Course For Graduate Students Research Articles

An Academic Medical Center's Learners' Perceptions of Health Disparities.

Lack of health equity ultimately leads to unequal treatment of diverse patients and contributes to the growing disparities seen in national health. Academic medical centers should consider providing health care providers and biomedical researchers training on how to identify and address health disparities. The authors led an introductory health disparities course for graduate students and research and clinical fellows at an academic medical center in the Midwest. We compared pre/postcourse assessments to determine changes in learners' perceptions and knowledge of health disparities using an unpaired analysis to permit inclusion of responses provided only at baseline. Sixty-two learners completed preassessment, with 56 completing the postassessment (90%). In the postcourse assessment, learners reported an increase in knowledge of disparities and had changes in their perceptions of health disparities linked to treatment of different patient groups based on demographic characteristics. There was a statistically significant difference in learners' perceptions of how patients are treated based on gender identity (P=0.02) and sexual orientation (P=0.04). The results detail how an academic medical center can provide training on health disparities for diverse learners. This study underscores the influence of health disparities from the perspective of learners who conduct biomedical research and patient care. This course serves a model for introductory-level health disparities courses.

Beyond Futures: Designing Futures by Educating Future Designers

The goal in design is to plan and create artifacts, including objects, communication, and services. These are meant to be used or applied in an unknown future. Therefore, design is part of a process shaping the future, yet implications are rarely considered and become blind spots. The essay is a pledge to integrate the concept of futures and foresight methododology into the education of designers to give them a better understanding of how to deal with change and uncertainty. It may increase designers’ sensitivity of the impact their work may have in the future and push their creativity by broadening their view looking at different future scenarios. The essay starts by presenting the facets that design encompasses, putting it into a historical context, and explaining some educational concepts. Ultimately, the author suggests a didactic approach that she has applied in a futures studies introductory course for graduate students of architecture at the Münster School of Architecture (MSA) in Germany. It is based mainly on practice-oriented exercises and assignments. This includes an approach based on the author’s approach to combine the generic design process used in research through design – involving the phases of analysis, projection and synthesis (APS) – with the concept of futures and tools used in foresight methodology.

Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities

This study attends the learning sciences to the work of Carl Rogers and his person-centered therapy and education. Building on claims that knowledge building communities are idea-centered, as well as recent research in this area that has looked at learning holistically, we examine the notion of a ‘humanistic knowledge building community’ as an integration of idea-centered classroom knowledge building communities with Rogerian person-centeredness. We investigated an innovative course for graduate students in an educational technologies program that both inspired and informed this conceptualization. Our grounded theoretical approach combined with a microanalysis of one student revealed five patterns that knowledge, experience, and self can co-develop in a humanistic knowledge building community.

“Polydopamine” (Dopamine-Eumelanin) Coatings as a Concept for an Integrated Experimental Surface Science Course for Graduate Students

“Polydopamine” coatings have been introduced about 8 years ago as a versatile coating technology allowing for the surface modification of almost all kinds of materials (even Teflon). This is a kind of “holly Graal” in surface chemistry particularly if one considers that all the chemistry can be performed in aqueous solutions, hence in environmentally friendly conditions. In addition to many potential applications afforded by such coatings, their physicochemical properties, their reactivity and their yet unknown deposition mechanism are an extraordinary opportunity for chemistry students at the master level to unify their knowledge of surface chemistry concepts and to be faced with real research problems both at the fundamental and applied levels. In this article, a series of experiments will be presented that can be performed using a UV-vis spectrophotometer and a single electrochemical workstation by master students in a typical time frame of a four-five days lab course to get a global knowledge in surface chemistry (at the solid-solution interface). Some thickness measurements by means of ellipsometry and some contact angle measurements may complement this experimental course.

The role of productive social failure in fostering creative collaboration: A grounded study exploring a classroom learning community

This study explores the role that failure can play in the development of classroom learning communities that seek to enculturate students into the creative collaboration practices involved in knowledge building cultures. We investigated an innovative course for graduate students in an educational technologies program where students were given progressively greater social responsibility over their learning. The results of our grounded theoretical analysis elucidate three general phases of productive social failure. In the first phase, two different emergent approaches to collaborative learning – coordinated collaboration and free collaboration – were found. In the second phase, we describe four possible reasons why these different approaches could lead to social failures. These include crossing a red line, a context of growing tensions, more developed cognitive frameworks, and closer interpersonal relationships. In the last phase, we found how having learning communities work through conflicts can result in three types of creative collaboration – about the community, others in the community, and oneself in the community. This paper advances the understanding of how non-directive approaches regarding the social aspects of learning communities can be productive.

Educational activities with a tandem accelerator

Selected experiments in fundamental physics have been proposed for many years at the Tandem Accelerator of the University of Napoli ‘Federico II’s Department of Physics as a part of a one-semester laboratory course for graduate students. The aim of this paper is to highlight the educational value of the experimental realization of the nuclear reaction 19F(p,α)16O. With the purpose of verifying the mass–energy equivalence principle, different aspects of both classical and modern physics can be investigated, e.g. conservation laws, atomic models, nuclear physics applications to compositional analysis, nuclear cross-section, Q-value and nuclear spectroscopic analysis.

An interdisciplinary approach to cultural competence education in an academic health center

Described in this paper is an example of integrating humanities into health interventions or clinical care via a Masters course for graduate students in medical education. The paper outlines the background of the authors (a linguist and a family physician) and explores how their diverse experiences have impacted course development. It describes an increasing number of clinical cases in a large academic health center that spotlight cultural discordancy and subsequent barriers to quality clinician-patient communication and decision-making. It focuses on cultural and linguistic competency and demonstrates how these skills enhance our understanding of social determinants of health. Lastly, it identifies new areas for improving the quality of care in our increasingly diverse community.

Developing Personal Course Plans (PCPs) as an Example of Self-Directed Learning in Library Management and Project Management Education

ABSTRACTThis article examines the education of library (MLS) graduate students in courses of library management or in special topic courses in project management in libraries and information centers. To examine the specific skill of project management, a method was employed allowing students to set deadlines as a form of self-directed learning. The student-created syllabi milestones were piloted to search for a match between student abilities and development of project management processes upon degree completion. The use of a proposed and piloted technique was implemented here through a tool named the Personal Course Plan (PCP). It was designed to assist students in learning the value of setting personal schedules for their enrolled graduate course, much as a library project manager would use in practice in libraries. Personal Course Plans (PCPs) were effectively developed by students and allowed the ability to self-monitor their performance on completing project deliverables, meeting expectations of supervisors, and judging their own performance. As the experience was a positive one for both the instructor and students, this article provides not only an operational examination, but also proposes theoretical justification for using such a teaching method in library and information science education. Described are details LIS faculty should consider in implementing the method in teaching and gives future library employers of LIS program graduates a sense of what project management skills recent graduates are receiving.

Heightening Awareness for Graduate Students of the Potential Impacts of Nanomaterials on Human Health and the Environment Using a Theoretical–Practical Approach

Rapid growth in nanoscience and nanotechnology in recent years has been accompanied by studies of the toxicity and potential impacts of nanomaterials on human health and the environment, but less has been done concerning education in this area. There is therefore a need for courses that address this theme at universities worldwide, in order to improve the training of students, stimulate research in this area, and make information available to the wider population. The present work proposes a model for a theoretical and practical course for graduate students, introducing basic concepts of nanotechnology, methods for the characterization of nanomaterials, environmental applications, and potential toxic effects of nanomaterials in the environment. The course includes five theoretical and practical topics: (i) nanomaterials characterization, (ii) practical approaches, (iii) environmental applications, (iv) nanomaterials toxicity, and (v) integrated studies. These are designed to provide the students with a clear understanding of nanoscience and nanotechnology, addressing the main aspects of toxicity of nanomaterials, their correlations with physicochemical properties, and potential solutions for environmental problems. The teaching model was delivered to Master’s and Ph.D. students in a graduate program in Brazil, with highly satisfactory results.

Developing and Teaching a Two-Credit Data Management Course for Graduate Students in Climate and Space Sciences.

Engineering researchers face increasing pressure to manage, share, and preserve their data, but these subjects are not typically a part of the curricula of engineering graduate programs. To address this situation, librarians at the University of Michigan, in partnership with the Climate and Space Sciences and Engineering Department, developed a new credit-bearing course to teach graduate students the knowledge and skills they need to respond to these pressures. The course was specifically designed to teach data management through the lens of climate and space sciences by incorporating relevant examples and readings. We describe the development, implementation, and assessment of this course and provide recommendations for others interested in building their own data management courses. [ABSTRACT FROM AUTHOR]

Modified Flipped Classroom Instructional Model in “Learning Sciences” Course for Graduate Students

Using the method of design-based research, this study examines the three-year application of the modified flipped classroom model in a postgraduate course on learning sciences. In the modified flipped classroom, students form learning communities in groups. Before class, they read literature, raise questions, and discuss material both online and offline; in class, in an innovative modification to the traditional flipped classroom, students in the teaching group deliver content to their classmates and organize classroom activities; and after class, students conduct empirical research and complete research reports in groups. Through qualitative and quantitative analysis, it is found that the modified flipped classroom can effectively bring out students’ initiative and improve both their learning satisfaction and empirical research abilities. Group-based lesson design and empirical research are found to be the most rewarding activities for students. Finally, recommendations for the application of the modified flipped classroom to postgraduate teaching in the areas of learning platform, course content, teaching methods, and teacher–student interaction are proposed.

A preliminary study on the curriculum model for master degree graduate students of medical psychology

Medical psychology master's degree graduate student course mainly includes basic courses, professional courses and psychological skills training, professional practice skills learning and scientific research quality training. Due to the constraints of discipline development starting late, teachers being relatively weak and other objective factors, in curriculum setting, there exist problems of unclear objectives, confusing the primary with secondary, unclear standard, lacking principles, and in particular, there are obvious deficiencies in the training and cultivation of students' professional skills. Based on the above objective problems, we made preliminary discussion on the training objectives, the main problems, curricu-lum setting, assessment standards and principles to follow, in order to achieve the purpose of cultivating high-level application-oriented talents through curriculum design and teaching practice. Key words: Medical psychology; Professional degree; Curriculum; Skill; Assess

Message from the President: First Message to Members with Some Thoughts on Graduate Student and Early Career Scientist Professional Development

Message from the President: First Message to Members with Some Thoughts on Graduate Student and Early Career Scientist Professional Development

Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course

This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT) to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. Participants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.

The Exploration and Innovation in Teaching “Information Security Technology” Course for Graduate Students

“Information security technology” is an elective course for graduate students of Beijing Institute of Graphic Communication. We share our experience of the exploration and innovation in teaching the courses. The key technology of digital copyright protection is becoming the important part of information security. In order to meet the needs of digital publishing, we add new curriculum contents and explorate teaching methodology. In the course teaching, we combine theory with practice, to caltivate the scientific research abilities of the graduate students.

Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

Rationale and Example of a Grant Writing Course for Graduate Students in Sport Management

Rationale and Example of a Grant Writing Course for Graduate Students in Sport Management

Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students

Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.

Efectos de las Prácticas de Evaluación en el Salón de Clase de un Curso de Lectura en Lengua Extranjera (LE)

Este artículo analiza los diferentes tipos de información de las prácticas de evaluación alternativa y la evaluación tradicional que se brindaron en un curso de lectura inglés como lengua extranjera ofrecido a estudiantes de postgrado en una universidad pública en Medellín, Colombia. Este estudio siguió los principios de una investigación cualitativa y se utilizó el estudio de caso como método de investigación. Se aplicaron cinco instrumentos para recolectar la información: cuestionarios, observaciones, pruebas, grupos focales y el diario del profesor. Los resultados indican que las prácticas de evaluación aplicadas en este curso ayudaron tanto al profesor como a los estudiantes a reconocer que se generó aprendizaje. Las prácticas de evaluación también ayudaron a los involucrados a aprender más acerca de los procesos de enseñanza/aprendizaje en lectura en (LE). Las conclusiones sugieren que la comunidad educativa debe incluir tanto la evaluación alternativa como la evaluación tradicional para obtener una mirada más amplia de los procesos de enseñanza y aprendizaje.

Partial differential equations in action: from modelling to theory

The book is intended as an advanced undergraduate or first-year graduate course for students from various disciplines, including applied mathematics, physics and engineering. It has evolved from courses offered on partial differential equations (PDEs) over the last several years at the Politecnico di Milano. These courses had a twofold purpose: on the one hand, to teach students to appreciate the interplay between theory and modeling in problems arising in the applied sciences, and on the other to provide them with a solid theoretical background in numerical methods, such as finite elements.Accordingly, this textbook is divided into two parts. The first part, chapters 2 to 5, is more elementary in nature and focuses on developing and studying basic problems from the macro-areas of diffusion, propagation and transport, waves and vibrations. In turn the second part, chapters 6 to 11, concentrates on the development of Hilbert spaces methods for the variational formulation and the analysis of (mainly) linear boundary and initial-boundary value problems.