Development Of Undergraduate Students Research Articles

Practical training using BEWE aimed at improving the diagnosis ability of erosive tooth wear for dental students-A randomized trial.

Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical-practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method. This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical-practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching-learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann-Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p < .05). There was no significant difference between groups in the theoretical evaluation (p = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p = .570). The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.

Empowering Teachers' Learning to Enhance Students' Change Leadership Skills

The experimental study, which was conducted under the research project entitled "Empowering Teachers' Learning to Enhance Students' Change Leadership Skills," is part of a series of research projects that focuses on 21st century skills that have been supported by the Doctoral Program in Educational Administration at the Isan campus of Mahamakut Buddhist University. This study emphasizes the utilization of opportunities that are being presented by knowledge-based and digital societies in the contemporary era. The development of Change Leadership Skills was approached by utilizing a Research &amp; Development (R&amp;D) methodology that employed various perspectives available on the internet. This approach aimed at creating innovative educational practices to enhance the teachers' learning and, subsequently, at empowering them to transfer their knowledge to develop their students. It is believed that if teachers acquire knowledge and are stimulated to put it into practice, it will create the power that can enhance the effectiveness of student development, which is in accordance with the concept of "Knowledge and Action are power." Based on this idea, a research and development (R&amp;D) methodology was employed to incorporate various perspectives on developing Change Leadership Skills, which had been found on the internet, and incorporating them into an innovative educational program designed to strengthen teacher learning. The program called the "Online Self-Training Program to Empower Teachers' Learning to Enhance Students' Change Leadership Skills," was evaluated by teachers, who had been involved with the program and had found the program to be effective in accordance with the established criteria. Therefore, the program could be disseminated to benefit teacher development and the development of undergraduate students, who are majoring in teaching the Thai language, the English language, and Social Studies at the Faculty of Education at both the central and branch campuses Mahamakut Buddhist University. This target group can rapidly, efficiently, and effectively disseminate the research findings.

Development of undergraduate students' diagnostic accuracy for the classification of molar incisor hypomineralization.

One of the major difficulties with respect to molar incisor hypomineralization (MIH) is its classification and differentiation from other enamel development defects (EDDs). The aim of this study was to evaluate diagnostic accuracy in dental students to classify MIH as well as its differentiation from other EDDs by combining conventional theoretical classes and e-learning-assisted pre-clinical practices. In this one-group pre-test and post-test study, 59 second-year students assessed 115 validated photographs using the MIH Index on the Moodle learning platform. This index assesses the clinical features and extent of MIH, differentiating it from other EDDs. Students received automatic feedback after the pre-test. Two weeks later, students re-evaluated the same photographs. Both pairwise accuracy and overall diagnostic accuracy were estimated and compared for pre- and post-testing, with the area under the curve AUC, along with 95% confidence intervals (95% CI). The lowest diagnostic accuracy was for the ability to discriminate between white or cream-coloured demarcated opacities and hypomineralization-type defect that is not MIH. The overall pre-test accuracy was AUC = 0.83 and increased significantly post-test to AUC = 0.99 (p < .001). The overall accuracy to discriminate the extent of the lesion also increased significantly post-test (p < .001). Diagnostic skills to classify MIH can be developed by combining conventional theoretical classes and e-learning-assisted pre-clinical practices.

The impact of applied project-based learning on undergraduate student development

The impact of applied project-based learning on undergraduate student development

Lived Experiences of Former STEM Undergraduate Mentors of an Afterschool Mentoring Program: An Interpretative Phenomenological Analysis

Studies have identified gaps in the development of undergraduate students in science, technology, engineering, and mathematics (STEM). Students lack communication and problem-solving, impeding employment opportunities post-graduation. It is essential to prepare students for employment in STEM fields, as these fields remain in high demand and offer competitive wages for economic stability. Research has revealed that students gain critical thinking and problem-solving skills through students mentoring experiences. Evidence surrounding the inclusion of active learning strategies for in-classroom pedagogy has expanded in recent years, but the support mechanisms beyond the classroom remain unclear. Herein, we followed students for a decade after participation in our mentoring pre-professional training program, Nebraska STEM for You (NE STEM 4U). This phenomenological study utilized interviewing techniques and descriptive statistics to demonstrate how a midsized, metropolitan university STEM mentoring program supported the development of NE STEM 4U participants. We found that engagement in an after-school mentoring program provided participants with a model of mentorship. Participants also developed transferable professional and personal skill sets, including communication, perspectives, conflict resolution, and professional development.

An Outcomes-Based Framework for Integrating Academics With Student Life to Promote the Development of Undergraduate Students’ Non-cognitive Skills

Non-cognitive skills are essential for success in a variety of settings but are not commonly taught and assessed in undergraduate curricula. The challenge for curricular integration of non-cognitive skills stems from varying interpretations of what it means to apply a specific skill effectively. In addition, teaching these skills requires going beyond the foregrounded academic content in traditional coursework. At Minerva University, we articulate core non-cognitive skills precisely and transparently as learning outcomes to guide the design of courses and assessments. We integrate these skills into the academic curriculum and student life alongside traditional learning outcomes. Students are introduced to these outcomes in their first year and continue to apply them throughout their 4 years, receiving feedback and scores across academic, disciplinary, and real-world, experiential learning contexts. We provide examples of the Learning Outcomes, detailing their introduction and application in various contexts across the 4-year arc Students’ college experience. We identify aspects of our approach that can be generalized and implemented in different settings, from individual courses to programs, departments, or entire institutions.

Role of College Environment on Students’ Soft Skills: Achievement Goal Structure

The development of undergraduate students’ soft skills is crucial because their chances to satisfactorily deal with the demands of various environments and interlocutors increases with the development of their soft skills. Based on the achievement goal theory, this study aimed to examine the role of the school environment in fostering students’ soft skills. Structural equation modeling was conducted to examine the relationships between five environmental factors—learning task, teacher support, extracurricular activities, interaction with teachers and peers, and soft skills. These findings positively predicted soft skills in college environments with development and competence growth, for both in-class and out-of-class contexts. In addition, the findings revealed that the most effective methods to facilitate students’ soft skills development included supporting extracurricular activities, engaging students in high-order learning tasks, facilitating peer learning, and providing structured guidance.

Perceived effects of social media usage on development of undergraduate students in Punjab, Pakistan

This study aimed to assess the impacts of social media gadgets on academic performance of the students. The study was conducted in two randomly selected universities in Punjab, i.e., University of Agriculture Faisalabad and University of Sargodha. The sample size for the study was 200 (100 from each university) purposively selected undergraduate students enrolled in B.Sc. (Hons.) Agriculture. Data was collected through the valid, pre-tested and structured questionnaire and analyzed through SPSS. Descriptive statistics was applied for the meaningful interpretation of the results. The results of the study showed that average age of the respondents was 21.09 years. Of the total respondents, 59.8% belonged to rural areas and 40.5% belonged to urban areas. Less than half (46%) of respondents were small farmers and 13.5% had no land. Most of the respondents (76.3%) were owners of their lands. Farming was the key income source for 58% respondents. Average area under cultivation was perceived 10.61 acres. Regarding use of social media gadgets, 87.5% of respondents had an account on WhatsApp for contacts and information sharing thus WhatsApp was the widely used gadget (x̄=3.42±1.30). Pertaining to use of social media gadgets, improved students’ confidence (x̄=3.28), developing high quality multimedia products such as presentations (x̄=3.27), enhanced opportunity of discussion (x̄=3.26), enforcement and encouragement to independent learning (x̄=3.19) were the leading impacts as perceived by the respondents on their academic performance. This study affirms the overwhelmed effectiveness of social media and urged universities to develop a framework to integrate social media in educational system.

The development of undergraduate students’ cyberliterary texts

A Escrita Criativa Digital (ECD) não tem sido extensivamente pesquisada no Brasil. Há poucos cursos sobre ECD em universidades brasileiras de Letras, e ainda menos publicações disponíveis nesta área (BLYTHE; SWEET, 2008; HEALEY, 2009; MORLEY, 2007; MYERS, 2006; OBERHOLZER, 2014). A Lei de Diretrizes e Bases Educacionais do Brasil (LDB), Lei 9.394/96, valoriza a educação e as culturas nacionais.Sendo assim, a multimodalidade (HODGES; KRESS,1998) se torna parte desta valorização. Além disso, a multimodalidade, o multiletramento e amultidisciplinaridade/transdisciplinaridade são também reforçadas pelos Parâmetros Curriculares Nacionais (PCNs) de 1998 (BARRETTO, 1995; BONAMINO; SOUSA, 2012; SANTOS, 2002). Entretanto, poucas universidades brasileiras aprovisionam aos seus alunos de graduação, não somente de Letras, com disciplinas para que eles possam desenvolver textos multimodais tais como as fanfictions. Por essas razões, um curso de Escrita Criativa Fanfictional em inglês (ECFI) foi desenvolvido e ministrado na USP no final de 2016. Este curso teve 5 participantes, todos estudantes de graduação em Letras da USP. Os objetivos do curso de ECFI e, também, desta pesquisa foram auxiliar seus participantes a desenvolver textos ciberliterários. A metodologia desta pesquisaenvolveu a organização e o ensino da Escrita Criativa Fanfictional em inglês em um curso extracurricular na USP. Para alcançar os objetivos desta pesquisa, a organização deste curso foi baseada na teoria sociocultural vygotskiana (VYGOTSKY, 2004, 2007). Os dados coletados indicaram que a estudante da ECFI desenvolveu tanto conceitos sobre multimodalidade quanto seus textos ciberliterários.

What influences students in their development of socio-emotional intelligence whilst at university?

ABSTRACT This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students’ socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer’s knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students’ SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted.

The Impact of Utilizing Mobile-assisted Mind Mapping Technique (MAMMAT) on the Development of Undergraduate Students’ Writing Performance

The Impact of Utilizing Mobile-assisted Mind Mapping Technique (MAMMAT) on the Development of Undergraduate Students’ Writing Performance

Does academic interest play a more important role in medical sciences than in other disciplines? A nationwide cross-sectional study in China

BackgroundResearch examining the effects of academic interest on students learning achievement across various disciplines, especially a comparison of the effects of academic interest between medical sciences and other disciplines, is still scarce. This study addressed this gap by answering ‘does academic interest play a more important role in medical sciences than in other disciplines?’.MethodsA retrospective cross-sectional study, based on a large project of the National Undergraduate Student Development Survey (NUSDS) conducted by the Ministry of Education of China and Peking University in 2014, was designed to explore the role of academic interest in medical sciences and other disciplines. The participants were resampled to better represent the national distribution of undergraduate students in terms of their demographic characteristics. Specifically, survey data from 54,398 undergraduate students from 87 Chinese universities and colleges were used to address our research questions. We then used the propensity score matching (PSM) model to estimate the effect of academic interest on academic achievement and to compare the effects across different disciplines.ResultsAcademic interest had a significant positive impact on academic performance, with an effect size of 2.545 (p = 0.000). Specifically, the effect sizes for the disciplines of medical sciences, humanities, social sciences, natural sciences and engineering were 2.310 (p = 0.000), 2.231 (p = 0.000), 2.016 (p = 0.000), 3.840 (p = 0.000) and 2.698 (p = 0.000), respectively. The results show that no particular academic interest in medical sciences is needed to achieve academic success when compared with natural sciences and engineering programmes, but success in medical sciences requires more academic interest than success in humanities or social sciences.ConclusionsThis study clarifies the effect of academic interest on undergraduates’ academic achievement while controlling for their demographic characteristics and family factors. The results provide insights into the role of academic interest in academic performance across various disciplines and can inform the college admissions practices of both institutions and high school students in China.

大学生择业乐观偏差问卷的编制

大学生择业乐观偏差问卷的编制

“善有善报”的心理学机制研究——评《亲社会行为对幸福感的影响及其心理机制》

“善有善报”的心理学机制研究——评《亲社会行为对幸福感的影响及其心理机制》

Problems and Developmental Approaches to Mental Health Education for Undergraduate Students in China

Undergraduate mental health education is not only an important means to promote the development of mental health and the psychological well-being of undergraduate students, but also an important strategy so that China can realize the quality of undergraduate education and promote the holistic development of undergraduate students. However, there are still many problems in mental health education for undergraduate students in China. For example, Chinese mental health education for undergraduate students lacks independent development space, localized basic theory, scientific management system, comprehensive curriculum system, professional faculty and professional service system. These problems affect the realization of the goals of mental health education to a certain extent. Therefore, the purpose of this paper is to analyze the causes of the above problems, and to propose the development path and coping strategies for mental health education for undergraduate students in China. In order to achieve this goal, by analyzing and interpreting the official documents of the Chinese government and the Ministry of Education, this study seeks to show the characteristics and current situation of the mental health education for undergraduate students in China. Furthermore, based on the author’s own long-term teaching experience and the research results of other scholars, it seeks to reveal the reasons for the above problems existing in the mental health education for undergraduate students. On this basis, this study will propose rationalization suggestions for improving the mental health education for undergraduate students in China. This study believes that scientific concepts of education, effective administrative departments, optimized curriculum systems, professional faculty, and a comprehensive service system may contribute to the success of implementing mental health education for undergraduate students.

Exploring the Impact of Global Studies Experiences on Undergraduate Student Development: Some Curricular Considerations

In this manuscript, the authors detail the initial evaluations of the effects of participation in two iterations of an interdisciplinary learning community with a short-term study abroad opportunity on undergraduate student learning and behavior. The results suggest that the CHE (Cultural, Historical, and Environmental) log tool may be useful in capturing information about students’ interactions with their native and foreign environments and how their experiences further affect their later interactions with their native environment. These findings are discussed in terms of methodological revisions made to the procedures and experimental methods to strengthen the reliability and validity of the conclusions and the implications for integrating teaching and scholarship in mutually beneficial ways.

Measuring cognitive load &amp; impact of modeling activities in undergraduate biochemistry

Among the STEM disciplines, biochemistry presents a particular challenge to students with abstract concepts that can lead to rampant, resistant misconceptions that impede learning. The development of undergraduate students' conceptual understanding of abstract structure‐function relationships in biochemistry a the long‐term goal of the collaborative research team from University of Minnesota, Rochester (UMR) and Kennesaw State University (KSU). The objective of this study is to facilitate this process by implementing three‐dimensional (3D) virtual and physical modeling activities across the (bio)chemistry curriculum that optimize cognitive load and thereby enhance student learning in (bio)chemistry. As such, we aim to characterize the cognitive load of the 3D physical and virtual modeling activities by defining what and how many cognitive tasks and concepts are accessed using the 3D modeling activities. To this end, a UMR cohort participated in a simulated learning environment completing the modeling activities while tracking cognition by means of eye‐tracking and electroencephalogram (EEG) technologies. Here, we will present the first set of data from fall 2017 interviews and inclass activities from a biochemistry course. Ultimately this project would provide evidence to more intelligently design and execute modeling activities that optimize the cognitive load, deepen students' ability to understand biochemistry concepts, and overcome misconceptions; thus creating better consumers of (bio)chemistry education.Support or Funding InformationThis project is supported by the National Science Foundation under award number IUSE 1711402/1711425 to University of Minnesota, Rochester and Kennesaw State University.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE OF PRE-SERVICE TEACHERS THROUGH FULFILLING PROFESSIONAL DIDACTIC TASKS

The article deals with a conceptual model of professionally oriented development of undergraduate students’ intercultural communicative competence, which is achieved in the process of performing specially prepared teaching and professional tasks as means of indirect professional and didactical training of new generation of pre-serevice teachers. There has been investigated the efficiency of the provided conceptual model in the course of foreign language practical classes at a pedagogical university for the Bachelor Degree students. The twofold peculiarity of the given model is predetermined by its emphasis on the undergraduate students’ acquisition of the structural components of such competences as language, linguistic, lingual and sociocultural and the didactic and strategic one while implementing academic and professionally oriented goals and solving specially constructed teaching and professional tasks of different levels of complexity as well. Two stages have been defined for successful organisation of the outlined activity. The former deals with the professional language training, aimed at preparing students for independent application of teaching and professional tasks. The latter one consists in professional-language practice and is achieved in the process of the role playing and simulation of relevant didactic tasks in the given teaching circumstances. The activity results in the increased educational and developing capacity of the foreign language practical classes with the emphasis on their professional methodical orientation. This factor reinforces the positive impact of the above mentioned teaching and professional tasks on training foreign language teachers to be objects of cognition, intended for life-long raising their own level of intercultural communicative competence; subjects of the culture of European values and standards; key agents of positive changes in the process of teaching children and the youth within the content area of the subject they are going to teach, professional specialists understanding the vitally important needs and tasks of the national foreign language education. It has been concluded that the content of professionally oriented training should be defined and represented in the syllabi and curricula of philological profile courses for students of all levels of studying in compliance with the national peculiarities of the content of the renovated foreign language university education defined by the national framework documents.

Examination of a therapeutic-recreation based clinical placement for undergraduate nursing students: A self-determined perspective.

Nursing students across the globe are expected to undertake clinical placements. To date, there have been no studies that have examined the potential educational benefits for undergraduate nursing students engaged in a mental health clinical placement grounded in self-determination theory. The present study examined the experiences of undergraduate students engaged in a mental health clinical placement termed Recovery Camp. An ethnographic methodology within a case study approach was used. The researchers were immersed in the clinical placement, which took place at a YMCA camp facility. Participants were 20 3rd year undergraduate nursing students. To gain insight and understanding, the researchers used interviews, observations, and reflective journals. The constant-comparative method was used to analyse the data. Emergent themes identified from systematic analysis were: (a) social connection and (b) experiential learning. Recovery Camp facilitated a sense of inclusion and positive/supportive behaviour. It also enhanced student learning and understanding of symptoms of mental illness. Findings from this study support and extend findings for the use of therapeutic-recreation based work placement experiences in the clinical education of future nurses. Findings demonstrated a link between this type of placement and undergraduate student's development of deeper knowledge of symptoms and experiences associated with mental illness.

Pedagogical system of information-communicative competence development of students - prospective public relations experts

The paper discusses a pedagogical system of information-communicative competence development of students - prospective public relations experts. This competence is formed throughout the conscious human life and provides effective interpersonal and social interaction using obtained and processed information in accordance with professional tasks. The paper presents the authors definition of information-communicative competence of a public relations specialist. The authors describe theoretical and methodological foundations and their qualitative conditions and synthesize a pedagogical system of information-communicative competence development of undergraduate students majoring in advertising and public relations. The authors think that the theoretical model of this system is urgent, significant and has a practical value from the point of view of its use as a methodological basis for pedagogical experiment. The authors present the results of the practical implementation of this theoretical model: a system of designed practical training in basic subjects of the curriculum; systematization and selection of existing educational technologies; training manuals, reflecting the targets of the educational system as well as the means of achieving them; a developed and tested methodology of the pedagogical experiment. The proposed criterion-diagnostic apparatus allowed the authors to make a preliminary assessment of the results and carry out the correction of the developed system to ensure maximum efficiency.