and federal government declarations aimed at improving the health and well-being of college and university students. Finally, while primarily focused on the situation in the United States, select research from the countries of Poland, Russia, and South Korea is introduced, along with a call for more international contributions about C/UIPAP.

Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students

The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality of life, and sense of community in graduate students at the University of California, Irvine. Using a mixed methods approach, we demonstrate that participants in our introductory quarter-long Developing Teaching Excellence course increased their pedagogical knowledge, and participants in both our introductory course and our advanced year-long Pedagogical Fellows Program reported having improved quality of life and sense of belonging. Most commonly, participants framed these pedagogical programs/courses as providing a safe and inclusive space to explore teaching in an interdisciplinary manner; a network of like-minded and supportive peers; and an opportunity to develop greater confidence in teaching, mentorship, and other aspects of graduate life such as conducting research and entering the academic job market. Taken together, our results indicate that providing a structured, nurturing environment for graduate students to develop their pedagogical knowledge and practice may lead to improved quality of life and sense of belonging.

U.S. Truth, Racial Healing, and Transformation Funders' Briefing Program, January 19, 2021.

U.S. Truth, Racial Healing, and Transformation Funders' Briefing Program, January 19, 2021.

Electronic Portfolios in Higher Education: A Review of the Literature

Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.

Where Are the Women in Radiation Oncology? A Cross-Sectional Multi-Specialty Comparative Analysis

PurposeWe aimed to evaluate the growth of women within the general radiation oncology (RO) workforce in comparison to the growth among other medical specialties. We also sought to create a predictive model for gender diversity to guide future recruitment efforts. Methods and MaterialsWe identified 16 medical specialties, including RO, for analyses. We used data from the Association of American Colleges and assessed female representation at 4 time points (2006, 2011, 2016, and 2020). Additionally, we determined characteristics of medical specialties that were predictive of increased gender diversity. We performed univariate statistical analysis with linear regression to evaluate factors predictive of greater gender diversity among the medical specialties in our cohort. ResultsThe proportion of women within the represented specialties increased over time. Obstetrics/gynecology (14,750 [2006], 23,921 [2020]; 18.7% absolute growth) and dermatology (3568 [2006], 6329 [2020]; 15.1% absolute growth) experienced the highest absolute growth in female representation between 2006 and 2020. When assessing changes between various time points in RO, the absolute change in female physicians increased by 1.5% between 2006 and 2011, by 2.2% between 2011 and 2016, and by only 0.4% between 2016 and 2020, which was the lowest growth pattern relative to the other 15 specialties. Factors predictive of gender diversity among specialties were lower average step 1 scores (P = .0056), fewer years of training (P = .0078), fewer work hours (P = .046), the availability of a standard third year clerkship for a given specialty (P = .0061), and a high baseline number of female physicians within a specialty (P = .0078). Research activities (P = .099) and interest among matriculating medical students (P = .28) were not statistically significant. ConclusionsThe percentage of women in RO lags behind other medical specialties and has been notably low in the last few years. Interventions that incorporate novel initiatives proposed within this study may accelerate current recruitment milestones.

Within our reach: Essential learning outcomes, engaged pedagogy, and assessment for quality learning

AbstractThis article describes the alignment between a liberal arts education and essential learning outcomes that prepare individuals with a breadth of skills and knowledge in preparation for work and life. Association of American Colleges and Universities' (AAC&U) efforts prompt institutions to adopt essential learning outcomes and assess students’ proficiency throughout their college education.

Uncovering Equity in Everyday Assessment Practice

Uncovering Equity in Everyday Assessment Practice

The convergence of the concepts of academic and inclusive excellence at research universities

Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aimof the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.