Discussion-based Course Research Articles

Lessons from a Discussion-Based Course on the History of Statistics

A special-topics undergraduate course about the history of statistics which was taught in Spring 2023 at the University of South Carolina is described. We review other similar courses (past and current) and explain the discussion-based nature of this course. The conception and planning of the course are detailed, and the unique experiences (activities, guest speakers, presentations, etc.) are described. The course emphasized substantial amounts of independent reading outside of class and lively discussions during class. Topics covered in the class include the early development of probability, the normal distribution, and the central limit theorem; the development of modern statistical science by British statisticians; the rise of formal mathematical statistics; and increasing specialization and modern computational and data-analytic advances. An assessment of the course’s effectiveness based on qualitative student survey data is given. Students were highly complimentary of the course, praising the in-class discussion format, the benefits of doing the outside readings, the invited guest speakers, and the in-class activities. There were occasional comments that the amount of required reading was excessive. Based on this, suggestions for future offerings of the course are presented, including developing a more carefully curated set of readings.

Online Delivery of Discussion-Oriented Postsecondary Classes during Critical Health Scenarios, Educating Responsible Computer Scientists towards Improved Societal Trust in Artificial Intelligence

This paper discusses how upper year postsecondary computer science students being educated on social responsibility and AI ethics may benefit from online options for delivery of classes, within discussion-based courses. We reflect on the relationship between empathy, AI social responsibility and online learning, including insights provided by published work on these topics. We draw insights from a course offered in Spring 2022, where students had the opportunity to experience both in-person and online classes, when being educated on social implications of computing. Included are a few recommendations for future efforts to support online classes during times of critical health scenarios.

Can Peer Assessment Impact Self-efficacy During Small-Group Learning?

While studies report positive correlations between students' perceptions of the learning environment and their reported self-efficacy, the role of peer assessment is poorly understood in this context. This study examines the process and impact of peer assessment on self-efficacy and perceptions of the learning environment during a small-group discussion-based course required of first-year medical students. After spending time in small-group learning, students completed three peer assessments and reviewed three assessments of themselves. Analysis of the peer assessments included thematic coding of comments and word counts. Prior to and following the assessment period, students completed a survey including the Generalized Self-efficacy (GSE) Scale, and six locally-developed questions regarding the learning environment and perceptions of peer assessment. We performed paired-sample t tests to determine whether there were differences between the pre- and post-peer assessment surveys. The SUNY Upstate Institutional Review Board reviewed the study and determined it to be exempt. Peer assessment narratives referred most commonly to students' participation style and the need for greater participation. Word counts ranged widely. A paired sample t test indicated that the difference between pre and post peer assessment GSE scores was significant (P=.009), but the effect size was small (d=0.32). Perceptions of the learning environment did not change after the peer assessments. Peer assessment offers a potential strategy for enhancing self-efficacy in medical school small-group learning environments and requires few resources to implement, relative to the potential benefits.

Improving expectations regarding aging in younger adults: a classroom study

ABSTRACT Younger adults generally hold negative attitudes and stereotypes about aging, which can affect the success with which they age as well as how they interact with older generations in everyday settings. The current study sought to improve expectations about aging in a largely first-year undergraduate student population through a small, discussion-based course on successful aging. Students in the successful aging course and a control course completed the 12-item expectations regarding aging (ERA) scale at the beginning and the end of the 10-week academic quarter. Students in the aging class also provided adjectives that came to mind when thinking about older adults. Students in the successful aging course had higher ERA scores at the end of the quarter than at the beginning of the quarter, but scores in the control class did not change. Further analyses indicated students’ expectations about cognitive functioning and physical health improved, but not expectations about mental health. In addition, self-generated adjectives were more positive at the end than the beginning of the quarter, but some negative adjectives persisted. Thus, a smaller, discussion-based class about aging led to a more positive view of aging, suggesting that negative attitudes about aging may be modifiable by a short intervention in early adulthood. These results can have implications for how younger adults interact with older adults and how they may prepare for, hold future expectations about, and ultimately experience older age.

Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso.

Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso.

Teaching and learning Schumpeter: A dialogue between professor and student

Joseph Schumpeter's contributions to economics, including theories about innovation and entrepreneurship, creative destruction, and the debate over capitalism versus socialism, all remain relevant today. There is evidence, however, that Schumpeter's ideas have long received less attention in the classroom than they deserve given the importance economists attach to them. This paper provides a description of a discussion-based course on Schumpeter. Using a dialogue between professor and student before, during, and after the course, we describe the structure of the course and specific details related to content. We also include a syllabus, sources for class materials, and a list of over forty discussion questions. The dialogue allows us to show the dynamic nature of a discussion-based class, something we think Schumpeter would approve.

Teaching Open Science

In this episode, we are discussing how to teach open science to PhD students. Helene N. Andreassen, head of Library Teaching and Learning Support at the University Library of UiT the Arctic University of Norway shares her experiences with the integration of open science in a special, tailor-made course for PhD's that have just started their project. An interdisciplinary, discussion-based course, "Take Control of Your PhD Journey: From (P)reflection to Publishing" consists of a series of seminars on research data management, open access publishing and other subject matters pertaining to open science.
 First published online February 26, 2020.

NoteSum: An integrated note summarization system by using text mining algorithms

This study implemented an integrated system of Note Summarization (NoteSum) that merged with multi-users’ notes and searched for relevant information on the Internet and, slides, and textbooks to create a summary for students to learn effectively. The integrated system's framework consists of four different modules: Topic Identification Module, Supporting Material Finding Module, Content Mapping Module and Learning Material Integrating Module. Five experiments were conducted; these resulted in the following findings. First, translating notes with the assistance of topic terms could enhance translation quality. Second, when mapping contents, NoteSum performed better in a discussion-based course rather than in a technical course. Third, the Jensen-Shannon (JS) Divergence was used to assess the generated summary that performed better for the discussion-based course. Fourth, the three attributes—presence of topic terms, number of non-topic words, and ratio of the words with important parts of speech—had different effects on different subjects. Finally, we compared NoteSum with other existing summarization systems. The results indicated that the NoteSum-generated summary was closer to students’ original notes and thus resulted in better performance in readability, informativeness, and completeness. All the results confirm that our proposed NoteSum is an effective note summarization system for student learning.

Nonverbal Communication in Text-Based, Asynchronous Online Education

Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted through asynchronous, text-based online human interactions. To explore the presence, type, and potential impact of electronic nonverbal cues (eNVC), I conducted this research using the Exploratory Sequential Mixed-Method Design. Phase 1 constituted the preliminary, qualitative stage of this research, during which participants completed an online questionnaire to identify what actions, if any, could speak louder than words in discussion-based courses. Thematic analysis of the questionnaire answers revealed the potential existence and influence of several eNVC categories. Phase 2 constituted the quantitative stage, and served to validate Phase 1 findings through the data collection and analysis of two versions of an online survey: one for professors and another for learners. The collated research findings confirmed that eNVC exist and communicate messages beyond those sent and received through printed words in the asynchronous, online learning environment. According to study participants, these types of electronic cues contributed to the social and teaching presences, and therefore carried the potential to influence students’ levels of engagement and motivation.

Teaching and Learning Schumpeter: A Dialogue Between Professor and Student

Joseph Schumpeter's contributions to economics, including theories about innovation and entrepreneurship, creative destruction, and the debate over capitalism versus socialism, all remain relevant today. There is evidence, however, that Schumpeter's ideas have long received less attention in the classroom than they deserve given the importance economists attach to them. This paper provides a description of a discussion-based course on Schumpeter. Using a dialogue between professor and student before, during, and after the course, we describe the structure of the course and specific details related to content. We also include a syllabus, sources for class materials, and a list of over forty discussion questions. The dialogue allows us to show the dynamic nature of a discussion-based class, something we think Schumpeter would approve.

Fostering critical participatory literacy through policy debate

PurposeThe purpose of this study is to explore the use of policy debate as a frame for developing critical participatory literacy skills focused on student engagement with current events.Design/methodology/approachUsing dialogism as a frame for a discussion-based course (Bakhtin, 1982; Reznitskya, 2012) and self-study as a methodological structure (Samaras, 2011), they explore the iterative process of shaping a policy debate curriculum across three separate cohorts. In the process, they share reflections and insights about what they learned about their assumptions as teachers.FindingsInstructors offer recommendations for structuring literacy practices that are dialogic and focused on student voice and policy activism. Specifically, authors suggest focusing attention to discussion activities, an emphasis on critical dialogue, where students engage with the ideas of others, and the practice of constant facilitator reflection to determine whether they have continued to center student voices and ideas in the classroom.Originality/valueThis study is key for beginning to understand how to put students in conversation with complex political decisions and for helping youth develop confidence in their ability to critique and evaluate those decisions as members of the larger society.

EU Simulations and Engagement: Motivating Greater Interest in European Union Politics

ABSTRACTWhile the effects of simulation-based courses on the knowledge of participating students may be marginal in relation to standard lecture and discussion-based courses, this article argues that the greatest leverage is gained by increasing participating students’ level of interest in the subject of study and in politics more broadly. Participants tend to become increasingly absorbed in their roles and in the politics of the institutions at the center of the simulation. To better consider this possibility, we conducted a survey of students participating in the 2015 Mid-Atlantic European Union Simulation and of appropriate control populations. The survey results indeed suggest that, much more than simply acquiring knowledge about the EU, the simulation experience serves to generate more robust interest in the subject of study.

THE ENGINEERING DESIGN PROCESS: AN “ENGINEERING PHILOSOPHY” COURSE AT THE GRADUATE LEVEL

Since 2003, 117 students from all departmentsin the Faculty, and beyond, have enrolled in a discussionbasedgraduate course on “engineering philosophy.” Thecourse is non-traditional in both content and process.Discussions are based on student input. Four booksand a series of professional sources set the tone for eachof five segments. Three hour long classes are held everysecond week over two terms. Student input is compiledand shared prior to each class. A technicalcommunications specialist is part of the academicteam. The specialist supports students’ growth incommunicative competence beyond the undergraduatelevel.Since the course falls outside the engineering norm,this paper addresses how a less rigid, more philosophicaland wide-ranging, discussion-based course enhancesstudents’ ability to approach engineering as both afunctional discipline and social design model.

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

Enhancing Student Preparedness for Class through Course Preparation Assignments: Preliminary Evidence from the Classroom

Student preparation for class is an integral part of the college learning experience. In order to incentivize student preparation outside class, professors have employed such techniques as reflection papers, quizzes, and group discussion, to name but a few. This article explores the benefits of using a technique known as “course preparation assignments” (CPAs; Yamane 2006). We argue that this instructional tool provides opportunities for significant guided learning beyond the classroom through low-stakes writing assignments that emphasize critical thinking and analysis of assigned primary or secondary source materials. We theorize the three causal mechanisms for CPA success are (1) forced engagement with the material, (2) guidance to engage with difficult texts, and (3) practice using higher order cognitive skills. Based upon multiple student surveys, we find strong evidence that CPAs foster active learning in discussion-based courses by increasing the time students spend preparing for class and by providing students with a heightened sense of preparedness for classroom discussion and activities.

Can I Talk to You? The Effects of Instructor Position, Nationality, and Teaching Style on Students' Perceived Willingness to Communicate and on Teacher Evaluations

The influence of instructor position, nationality, and teaching style on student perceived willingness to communicate and on teaching evaluations in a college math course is examined in this study. Students are more willing to communicate both in class and outside of class during lecture-based courses rather than discussion-based courses. Students are more willing to communicate outside of the classroom with an American instructor than they are with a Chinese instructor. Additionally, students give higher evaluations to instructors who use a lecture-based teaching style than instructors who use a discussion-based format. Social identity theory helps to explain these findings.

Instructors as Architects—Designing Learning Spaces for Discussion-Based Online Courses

Online learning space design becomes a significant issue with the proliferation of online learning in higher education. Never before has the instructor been given such a privilege in building and molding the learning space to fulfill his/her instructional aspirations. However, enormous challenges are present to the instructor in taking advantage of this newly gained freedom. Most instructors have limited awareness of their new roles as learning space designers. Although learning space plays an important role in mediating student learning, it is a topic that is least understood. Therefore, it is important for online course instructors to start a dialogue in learning space design. This article reports our experiences of designing learning spaces in a discussion-based online course to facilitate and organize student learning.

How to create successful discussions in science classrooms

Professors often expect students to have the skills that are necessary to participate in discussions. Students, on the other hand, have been trained to glean information from the lecture format; their prior experiences in discussions are likely to be limited to personal opinions on topics such as stem-cell research or evolution. Sudden changes in expectations are jarring and unwelcome at any stage of life but especially when it affects our performance. Thus, bringing any new pedagogy into the classroom has to come with proper preparation for both the students and the faculty. Here, I present my guidelines for bringing discussions into small classrooms. A great deal of structure and preparation are needed to make a discussion-based class successful. To teach using a discussion-based format requires creating pedagogical links to every aspect of the course. It requires changing not only what we teach but also what we value. Various components that are needed for a successful discussion-based course are outlined here.

Course Preparation Assignments: A Strategy for Creating Discussion-Based Courses

Although many of us would like to get beyond lecturing, we often lack concrete strategies for doing so, particularly in our larger classes. This paper suggests one such strategy for creating a discussion-based course. The success of such a course is predicated on students reading and thinking about the course material (receiving “first exposure”) prior to attending class so that class time can be devoted to more substantively engaging activities grounded in guided discussion. The vehicle I propose for achieving this first exposure to the course material is the “Course Preparation Assignment” (CPA). This article explains the rationale for discussion-based courses, describes the development and use of CPAs, and assesses a discussion-based course by comparing it to a traditional lecture course on several outcomes. The assessment reveals that the use of these assignments to create a discussion-based course has been a great success, allowing me to foster student engagement with the course material by spending the majority of class time coordinating, facilitating, and leading discussions, rather than constantly lecturing at the students.

Students in the community: An interprofessional student-run free clinic

Students in the Community (SITC) is an interprofessional collaboration of health science students at the University of Washington. SITC runs a weekly free clinic at the Aloha Inn, a transitional housing facility for 70 homeless men and women in downtown Seattle. The focus of this clinic is on health education, chronic disease management, and re-integration of patients into the healthcare infrastructure. SITC serves as a valuable service learning opportunity for students. In addition to direct clinical services, students gain experience in planning health education strategies, community collaboration, and evaluating intervention outcomes. SITC also oversees a lecture and discussion-based elective course at the University of Washington focused on health issues of the homeless community and provides formal teaching which complements the service-learning component of the endeavor.