Foundation Course Research Articles

A Study on the Educational Model of Connecting Vocational and Undergraduate Education in Finance and Accounting Majors

This article studies the educational mode connecting vocational education and undergraduate education in finance and accounting majors, in response to the weak cultural foundation and poor course integration faced by current vocational school graduates after entering vocational undergraduate education. By adopting empirical research methods and selecting vocational college students majoring in finance and accounting and ordinary high school students as research objects, this study implements a series of teaching reform measures and conducts tracking surveys on the short-term and long-term effects of educational reforms. As a result, it was found that in the final survey of graduation destinations, 34 vocational and technical college students were engaged in related work in their majors, accounting for 45.9% of all vocational and technical college students. This proves that the proposed transitional education model can effectively enhance the cultural foundation of vocational college students and provide new ideas for the cultivation of talents in finance and accounting majors.

No Evolution Without Revolution: Historical Revelations for LIS Education

As the field evolves and adapts to emerging technologies and societal changes, the rich historical context and radical changes that have shaped libraries and information systems risks being overshadowed. This SIG panel presentation will feature presentations ranging from understanding the role of caucuses in the LIS field, using creative storytelling to illuminate LIS history, and how AI will impact our ability to tell, know, and make history. Following the presentations, we expect to have a conversation about how we preserve and share LIS history in the face of technological change. National Associations of Librarians of Color Provides Historical Context to Teach Social Justice Work - Long Before DEI and social justice were integrated into statements, core principles, standards, or competencies for LIS education, there were efforts conducted by BIPOC library leaders who moved the needle in the profession by establishing professional associations that represented their communities. This presentation makes the connection between diversity efforts in LIS history and LIS pedagogy, by proposing the use of the specific historical context of social movements to substantiate and inform the social justice work that current LIS graduates will encounter. Demystifying the Past to Examine the Present and Shape the Future: Historical Research and Creative Storytelling in LIS Education - Ely-Ledesma Unpacking the complicated history of libraries in the United States, and recognizing historical threads that connect past to present, is vital as the profession continually adapts to emerging technologies and societal changes. When considering implementing historical perspectives into LIS education, we must ask a basic question: How can we infuse historical perspectives into LIS courses in an effective way? Historical research and creative storytelling are one way to address this question. To this end, I propose a three-step process for a project suitable for foundational courses or courses on library history. Teaching the History and the Evolution of the Information and Knowledge Profession - Hawamdeh According to Marcus Garvey “A person without the knowledge of their past history, origin, and culture is like a tree without roots." Understanding the LIS history, evolution and the radical changes is a key to the continued transformation of the information and knowledge profession. The continued expansion, evolution, and the emergence of concepts such as knowledge management, data science and generative AI are raising questions like how these concepts are related to LIS, how can they be woven into LIS curriculum, and how historical perspectives can be used to shape the future of the information and knowledge profession.

Enhancing Accessibility and Engagement in Computer Science Education for Diverse Learners

This study investigates strategies to transform perceptions of computer science, with the primary objective of identifying educational interventions that can effectively reduce barriers faced by underrepresented groups in computer science education. Historically, this field has been perceived as dominated by complex mathematics and programming, which, reinforced by societal stereotypes, deters many from pursuing careers in technology. Using a mixed-methods approach that includes surveys, interviews, and case studies, the research identifies key barriers, such as gender disparities and misconceptions, while evaluating the effectiveness of various pedagogical approaches and outreach initiatives. Findings reveal that students often struggle with foundational courses, particularly in mathematics and programming concepts. Specific challenges include difficulties in grasping abstract concepts and a lack of confidence in technical skills. However, interventions like interactive teaching methods, mentorship programs, and the incorporation of real-world applications significantly enhance student engagement and academic performance. Active learning strategies and gender-sensitive curricula not only foster more inclusive environments but also enable all students to thrive. The research emphasizes practical recommendations for educators and policymakers, highlighting the need for systemic changes to promote inclusivity in computer science education. Ultimately, these findings contribute to fostering a more diverse and inclusive tech industry, underscoring the broader significance of creating equitable opportunities for all learners in the field.

Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course

ObjectiveResponse-shift has described a shift in respondents' self-assessment following an impactful experience—where a respondent may initially score themselves higher than their true ability on Pre-assessment, though shifted/lowered their initial ability-score (on Post-assessment) after they learned further. While the psychological literature had described this ‘response-shift’ effect decades ago, our objective at this time was to evaluate the magnitude that response-shift was occurring in our interprofessional education (IPE) context and using our own self-assessment instrument. MethodsUsing a standard response-shift study design, first-year health-professions students within a foundational IPE course completed beginning-of-course (Pre) and end-of-course (Post) self-assessments based on that IPE course's student-learning-objectives; additionally at course-end, students completed a retrospective-beginning-of-course (RetroPre) self-assessment (to reflect and score themselves retrospectively for course's beginning). Paired t-tests compared each student's Post minus Pre (Conventional) versus Post minus RetroPre (Adjusted-effect); effect-sizes used Cohen's-d. ResultsAmong 267 students, conventional change had a 0.5 effect-size (medium), while adjusted-effect change was 1.5 (very-large). Notably, some students’ conventional change was negative, though none of those same students reported negative-change in their adjusted-effect. ConclusionWe found a substantial response-shift in our educational context, and evidence for improved accuracy. Moreover, RetroPre/Post appeared more efficient for students (as they could complete both in one sitting at course-end, instead of twice with conventional Pre/Post), and staff (no one needed to match each student's Pre and Post assessments).

Held Captive and Told to Play

Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor’s participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.

A Dedicated Graduate Certificate in Health Equity: A Novel Approach to Increase the Future Physician Capacity to Address Health Inequities.

Pervasive health inequities require new approaches to medical education to equip future physicians to address unjust disparities in health outcomes. Few curricula exist that focus on development of competencies and leadership skills in health equity, and little is known about the content that should be included. Vanderbilt University Medical Center and Vanderbilt University School of Medicine developed and implemented the Graduate Certificate in Health Equity (CHE) to address this educational gap. The CHE proposal was approved in summer 2019, enrollment began in October 2019, and the first course was offered in February 2020. The CHE includes 11 objectives, and programming spans medical school years 2 to 4. Students must complete 2 foundational courses, 2 health equity-focused electives, and a health equity immersion experience. Seventy-three students have enrolled since the CHE launched in academic year 2019 to 2020. In year 1, 14 third-year students enrolled in an inaugural condensed version and 16 second-year students enrolled in the full program. In subsequent years, 16 students (year 2), 15 students (year 3), and 12 students (year 4) enrolled. To date, 38 medical students have graduated. The CHE has engaged 16 community partners, including community health centers, immigrant and refugee services, rural health programs, and the LGBTQI+ community, as lecturers and hosts for immersion experiences. Future work will focus on updating objectives and developing a rigorous evaluation scheme. The CHE team members will follow up with graduates to determine how the CHE influenced their care for marginalized and minoritized patients, ability to identify and address systemic and structural barriers, and career development. The CHE is a potential model for other institutions to adapt and implement. Accruing a critical mass of institutions with health equity-focused programming for medical students is necessary to develop future leaders in health equity.

Building disciplinary knowledge upon the knowledge first-year students already have

Introduction: The authors describe how a Fundamentals of Design Lab (LFP) in Interior Design can be an effective learning and teaching venue for combining disciplinary design knowledge with the life experiences that first-year students bring to college. Methodology: In this section, the authors explore the teaching methods and principles of Universal Design Learning (UDL) that include learning by doing, classroom participation, iterative approaches to design, and dynamic teaching methodologies. Results: The section presents data relating to student involvement and participation in the course, acquisition of the study method relating to person/space interaction and finally data relating to the acquisition of skills for concept and project development and communication. Discussion: The authors reflect on the pros and cons of the pedagogical approach. Conclusions: The objectives and learning outcomes of the foundations course were achieved because the teaching approach used a broad spectrum of learning methods, combined disciplinary knowledge with students’ personal experiences, and placed first-year students at the forefront of their Interior Design education.

Knowledge and Skill Retention in First-Year MBBS Students After Basic Life Support Training: A One-Year Longitudinal Study.

BackgroundThe Indian National Medical Council has incorporated the Basic Life Support (BLS) course in the foundation course of the undergraduate (MBBS) medical curriculum. However, medical teachers raise concerns about how training would affect the retention of Basic Life Support (BLS) abilities in the longer run. So, the current study assesses the knowledge and retention of BLS skills among first-year MBBS students over one year.MethodsWe included one hundred first-year MBBS students in our study who were trained for BLS, including theory, demonstrations and hands-on training using mannequins. Theoretical knowledge was assessed using pre-test and post-test questionnaires. At the same time, the skills were evaluated using Directly Observed Procedural Skills (DOPS) scores before, just after the training session, and again after one month, six months, and one year. Course feedback was also taken from the students after completing the sessions.ResultsThere was a statistically significant difference between pre-and post-test knowledge scores, indicating that training improved their knowledge. (p < 0.001) There was also a statistically significant difference between pre-and post-test skills using DOPS (p < 0.001). There was no significant difference in the score when DOPS was conducted at one month, but a significant decrease in their skills was seen at six months and one year when compared with the Post Skill Score. (P < 0.001)ConclusionsThe first-year medical students’ knowledge and skills were enhanced by BLS training coupled with practical sessions. Such waning skills necessitate repeating the training at periodic intervals to reinform retention of skills acquired during BLS training.

Empowering Indigenous Communities: The Pursuit of Quality Education and Peaceful Societies

Educational Institutions in the Cordillera Administrative Region (CAR) fervently advocate for Indigenous Peoples (IP) and Peace Studies Education in higher learning, aligning with the CHED Regional Memorandum No. 56 of 2023. The University of Baguio and other Higher Educational institutions actively integrate IP and Peace Studies into their academic programs. This paper addresses two objectives: explaining cultural misappropriation and introducing the Cordillera Heritage Project to address this issue. This study utilizes a qualitative-descriptive research method by participating in the different programs under Project Cordillera heritage. Project HERITAGE (Higher Education Regional Integration and Teaching of Appropriate, Genuine, and Exhaustive Studies on Indigenous Peoples) is a collaboration between the University of Baguio, CHED CAR, and regional Higher Education Institutions. It introduces Cordillera Heritage as a foundational course, Cordillera Heritage 101: ‘History and Socio-cultural Heritage’, preserving Cordilleran identity through knowledge, systems, practices, settlements and institutions. The Cordillera Heritage stands as a living legacy, relevant in contemporary society and vital to the region’s history. It culminates in the Cordillera Heritage Workbook, which enhances educational materials and includes faculty immersion and training services. The University of Baguio’s proactive approach earned commendation from the Commission on Higher Education for being the first to offer Cordillera Heritage 101 across all programs. The institution’s commitment reflects in successfully implementing the first regional HERITAGE Faculty Immersion Training Service, showcasing its dedication. The Cordillera Heritage Project responds to regional educational needs by integrating subjects that respect and promote Cordilleran knowledge, values, and culture. Aligned with the aspirations for autonomy and self-determination in Cordillera communities, this course is a significant step toward preserving and promoting the region’s heritage within the educational landscape.

The Efficacy of a Novel Board Game to Teach Cable Properties to Introductory Neuroscience Undergraduate Students.

Engagement activities in large classrooms (>100 students) are difficult due to space constraints, number of participants, and overall noise. Additionally, electrophysiological concepts in foundational neuroscience courses can be confusing and lack excitement. Providing students an opportunity to further engage in the material they are learning and apply their knowledge promotes community in the classroom, a deeper understanding of the topic, and an overall increase in retention. Game-based learning has been used in education across all levels and disciplines to provide students with this opportunity. You're Getting on my Nerves is a board game created to offer students a fun way to learn and apply cable properties of action potential propagation. This game allows students to practice vocabulary terms, apply their knowledge of changes in the cell that impact the speed of an action potential, and develop comradery with their classmates. In this article, we have assessed the board game for its efficacy in teaching concepts of cable properties, its ability to promote engagement in a large classroom, its feasibility and timing with a large class, and its potential to elicit comparable formative assessment scores to students who learned these concepts through didactic lecture. Overall, the board game was feasible for a large class to complete within the class period. The results showed an increase in understanding and retention of the material in addition to preference over didactic lectures with students reporting higher engagement, interaction with their peers, and enjoyment in the activity.

The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education

Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p &lt; 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects of the STAD model were consistent across different demographic variables, including gender and socio-economic status.

Analysis of The Professional Development Program of General Foundation Course Teachers In Higher Vocational Colleges in China:Basis for The Teacher Professional Development Framework

Higher vocational education in China plays a vital role in national economic development by preparing a skilled workforce. General Foundation Courses (GFC) are crucial in this system, providing essential skills in mathematics, language, and basic sciences, yet they often receive less attention and fewer resources compared to specialized courses. This disparity leads to outdated teaching methods and insufficient professional development for GFC teachers. Professional Development Programs (PDPs) aim to address these issues, but their effectiveness needs thorough evaluation. This study assesses the current state of PDPs for GFC teachers in China's higher vocational colleges, identifying challenges and proposing a comprehensive framework for improvement. Using qualitative research methods, including semi-structured interviews with 12 GFC teachers and document analysis, the study highlights the importance of institutional support, relevance of training programs, and continuous professional development. Findings suggest that increased resources, customized PDPs, and ongoing professional growth opportunities are crucial for enhancing teaching practices and student outcomes. The study's implications underscore the need for policymakers and educational administrators to prioritize resource allocation, design tailored PDPs, and promote continuous learning to improve the quality of vocational education and contribute valuable insights to the literature on teacher professional development.

Applying Iterative Student Feedback across Flipped Classroom and Flexible Teaching Approaches: Impact on Veterinary Students' Learning Experience.

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform-VetCloud-was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being.

Developing College Students’ Entrepreneurial Competences: Designing Project-Based Learning Entrepreneurship Foundational Course in Chinese Universities

This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.

One Health in Medical Education: A Proposed Framework.

The One Health concept focuses on the interconnections between human health, animal health, and the environment, stressing the need for interdisciplinary collaborations to address complex issues such as the health challenges posed by climate change and global pandemics. One Health is a central part of the curriculum of veterinary schools, however, it is rarely incorporated into medical school education. Nationally, there are limited examples of formal One Health education and training for medical students. To incorporate One Health into its curriculum, John A. Burns School of Medicine developed a Dean's Certificate of Distinction in One Health that consists of a One Health foundational course, a clinical One Health elective course, participation in the One Health Interest Group, engagement in One Health educational and outreach activities, and a One Health research or curriculum development project. To the authors' knowledge, this is the first One Health certificate program developed and implemented in any Association of American Medical Colleges accredited medical school. Although introducing similar programs into medical curricula will continue to be challenging, we hope it will serve as a framework for other academic institutions.

When resilience isn’t enough: natural disaster as an under-researched barrier

Natural disasters significantly impact the study plans of higher education students. This study explores the impact of catastrophic floods in the Australian city of Townsville in January 2019 on three enabling students enrolled in Skills for Tertiary Education Preparatory Studies (STEPS) at CQUniversity Australia (CQU). STEPS is a foundation course aimed at widening participation in line with the Australian government objectives to have more Australians complete a tertiary qualification. Students who successfully complete STEPS can gain direct entry to most higher education undergraduate courses. The aim of the study was to develop an understanding of the impacts of the Townsville floods on each participant along with an evaluation of the support offered by the University during the disaster. While the participants in this study showed extraordinary resilience and capacity for recovery throughout the disaster, all three participants withdrew from the STEPS course. While some educators may believe that students withdraw due to low resilience, this research suggests that resilience theory may not be a good fit in the context of natural disasters. Instead, a theory that considers the student and their community context is needed, such as the ecological theory by Bronfenbrenner (as cited in Paquette &amp; Ryan, 2001). When extraordinary events occur, specific forms of institutional support are needed, such as Withdrawal Without Academic Penalty (WWAPs) and Leave of Absence with an acknowledgment of assessments passed to maintain enrolment. Such measures are likely to increase retention of students in widening participation initiatives.

Teaching reform of "Signal Processing" course based on Python

In electronic information majors, "Signals and Systems" and "Digital Signal Processing" are core foundational courses that bridge previous courses and advanced courses, it integrate knowledge from circuit analysis, advanced mathematics, and complex functions into essential courses like communication principles and digital signal processing, with a lot of knowledge,wide coverage,and strong theoretical characteristics.This paper proposes a teaching reform of the "Signal and Systems" course based on Python,introducing the language of Python in teaching can enable students to further understand the course of Signals and Systems, which can improve students' interest in learning and thus increase their learning motivation.

Supporting graduate students’ skills with simulated experiences in a professional foundation course

The population’s health depends on a well-educated nursing workforce that includes graduate-prepared nurses. However, the nation’s demand for graduate nurses in advanced practice, teaching, and research roles surpasses the supply. Graduate nursing educators can support student success by creating positive learning experiences for students at the beginning of their study programs. Initially, we created a pilot writing orientation, which was implemented for new students. Although the results of the pilot study showed significance with paired t-tests (p &lt; .000; Cohen’s d = 1.21), the writing skills were not applied in long-term coursework. Therefore, a seven-week course was created to provide students with small-scale assignments, preparing them for complex future graduate coursework. The study aimed to evaluate the effectiveness of the skills learned in the course using student (n = 15) and faculty (n = 9) focus groups. A qualitative design using thematic analysis showed the following student themes: tools to improve scholarly writing, magnitude and feasibility of the project, graduate-level writing and professional presentations, clear expectations of achieving program requirements, and professional development using a digital e-portfolio. Faculty focus groups compared the skills of students who had completed the course and those who had not. Faculty themes included stronger writing skills despite the variation, resource availability, tool use, APA format skills, and writing synthesis skills development. Overall, the participants’ perspectives shared positive feedback with insightful suggestions for future course improvement.

A Predictive Model for Academic Performance of Students in MAT101 at Federal University Birnin Kebbi

The research addresses the problem of low academic performance of students taking General Mathematics 1 (MAT101) at the Federal University Birnin Kebbi in Nigeria. MAT101 is a foundational course for several science-related disciplines. However, many students fail to understand its concepts, translating to one of the lowest academic performances, leading to high discontinuation of students’ studies in most science and related fields. To this end, the problem is addressed through a predictive model using data science and machine learning techniques to identify students who are academically at risk. It seeks to answer the appropriateness of the selected statistical and data mining approaches, whether or not they are predictor variables, and validating the model developed. The significance of this study lies in its potential to help instructors identify at-risk students and improve overall performance in MAT101. The research uses data collected from academic records and conducts exploratory data analysis to determine the factors influencing students’ performance. Several classifiers such as Decision Tree and Random Forest were analyzed by evaluating their accuracy. In detail, the difference in the accuracy for the Decision Tree algorithm was 52% and for the Random Forest was 67%. Based on achieved indicators, the Random forest algorithm is more effective in this type of predictive modeling. However, the choice of algorithm depends on specific task requirements, considering factors like speed and accuracy.

Effectiveness of delivering disability competencies to undergraduate medical students in a foundation course in a Government Medical College: A quasi-experimental study

Effectiveness of delivering disability competencies to undergraduate medical students in a foundation course in a Government Medical College: A quasi-experimental study