Faculty Course Research Articles

Using “TELL ME MORE” software in teaching-learning of French for students pedagogy at the Department of Foreign Languages, Faculty of Education, National University of Laos.

The study aimed to self-training in the teaching-learning of French as a foreign language using the “TELL ME MORE” software the students majoring in French Pedagogy Course of Faculty of Education, National University of Laos. In our research we want to get involved to respond to the request for training support on the "TELL ME MORE" software in collaboration between the National University of Laos, the AUF association and the Francophone center. This software is installed at the Francophone Center of the National University of Laos. For teachers and students of French at the National University of Laos. The target group was the students from 3rd year, majoring in French Pedagogy Course of Faculty of Education, National University of Laos with the total number of 34 (18 females and 16 males). The research tool was the questionnaire and class observation grid. The statistics used to analyze data to find percentages using computer programs. The research results can be summarized as follows: The majority of the population prefers to use the TELL ME MORE software to develop skills in French such as: speaking (41.2%), listening (23.5%), writing (17. 6%) and reading (17.6%) meaning most students use it for speaking and listening. The activities that students use a lot in the TELL ME MORE software are pronunciation (88 %), conversation and grammar (82%), written production (73%), photo and audio, video and word writing activities (70%).

Digital Developmental Advising Systems for Engineering Students Based on Accreditation Board of Engineering and Technology Student Outcome Evaluations

The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology (ABET) student outcomes data for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools®, including an advising module based on assessment methodology incorporating the faculty course assessment report, performance indicators, and hybrid rubrics classified according to the affective, cognitive, and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of a) detailed students’ outcomes and performance indicator information and b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the faculty course assessment report using performance indicators and hybrid rubrics can provide comprehensive and realistic outcome data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions, and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better-performing outcomes to reinforce their natural affinity for learning specialized competencies to help them pursue related and successful career paths.

Long-Term Impact of a Medical School Course on the Intersection of Art and Medical History.

One recent trend in medical education is the integration of humanities into the curriculum, including viewing works of art in museums, with analysis of short-term, but not long-term, impact. We developed a course for medical students, trainees, and faculty at the Icahn School of Medicine at Mount Sinai co-taught by an art historian and a physician/medical historian that features images of great works of art to make connections between art and medical history with the following goals: 1. To encourage the students to make careful and systematic observations, describe what they see to others in the group, and exchange their views respectfully, 2. To sensitize students to the patient's experience of illness by discussing artists' depictions of patients and the impact of their illness on family and friends, and 3. To highlight milestones in medical history by focusing on artworks that epitomize the state of medical care and science at a defined point in time. We have taught the course for more than a decade and so wanted to assess whether participating in the course had a long-term impact. We created and deployed a five-question survey to 167 students and received responses from 35 of those students. 97% of respondents answered that they still think about the course, and large majorities of the respondents indicated that the course, had an impact on how they viewed works of art (91%), their appreciation of the history of medicine (89%), and their observational skills (80%). More than half the students responded that the course sensitized them to the patient's perspective of illness (63%) and had an impact on how they viewed their role as a physician (51%). Our course has had a long-term impact on the respondents across a wide range of professional and personal characteristics.

Sentiment Analysis and Ratings of Professors: A Comparison of Rate-My-Professor and Department Results

Previous studies employing numeric scores have observed that anonymous postings on the Rate-My-Professor (RMP) site tend to be more negative than ratings within a school. In this study, rather than using numeric evaluations, we compared the official UNIV evaluations with the RMP evaluations at the individual faculty course level, employing sentiment analysis on the text comments in evaluations. We compared positive sentiments in ratings on RMP to those in a specific business school department at a university. Our results show a statistically significant difference, with higher positive ratings at the university. We also analyzed emotions using NRC, finding a significant difference, with RMP having higher levels of negative emotions.

WAYS OF USING ORIGINAL MATERIALS IN ADVANCED COURSES OF LANGUAGE FACULTIES

The article talks about the ways of using authentic materials in the upper courses of language faculties. The author of the article points out that the use of authentic materials in the language learning process in the upper courses of language faculties is of great benefit, and these authentic materials help students to familiarize themselves with the language and provide opportunities for students to use it naturally in real-world contexts, including idiomatic expressions, cultural references, and various notes and styles. serve. These functions related to authentic materials show that the inclusion of these materials in the target language classes in the upper courses of language faculties is an important factor in the formation of multicultural identity and one of the main goals of language teaching. The author comes to the conclusion that authentic materials mainly enrich students' vocabulary, develop verbal creativity, linguistic abilities, and improve listening, speaking and pronunciation skills.

Bichronous scientific writing course for medical faculty during Covid-19: a SWOT analysis experience

IntroductionWriting and publishing scholarly articles in international peer-reviewed journals can be a challenging undertaking for medical and healthcare professionals in universities, especially in non-English speaking countries. Surprisingly, very few faculty members report receiving guidance on scientific writing. To encourage more faculty engagement in professional development courses aimed at enhancing their writing abilities, we have revamped scientific writing courses to incorporate bichronous (a combination of asynchronous and synchronous) teaching methods.MethodsAfter forming a team, we performed a SWOT (strengths, weaknesses, opportunities, and threats) study of the medical faculty’s present programs and proposed alternatives to prior course issues. In this interventional study, fifty-nine eligible medical educators selected by purposeful sampling underwent a two-and-a-half-month bichronous scientific writing course from March to August 2021. The perspectives of the participants were evaluated through a SWOT analysis. The data were collected through online semi-structured interviews, and data collection continued until data saturation was achieved (40 participants). Data were then coded and analyzed based on conventional qualitative content analysis principles.ResultsOur planned blending sequence and e-feedback increased the medical faculty’s drive to learn, self-confidence, and autonomy while improving their writing skills. Poor ICT and network infrastructure hindered course adoption. Due to the course’s time and the faculty’s own online teaching, many battled with computer vision syndrome, self-discipline, and distractions. Our participants struggled with self-discipline and distractions, so setting a daily time limit may help them concentrate.DiscussionGiven the faculty’s demanding professional lives, this designed course provided a learning opportunity for many that would not have been feasible otherwise.

Multi-objective faculty course assignment problem based on the double parametric form of fuzzy preferences

This paper presents a mathematical model of the multi-objective faculty course assignment problem based on the double parametric form of fuzzy preferences. The fuzzy preferences are based on an analysis of faculty feedback given by students and an analysis of the results of the previous year’s examination of students. The proposed model is developed utilizing faculty members’ preferences, the preferences of an administrator for faculty members to courses, and fuzzy preferences based on faculty feedback and student result analysis. The double parametric approach solves a timetabling problem based on information from a university’s hypothetical numerical data. The fuzzy programming technique with linear membership function is applied to generate efficient and non-dominated allocations with better optimal values and degree of satisfaction of objective functions for different values of parameters α and β for fuzzy preferences. Results are found using LINGO19.0 software.

Multi-objective faculty course timeslot assignment problem for tutorial and laboratory courses

Multi-objective faculty course timeslot assignment problem for tutorial and laboratory courses

Promoting Arabic Sign Language Skills Among Dental Students.

While the services available to deaf people in the Middle East have yet to be documented, they need improvement in several countries. The aim of this article was to reduce miscommunication between dentists and deaf patients through the introduction of an optional sign language course for pre-doctoral students and faculty of dentistry at King Abdulaziz University (KAUFD). All fourth-year pre-doctoral students were invited to participate in an Arabic sign language course. A survey with 11 multiple choice and 38 true/false questions with an "I don't know" option was distributed, both before and two weeks after the course. This survey was extensively validated and pilot-tested before distribution. The response rate was 141 students (84.9%), 49 of which were males (34.8%) and 92 of which were females (65.2%). The pre-doctoral students had a higher overall knowledge score (mean 22.9±14.8) and sign language skills (11.1±1.7) after the course compared to before the course (9.8±7.1, and 3.7±3.3, respectively) (all P-value <0.001). All the pre-course individual questions had lower scores compared to the post-course questions (P-value <0.05). Deaf people might face difficulties communicating at dental health care clinics, which may be improved by equipping dentistry providers with cultural competency training, like this course.

"It's Time to Do It, to Make It a Major Part of Medicine": Faculty Experience With a Shift Toward an Antioppressive Medical School Curriculum.

Health inequities compel medical educators to transform curricula to prepare physicians to improve the health of diverse populations. This mandate requires curricular focus on antioppression, which is a change for faculty who learned and taught under a different paradigm. This study used the Concerns-Based Adoption Model (CBAM) to explore faculty perceptions of and experiences with a shift to a curriculum that prioritizes antioppressive content and process. In this qualitative study, authors interviewed faculty course directors and teachers at the University of California, San Francisco School of Medicine from March 2021 to January 2022. Questions addressed faculty experience and understanding regarding the curriculum shift toward antioppression, perceptions of facilitators and barriers to change, and their interactions with colleagues and learners about this change. Using the CBAM components as sensitizing concepts, the authors conducted thematic analysis. Sixteen faculty participated. Their perceptions of their experience with the first year of an antioppression curriculum initiative were characterized by 3 broad themes: (1) impetus for change, (2) personal experience with antioppressive curricular topics, and (3) strategies necessary to accomplish the change. Faculty described 3 driving forces for the shift toward antioppressive curricula: moral imperative, response to national and local events, and evolving culture of medicine. Despite broad alignment with the change, faculty expressed uncertainties on 3 subthemes: uncertainty about what is an antioppressive curriculum, the scientific perspective, and fear. Faculty also reflected on primary facilitators and barriers to accomplishing the change. The shift to an antioppressive curriculum compels faculty to increase their knowledge and skills and adopt a critical, self-reflective lens on the interplay of medicine and oppression. This study's findings can inform faculty development efforts and highlight curricular leadership and resources needed to support faculty through this type of curricular change.

Education about planetary health and sustainable healthcare: A national audit of health professions education curricula in South Africa

Background. Climate change and environmental degradation have severe public health impacts. Education about planetary health (PH) and sustainable healthcare (SH), or the interdependence of health and healthcare and planetary ecosystems, is developing globally to enable health professionals to protect public health from these threats, and to build sustainable healthcare systems. Objective. To assess the status of PH and SH in health professions education in South African (SA) faculties of health sciences as a foundation for future work. Methods. Educators at all 24 SA faculties of health sciences were surveyed regarding undergraduate and postgraduate faculty courses with PH- and SH-related learning objectives and outcomes, learning activities and assessments. Pivot tables were constructed to analyse their responses. Results. Forty-one responses were received, representing 9 health professions from 15 of 24 faculties of health sciences in SA (62.5%). More than half (53.7%) were unaware of any courses with PH and SH content at their faculties. Nineteen respondents from 11 faculties reported 44 courses and provided data on 18 non-duplicate courses. Learning activities included advising patients about environmental and health co-benefits of their lifestyle choices (33.3%); written assignments (38.9%); oral presentations (55.6%); and community-based research (38.9%). Nine courses (50%) reported PH- and SH-related assessments, most commonly oral presentations (88.9%); reflective essays (77.8%); multiple-choice or short assessment questions (55.6%); and research outputs (55.6%). Conclusion. Education about PH and SH is starting to develop in SA faculties, although with a limited variety of learning activities and assessments. This study provides a useful baseline for curriculum development and assessment of progress.

Rationale of construction processes in the social configuration of habitat: Nueva Colonia, Turbo, Colombia

The alliance between universities, the private sector, the State and local communities becomes a fundamental strategy to channel regional development processes. This approach that interprets SDG 17 has been applied in the research courses of the Architecture Faculty of Universidad Pontificia Bolivariana. In these courses, real problems in specific regions of the national territory serve as a starting point to contribute to the training of the architect from the perspective of social responsibility. Specifically, this text focuses on the Sustainable Environment research course, which took as a case study the corregimiento of Nueva Colonia (Turbo- Colombia) to propose technologies that reconfigure positively urban and rural areas. These technologies are proposed as a response to the social, cultural, and economic realities and the conditions that govern construction activity in the region. Based on participatory design as a working method, students design tools that allow collecting information about the perception that the community has of their territory with the purpose of determining basic design guidelines defined collaboratively to provide solutions to the habitat and the built environment. These guidelines derive mainly from a reflection on technology in the construction of social housing, socio-environmental relationships, and their repercussions for the sustainable configuration of the built environment. To achieve this goal, students research on eco-efficient materials and local waste that can be used as construction material or raw material, and which are preliminarily evaluated using circularity and life cycle criteria. In this sense, this text seeks to highlight specific results of eco-efficient materials and waste from the banana industry.

Preparing university students for multilingual EMI contexts in Türkiye

Abstract English-medium instruction (EMI) is a growing phenomenon among universities in Türkiye, with higher numbers of local and international students registering for programs offered in English each year. This situation suggests that students should get prepared for multilingual contexts before they start taking faculty courses; however, institutions usually ignore this when offering linguistic support to students. This study explored the potential ways of adopting a more inclusive approach to language education offered to students preparing for EMI. The in-class teaching practices of language instructors and the views of students who attended these lessons were explored through classroom observations and focus-group interviews. The results revealed that the instructors preferred several different methods to modify their teaching in English-as-a-lingua-franca-compatible ways, and students found their instructors’ practices useful from multiple aspects for their future English-medium courses. The findings imply revisions on the nature of the language education offered in English preparatory schools in Türkiye.

A call for teaching animal physiotherapy courses in the Egyptian veterinary faculties

A call for teaching animal physiotherapy courses in the Egyptian veterinary faculties

The utility of an online discussion board for reflective writing in an emergency medicine rotation.

Narrative analysis and reflection have been found to support professional identity formation (PIF) and resilience among medical students. In the emergency department, students have used reflective practice to process challenging clinical experiences, such as ethical dilemmas or moral distress. An online discussion board, however, has not been described as a curricular component of emergency medicine (EM) rotations. The objective of this educational innovation was to support medical students in an EM clinical rotation via an online discussion board for reflecting on and debriefing clinical experiences with faculty and peers. Fifty-two medical students enrolled in the pass/fail EM elective between May 13, 2019, and October 30, 2020. Each cohort of six students took part in a cohort-specific discussion using the Canvas learning management system. Students were encouraged to post about any observations, reflections, or emotions after their shifts. Faculty course directors responded to each post using concepts of debriefing, coaching, and trauma-informed teaching. Over 18 months, 49 of 52 (94%) students participated in the discussion board. Of 346 total posts, half were by students, and the other half were faculty responses. Students posted 3.27 times each, on average. Students rarely raised questions about scientific knowledge content, fact-based aspects of patient care, or specific skills. Rather, they often posted about intensely affective reactions to experiences that left them with complex emotions. Upon review of posts by the course directors, the majority (54%) of students' posts contained a range of affective responses. Students appreciated faculty responses and supported each other in their written responses to peers. An online discussion board can be used successfully for asynchronous reflective practice to debrief clinical experiences during an EM rotation, if designed incorporating faculty and peer support using trauma-informed teaching principles to bolster well-being and PIF.

Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program

Integrating educational assessment tools such as the Motivated Strategies for Learning Questionnaire (MSLQ) into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. The present study adapted and integrated the MSLQ into a set of first-year communication courses for Faculty of Arts students at the University of Waterloo. This adaptation allowed us to better situate the scale within the writing and communication course context. Through exploratory and confirmatory analysis, a shortened questionnaire (MSLQ-AF) with 6 subscales (motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning) was created. MSLQ-AF proved to have stable factor structure, adequate and stable internal consistency, and construct validity (correlation with grades), when assessed across four samples spanning four university terms. We discuss the role of this new scale in helping students transition into university.

ИЗУЧЕНИЕ ПАРОДОНТОЛОГИЧЕСКОГО СТАТУСА ЛИЦ МОЛОДОГО ВОЗРАСТА НА ПРИМЕРЕ СТУДЕНТОВ

Summary&#x0D; Currently, higher education requires students to spend a lot of energy, psychological stability and physical effort. A special place among this group of young people is occupied by students who come to study from other countries. Earlier, in the studies of Uspenskaya O. A. and Spiridonova S. A. (2022), it was revealed that the unsatisfactory hygienic state of the oral cavity in foreign students occurs 2 times more often than in Russians. A more detailed study is needed to identify the causes of periodontal disease in this category of citizens, as well as to find optimal solutions for its elimination.&#x0D; Subject of study: periodontal status of Privolzhsky Research Medical University foreign students.&#x0D; The purpose of the study: to research the periodontal status of foreign students of Faculty of General Medicine and Faculty of Dentistry.&#x0D; Materials and methods. 120 foreign students of 2-5 courses of Privolzhsky Research Medical University were examined. The simple hygiene index was used to assess the hygienic state of the oral cavity (Green J.C., Vermillion J.R., 1964), periodontal condition was assessed using the papillary-marginal-alveolar index. complex periodontal index (P.A. Leus, 1988)&#x0D; All examined patients were divided into 4 groups, depending on the course of study and faculty, 30 people in each group: group 1 - 2-3 courses of Faculty of Dentistry, group 2 - 4-5 courses of Faculty of Dentistry, group 3 - 2-3 courses of Faculty of General Medicine, group 4 - 4-5 courses of Faculty of General Medicine.&#x0D; Research results.&#x0D; As a result of the study, a positive correlation of the studied indices was also determined. At 4-5 courses, the level of oral hygiene among students of the Faculty of Dentistry is better than at 2-3 courses, and the reverse picture was observed at the Faculty of General Medicine. The results of the study showed a deterioration in the periodontal status of 4-5 year students of the foreign department of the Faculty of General Medicine compared with 2-3 year students.&#x0D; Conclusions. In the course of the study, the periodontal status of young people was studied on the example of students of a foreign department. The results revealed motivation and regular check-ups as one of the key factors in the prevention of periodontal tissue diseases.

Mathematical Modeling and Exact Optimizing of University Course Scheduling Considering Preferences of Professors

University course scheduling (UCS) is one of the most important and time-consuming issues that all educational institutions face yearly. Most of the existing techniques to model and solve UCS problems have applied approximate methods, which differ in terms of efficiency, performance, and optimization speed. Accordingly, this research aims to apply an exact optimization method to provide an optimal solution to the course scheduling problem. In other words, in this research, an integer programming model is presented to solve the USC problem. In this model, the constraints include the facilities of classrooms, courses of different levels and compression of students’ curriculum, courses outside the faculty and planning for them, and the limited time allocated to the professors. The objective is to maximize the weighted sum of allocating available times to professors based on their preferences in all periods. To evaluate the presented model’s feasibility, it is implemented using the GAMS software. Finally, the presented model is solved in a larger dimension using a real data set from a college in China and compared with the current program in the same college. The obtained results show that considering the mathematical model’s constraints and objective function, the faculty courses’ timetable is reduced from 4 days a week to 3 working days. Moreover, master courses are planned in two days, and the courses in the educational groups do not interfere with each other. Furthermore, by implementing the proposed model for the real case study, the maximum teaching hours of the professors are significantly reduced. The results demonstrate the efficiency of the proposed model and solution method in terms of optimization speed and solution accuracy.

C‐programming self‐assessment exercises versus final exams: 12 years of experience

AbstractThe new curricula derived from the Bologna process encourage continuous evaluations during the teaching period. This situation causes already depleted teachers to have an additional workload during the course, so the emergence of tools that automatically evaluate this work is necessary. In computer science, the ideal evaluation technique would be to use automatic code evaluators (such as C, Java, C++, etc.). The main objective of this work is to analyze whether the use of C‐coding self‐assessment exercises correlates with an improvement in exam performance. For this purpose, the implementation of self‐assessment exercises on the AulaWeb platform during the last 12 academic years (2010/2011–2021/2022) in a Programming Fundamentals course (Fundamentos de Programación) in an engineering faculty at the Universidad Politécnica de Madrid (UPM) was collected. The main tasks carried out in this research have been: (i) recovery and analysis of the information collected from the AulaWeb platform and (ii) the study of the influence of the self‐assessment exercises on the final grades obtained by the students of the course through correlations. The most important findings are: (a) self‐assessment exercises generate experience and confidence when facing problems (this situation translates into a higher probability of passing the course) and (b) self‐assessment exercises influence the final exams taken at the end of the semester, mainly due to the short time between the end of classes and the exam. Self‐assessment exercises provide valuable information for teachers to monitor the progress of large groups of students during the semester and for students to pass exams.

СОЗДАНИЕ ЗАДАЧНИКА ПО КУРСУ «ФИЗИКО-ХИМИЯ ПРИРОДНЫХ ВМС» - ОДИН ИЗ ВАЖНЫХ АСПЕКТОВ СОВЕРШЕНСТВОВАНИЯ ПРОЦЕССА ОБУЧЕНИЯ В МЕДИЦИНСКОМ ВУЗЕ

In modern higher education, an important component of the educational process is the independent work of students. Independent work is one of the key elements of educational activity, with the help of which it is possible to judge the effectiveness of student learning. For more successful and high-quality independent work of students, good material and technical support, teaching aids and guidance from the teaching staff are required. [1]. In our article, we would like to talk about the independent work of students of Sechenov University, which can be improved and aimed at solving professionally oriented tasks through the use of a modern, designed for the needs of the formation of a unified natural science concept of the problem book. Control and measuring materials prepared by the team of authors are included in the problem book developed for students of 2-3-4 courses of different faculties (medical, pharmaceutical, pediatric, dental, bioengineering) in the course "Physical chemistry of natural IUDs". The materials of the problem book were compiled in the initial version for the Faculty of Bioengineering and Biotechnology, but in the process of creating a database, the authors came to the conclusion that the material presented in the problem book is of interest to all medical specialties, because, to one degree or another, it is studied by students all faculties of medical universities. The revised and supplemented problem book for the course "Physical Chemistry of Natural Naval Forces" will allow a deeper and more detailed study of educational material relevant to all medical specialties. Fundamental and in-depth knowledge of students in this course is not always, to the right extent, in demand at various faculties. This is probably due to the fact that the use of knowledge in this course in certain specialties is not clearly explained by teachers. The task book contains a brief theoretical material on the topics of the course "Physical Chemistry of Natural Compounds". Sections on topics contain: control questions, tests for self-study, examples of solving typical problems, tasks for self-solving; reference material is provided in the appendix.