University Education Programs Research Articles

Discusión sobre sociología de la literatura

En el marco de una sociología de la literatura argentina que ha sido desarrollada principalmente por representantes de los estudios literarios, planteamos una discusión sobre los puntos de partida de la sub-disciplina. Para esto, elaboramos una argumentación centrada en la necesidad de sentar unas bases relativamente amplias para un programa de investigación y docencia en sociología de la literatura. Remarcamos dos requisitos: por un lado, la sensatez de partir de una gran doble duda basada en la intransparencia de “lo social” y “lo literario”; por otro, la necesidad de hacer explícito el propio lugar de enunciación y observación. Discutimos con enfoques teóricos de distintos autores (Bourdieu, Casanova, Escarpit, Moretti y otros), así como con dos programas de docencia universitaria de sociología de la literatura. Además, pasamos revista a un somero panorama nacional de aportes desde los estudios literarios y la sociología. Buscamos, por sobre todas las cosas, discutir, por lo que no arribamos a ningún tipo de conclusión “superadora”, aunque sí afirmamos que un programa de sociología de la literatura deberá ser una constante molestia, tanto para los estudios literarios como para la sociología.

Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education

Recent literature emphasizes the importance of viewing teachers as agents in knowledge-building practice. This study aimed to develop preservice language teachers’ epistemic agency in creating their language teaching resources through a double stimulation design using video-based learning modules. The study was conducted in a secondary language teacher education program in an Australian university. The first phase of the design presented a problem in language teaching, such as how to create resources for teaching Chinese characters, as the first stimulus. The second stimuli included a short video-clip containing an experienced teachers’ teaching demonstration as a resolution to the problem, group discussions, and discussion worksheets, which supported the participants to develop their own resolution to the problem in their lesson plans for teaching Chinese. The data included an initial survey results, audio-recorded group discussions, discussion worksheets, and assignment analysis. Based on the conflict of motives revealed in the initial survey, the dialogic analysis of the group discussion and content analysis of the assignment revealed the development of their epistemic agency in forming and transforming the object of learning. The findings revealed that the double stimulation design and collaborative discussions enhanced preservice teachers’ epistemic agency in creating new ideas and language teaching resources.

Development of super-professional competencies of the production personnel in the context of university supplementary education programs

In the article, the authors explore development of super-professional competencies of the production personnel of enterprises of the military-industrial complex. Here are the most popular supplementary education programs implemented by UrFU and UrGEU and ensuring formation of professional and super-professional competencies effectiveness of which ensures competitive ability of employees and ability of enterprises themselves to switch over to the neo-industrial way of their development. Authors also suggested an express-method of assessing a quality of development of super-professional competencies of personnel in the context of universities. This method has been tested at production personnel of the enterprises of JSC EVRAZ NTMK and JSC ‘Research and production corporation ‘UralVagonZavod’ who listened to supplementary education programs. Results that have been received confirm necessity of creation of centers of supplementary vocational education expanding implementation of spectrum of competence-based university programs for development of super-professional competencies of the production personnel of enterprises of the military-industrial complex.

Social Networks Consumption and Addiction in College Students during the COVID-19 Pandemic: Educational Approach to Responsible Use

Within the framework of digital sustainability, the increase in Internet consumption, and especially online social networks, offers social benefits, but is not without its drawbacks. For example, it can lead to psychological and/or psychiatric disorders in some people. Numerous researches are highlighting the similarities of these addictions with the consumption of toxic substances. University students are heavy users of the Internet and, in certain situations, addiction to online social networks can be the result of depression, harassment, and anxiety, among others, affecting their daily life, including their academic responsibilities. In recent months, an anomaly has occurred that may have contributed to intensifying this problem, namely the confinement produced by the COVID-19 pandemic, which has affected the whole world to a greater or lesser extent. In this cross-sectional study, with a descriptive and quantitative methodology, students from 14 Spanish universities were investigated in the first wave of the COVID-19 pandemic in order to understand the effects of this situation on the problem described. The results show a high consumption of social networks during that time, with significant incidences of addiction. In parallel, the presence of comorbidity has been determined. In this scenario, it would be necessary to implement university educational programs to redirect these addictive behaviors, as well as preventative recommendations and actions to minimize negative impacts. This is a major problem that is growing, exacerbated by the global pandemic produced by the SARS-CoV-2 coronavirus. Situations of this gravity call for the development of preventive and educational measures for the responsible and sustainable use of ICT.

Programa universitario ESPOCH de Educación Física. La resistencia-fuerza abdominal como indicador de la capacidad física

Introducción: La calidad de un programa educativo implica evaluar la integración de diversas dimensiones como la eficiencia de sus indicadores, donde pueden incluirse el nivel presentado en una capacidad física como la resistencia-fuerza. Objetivo: Analizar un programa universitario de Educación Física de la Escuela Superior Politécnica de Chimborazo (ESPOCH), utilizando el índice de resistencia-fuerza en abdominales. Métodos: Investigación descriptiva-explicativa, estudiando a 517 alumnos del género femenino en dos momentos de implementado un programa de educación física universitario en el periodo académico septiembre 2019-febrero 2020. Resultados: El promedio como parte del pretest se estableció en 17,7 movimientos (≈18 mov.), y como parte del postest en 19.02 movimientos (≈19 mov.), determinándose adicionalmente los percentiles más notables. Wilcoxon establece la existencia de diferencias significativas a favor del postest (p=0.000), donde se establecieron 120 rangos negativos, 228 rangos positivos y 169 empates. El 55.90% de los sujetos del género femenino no mejoraron o presentaron el mismo rendimiento que el pretest, aunque de compararse con el programa implementado en el periodo anterior (2019) la mejora fue ±16%. Conclusiones: Se evidencia que el programa universitario ESPOCH de Educación Física ha presentado mejoras en el indicador de resistencia-fuerza, teniendo la necesidad de perfeccionarlo, dado que a opinión de los autores el programa podría influenciar en un número mayor de variables relacionadas con las capacidades y habilidades físicas.

AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS

The study aimed to gain information about what made students felt anxious and what factors triggered students’ speaking anxiety in Academic Speaking class in English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The participants of the study were 52 second-year ELEP students. A close-ended and open-ended questionnaire developed from Horwitz et al, (1986) and Angelia and Listyani (2019) were administered to the participants. The findings revealed that students’ speaking anxiety in English speaking class was derived from three main factors of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, as the questionnaires answers and interview data revealed, lack of vocabulary, underestimate their ability, lack of preparation, being afraid of making mistakes, and worried of being embarassed at by his/her friends had also contributed to students’ anxiety in speaking. These findings suggest that the teachers’ role is very important in this situation. Students and teachers could build a positive classroom atmosphere in order to overcome students’ anxiety.

Antecedents of Thai student teacher sustainable consumption behavior

A new area of research and intervention has arisen, namely the psychology of sustainability. Therefore, this study investigates how an undergraduate student teacher's psychological traits, their psychological state, their situation, and environmental education affect their sustainable consumption behavior. Two sample groups were selected from ten Thai university education programs' science (n = 400) and social science (n = 400) colleges nationwide. The research instrument used randomized multistage questionnaires for each group, which used a five-level scale to evaluate each student teacher's item agreement. The analysis of the causal relationship models used LISREL 9.10 which determined that both models and their four causal variables positively affected a Thai student teacher's sustainable consumption behavior (SCB). For the science education student teachers, these were the situation (SIT = 0.87), environmental education (EDU = 0.34), their psychological state (STATE = 0.22), and their psychological traits (TRAITS = 0.22). For the social science education student teachers, these were SIT = 0.85, STATE = 0.25, EDU = 0.08, and TRAITS = 0.04. Combined, they can explain 92% (science program) and 82% (social science program) of variance in a student teacher's SCB. The study also determined that EDU's attitude and conservation factors were critical, which most probably increased in prominence due to media awareness efforts. There also appears to be greater individual responsibility in SCB as well as the perceived need to conserve resources. Finally, this study further confirmed numerous other studies in which humans have a strong desire to fit in and will conform to the behavior of those around them, with this study concluding that each student teacher's situation was determined to have a moderate to strong influence on either their psychological state or environmental education. This study contributed to the literature as it investigated 18 aspects related to four casual variables affecting a Thai student teacher's sustainable consumption behavior. The study was unique in that it classified and compared opinions from two diverse university teaching programs nationwide (Science and Social Science), whose results can help educational leaders identify and develop in-depth, SCB future programs.

Application Possibilities of Computer Software in the Context of the Art Teaching

The development of technology has significant implications for human creativity. The nature of creative processes is being redefined, and technology is playing an increasingly important role in creative activities, becoming a tool or an extension of the creator's hand helping to integrate a new idea. Implications are also evident in the teaching of fine arts, enhancing the possibilities of stimulating students’ creativity using computer software. This assisted creation system is empowering for the student, as it enables him / her to acquire new abilities and a wide range of creative skills, as well as facilitating the formation of personal semantics. In order to determine the possibility of using computer software in the teaching of fine arts, research has been conducted among subject teachers. The aim is to determine the extent to which teachers of fine arts are familiar with software suitable for visual design, to establish whether they use it in their educational work, and to examine the methodical specifics of the realization such teaching. The results of the research are significant for the processes of designing initial university education programs, as well as in programs for lifelong professional teacher training, both for the purpose of educating teachers about the possibilities of using computer software and their impact on enhancing students’ creativity. The results can be a real boost for teachers who want to complement and strengthen their educational practice.

Psychological and social implications of students with speech and language disorders from the point of view of specialists and ways to treat them in the northern West Bank - Palestine

This study aimed to identify the psychological and social effects of students with speech and language disorders from the point of view of specialists and ways to address them in the West Bank governorates, as well as to identify the role of the study variables, and to achieve the goal of the study a questionnaire was developed and its sincerity and stability factor were confirmed, and after an operation the collection of questionnaires was encoded and entered to the computer. The computer was used to analyze the data by the statistical packages program. The study reached the following results: 1. The stability coefficient (93%), which is an excellent stability coefficient that meets the objectives of the study. 2. The size of the study sample for speech therapy centers was 25 3. The percentage of psychological and social effects on students with speech and language disorders from the point of view of specialists and ways of treating them in the Nablus governorate (74%) is high. 4. It was found that there are no statistically significant differences in there are no statistically significant differences at the level of significance (a≤0.05) psychological and social effects on students with speech and language disorders from the point of view of the specialists and ways to address them in the Nablus governorate due to the variable of gender, age, specialization Scientific. Based on the Results of the Study, the Researcher Recommends the Following Recommendations: 1. The need to pay attention to the role of parental treatment methods in developing linguistic development among children as a priority, by holding courses for parents, to train them on how to deal with their children in building linguistic growth. 2. The teacher education programs in universities include courses related to the detection of speech and speech disorders, and how to deal with them. 3. Caring for group school activities, especially in the field of sports activities, committees, and school radio

Evaluating Value of Farmers College Education Program

Evaluating Value of Farmers College Education Program

A Comparative Study of Early Childhood Teacher Education Programs in Chinese and American Universities

A Comparative Study of Early Childhood Teacher Education Programs in Chinese and American Universities

Academics’ Training for International Communication and Collaboration

The article deals with the problem of academics acquisition of practical skills in international communication and collaboration. The authors investigate the Russian and overseas experience of academics teaching for international pedagogical integration in terms of its possible educational outcomes. The paper proves that academics should be oriented towards the comprehensive assessment of the modern overseas pedagogical approaches and professional development principles and their comparison with the approaches in the Russian Federation. The authors apply modeling, content analysis of the university educational programs, and theoretical overview of the research papers which are related to this article. The authors conclude that interactive learning contributes to academics international integration. The results of the paper can be used in the system of higher education to develop academic programs and assessment tools. The research is recommended for the university lecturers and specialists dealing with optimization and adaptation of training content and teaching methodology to labour market needs.

Impacto de la implementación de un modelo ecoformativo a través de proyectos estratégicos: el caso de la Universidad Castro Carazo (Costa Rica)

Castro Carazo University has adopted an educational model of ecoformation since 2016. It has been necessary to incorporate good practices and strategies of pedagogical and curricular innovation, as an integral part of its educational and administrative processes. This article details the most relevant practices and strategies: the design and implementation of a university teaching program for faculty, the inauguration of a learning laboratory for the promotion of learning through digital fabrication, and the strengthening of a Curricular Innovation team. These disruptive processes have changed the teacher–student dynamics, by promoting a dialogue of knowledge through physical and virtual spaces, where error is part of learning, and where the ecology of knowledge becomes the basis of learning.

Follow up Survey of 2015-2017 Master’s Graduates of Comparative Education Program in Zhejiang Normal University

The researcher conducted a survey study of 28 international graduate students of Comparative Education (Master students) who were enrolled in the program from September 2015 to July 2017 in Zhejiang Normal University (ZJNU). With the application and admission procedures in ZJNU, 25% rated the application procedure as A-Excellent and majority of them (45%) rated as B-Very good, followed by another 25% who rated it as C-Good. 5% rated the application procedure to Join ZJNU as D-Not good. Their concerns are very well narrated in this paper. One of the key findings from the survey is that graduates appreciated universities’ contribution to them and the great role played by intelligent supervisors in Zhejiang Normal University (ZJNU), the friendly environment which were always there between supervisors and students, which made these international students feel like they were not in the foreign countries. Most of the supervisors played extra ordinary roles as they acted like their biological parents by taking their students into various places where they learnt a lot of things they couldn’t have learnt. However, few students expressed the challenges faced on the first days after their arrival. With the challenge of language and unfamiliarity of the environment, these students were stuck in their rooms without knowing where they could exchange their money and buy food. However even when they found the place to exchange money, language was still a problem to them. Concerning the impacts of the program, out of 20 graduate students who responded to the questionnaire, 85% are employed and the remaining 15% are not yet employed. Among those who are already employed, 82.4% are in full time job while only 17.6% are working as part time. 60% of these employed graduates got their employment before attending the program of Comparative education at Zhejiang Normal University (ZJNU), while 35% got their current employment after attending the program and only 5% got the employment offer while attending the program at ZJNU.
 The researcher conducted a survey study of 28 international graduate students of Comparative Education (Master students) who were enrolled in the program from September 2015 to July 2017 in Zhejiang Normal University (ZJNU). With the application and admission procedures in ZJNU, 25% rated the application procedure as A-Excellent and majority of them (45%) rated as B-Very good, followed by another 25% who rated it as C-Good. 5% rated the application procedure to Join ZJNU as D-Not good. Their concerns are very well narrated in this paper. One of the key findings from the survey is that graduates appreciated universities’ contribution to them and the great role played by intelligent supervisors in Zhejiang Normal University (ZJNU), the friendly environment which were always there between supervisors and students, which made these international students feel like they were not in the foreign countries. Most of the supervisors played extra ordinary roles as they acted like their biological parents by taking their students into various places where they learnt a lot of things they couldn’t have learnt. However, few students expressed the challenges faced on the first days after their arrival. With the challenge of language and unfamiliarity of the environment, these students were stuck in their rooms without knowing where they could exchange their money and buy food. However even when they found the place to exchange money, language was still a problem to them. Concerning the impacts of the program, out of 20 graduate students who responded to the questionnaire, 85% are employed and the remaining 15% are not yet employed. Among those who are already employed, 82.4% are in full time job while only 17.6% are working as part time. 60% of these employed graduates got their employment before attending the program of Comparative education at Zhejiang Normal University (ZJNU), while 35% got their current employment after attending the program and only 5% got the employment offer while attending the program at ZJNU.

Abstract IA18: North Carolina Central University and Duke Cancer Institute's collaborative cancer research and education program: Connecting cancer disparities translational research, clinical trials operations, and community engagement

Abstract Three interrelated contributors to cancer disparities include the lack of diversity among investigators contributing to cancer research, the deficiency of minority participation in clinical trials and bio-banking, and the need to advance community engagement as a vital component of the translational research spectrum. The North Carolina Central University and Duke Cancer Institute's Cancer Disparities Translational Research Partnership (NCCU-DCI CDTRP) (P20 PACHE), through its Cancer Research and Education Program (C-REP), provides a Translational Immersion Experience (TIE) that spans the full translational research spectrum, for traditionally under-represented PhD students, postdoctoral fellows, and early-stage investigators. The goals of TIE are to (1) provide cancer disparities research training with an emphasis on translational laboratory science including high-throughput screening/drug discovery, (2) equip trainees with unique training and education in the operational infrastructure that supports clinical research and trials, (3) highlight strategies to increase diverse participation in clinical trials and bio banking, and (4) learn and apply principles of community engagement through community-based programs and outreach. Using multimodal training techniques, the TIE program provides training and education in real-life settings that expose trainees to the full translational research spectrum across two diseases that disproportionality affect African Americans at significantly higher rates, prostate cancer and inflammatory breast cancer. The overarching goal is to bolster our trainees' experiences and training to contribute to innovative technologies and discoveries and provide access to training that spans beyond the traditional curriculum in areas of high need in translational cancer disparities research such as minority accrual and clinical trials operations. The program includes evidence-based workshops in healthy mentor-mentee relationships, building and sustaining resilience, and sharpening grantwriting skills coupled with ongoing external evaluation to provide real-time feedback on the program. We present the preliminary evaluation data based on the first cohort of the C-REP TIE program. Citation Format: Kevin P. Williams, Nadine J. Barrett, Carla E. Oldham, Holly Hough, Artis Woodard, Jennifer Freedman, Gayathri R. Devi, Steven R. Patierno. North Carolina Central University and Duke Cancer Institute's collaborative cancer research and education program: Connecting cancer disparities translational research, clinical trials operations, and community engagement [abstract]. In: Proceedings of the Eleventh AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2018 Nov 2-5; New Orleans, LA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl):Abstract nr IA18.

Effectiveness and Stakeholders’ Perceptions of the Integration of Automated E-Learning Courses into Vocational Education Programmes in Universities in Ukraine

The purpose of this research was to identify whether the integration of the automated vocational e-courses into vocational education could bring the students to the same academic achievements as the tutor-moderated ones, and whether the stakeholders of education perceive the automation of e-learning positively or negatively, and what impact factors triggered their perceptions. The baseline study used the e-course evaluation checklist to assess the e-course structure and content from eight randomly selected universities. Four hundred and four students and thirty-one instructors participated in the baseline study, first pilot, and core experiment. The instruments utilised to monitor the variables in the pilots were as follows: the sampled students’ academic records, a Criteria Cognitive Aptitude Test, a Rasch Measurement Model, and the Kolb’s Learning Style Questionnaire. The IBM SPSS Statistics 5.0.0.1. Software package was used to process the data drawn for the above measurements. The above measurements were followed by the focus group and nine education stakeholders’ perceptions analyses using the Triangle Assessment Method. The study provided new evidence that automated e-course delivery can lead to approximately the same statistically significant improvements in the students’ vocational competence, academic motivation, and learning styles proving that it might be considered to be a feasible instructional tool. Additionally, it suggested that the use of automated educational e-course assisted by a virtual agent had been a more cost-efficient option. https://doi.org/10.26803/ijlter.19.5. 3

Learning from experience – a probe into the off-campus internships under the five-year cosmetology technical and vocational education program

PurposeThis paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that the analysis can serve as reference for schools in planning their internship courses in the future.Design/methodology/approachThis paper probes into the off-campus internship courses under Taiwan's five-year junior college education program by applying Dewey's empirical philosophy.FindingsThe study aims to understand the learning experience acquired by students from learning by doing internship courses as reference for future internship design. The current internship courses comprise the follows: summer, during the semester and for a full academic year. The experience of summer internship is career exploration, the experience for semester internship is career experience and the experience from academic-year internship is career choice. The internship strategies are designed according to the three different internship approaches, so that the internship courses can implement the educational effect of “learning from experience”.Practical implicationsTo minimize the discrepancy between the cosmetology program under the five-year junior college education and the employment market, credit-based off-campus internship courses are arranged for students' final years at school.Social implicationsThrough on-site trainings, students accumulate work experience and explore into a related career field. The accumulation of experience and gaining of insights mirror the philosophy of learning by doing, which involves students' reflective thinking.Originality/valueIt is hoped that the analysis can serve as reference for internship courses planning in the future.

Review of annual compliance of low-dose CT for lung cancer screening among internal medicine resident physicians in a university teaching program.

e19187 Background: Lung cancer remains the leading cause of morbidity and mortality, with an estimated 2.1 million newly diagnosed cases each year. A large percentage of cases are detected at an advanced stage, making treatment recalcitrant. Only about 15% are diagnosed at an early stage, highlighting the significance of timely screening. USPSTF recommends annual screening with low-dose computed tomography (LDCT) in adults aged 55-80, who have a 30 pack-year smoking history and are current smokers, or former smokers who have quit within the last 15 years. The National Comprehensive Cancer Network (NCCN) guidelines, as well as the National Lung Screening Trial (NLST), recommend annual screening with LDCT until a person is no longer a candidate for definitive treatment. This study aimed to evaluate the compliance with annual LDCT based on USPSTF guidelines among internal medicine residents from the University of Connecticut residency program at a Clinic in Hartford, Connecticut, USA. Methods: Patients who were under the care of internal medicine residents and who had undergone an initial LDCT for lung cancer screening were included. A total of 61 medical charts were reviewed. Three patients were diagnosed with lung cancer and nineteen patients had their initial LDCT in 2019, and therefore excluded. Results: Out of the 39 patients, 10 patients (25.64%) had a follow-up annual LDCT performed, 2 patients before the annual mark due to various clinical concerns, and 9 patients (23%) in the following 24-48 months. 6 patients (15.38%) had a repeat LDCT ordered but was not done or it was canceled. 12 patients (30.77%) had no repeat LDCT ordered at 12 months. Overall, 69.23% had no follow-up CT at 12 months, and 46.15% with no follow up CT at all at the time of chart review. Conclusions: Based on our analysis, follow-up annual LDCT scans for lung cancer screening on patients under the care of residents-in-training are not being ordered frequently enough. The failure to order annual LDCT could be due to a false sense of relief with a normal initial LDCT, the lack of provider’s awareness of USPSTF guidelines, or insurance issues. Educating primary care providers on the importance of follow-up annual LDCT will ensure early detection and decrease mortality from lung cancer in high risk patient population.

The Influence of a University Homeschool Physical Education Program on Fundamental Motor Skills and Self-Confidence

Individuals are both more likely to participate in sports, exercise, and physical activity when they are skilled. Therefore, motor skills and skilled movement should be viewed as prerequisites to a physically active lifestyle. Children and adolescents who have achieved fundamental motor competence are also believed to perceive themselves as being competent although there is inconsistency in the results so far reported in the literature. Despite the unprecedented growth home homeschool education, studies have not examined the development of motor competency of homeschool students or its relationship to confidence. The current investigation examined the influence fundamental motor skill development and self-confidence of students enrolled in a university homeschool physical education program. Results from the pre-test (M = 13.92, SD = 2.8) and post-test (M = 20.75, SD = 3.5) fundamental motor skill observations indicate that the homeschool program led to an improvement in overall skill, t(52) = 12.05, p< .001 (E.S. = 1.06). Dependent-samples t-test produced significant results from pre to post for research participants [t (1,52) = 27.26 , p<.05, E.S. = 1.10], who improved their self-efficacy over the course of the study [baseline M self-efficacy = 71.92, SD= 16.52, endline M self-efficacy = 88.87, SD =15.34]. This study showed that a university homeschool physical education program can lead to improvements in the developmental of fundamental motor skills and self-confidence.

An analysis of teamwork based on self and peer evaluation in higher education

Teamwork is one of the most important competences for most professionals, and it is therefore imperative that it be included in university education programmes, yet its evaluation continues to pose challenges. This paper reports on part of a study into the self and peer evaluation of teamwork, research which was carried out in order to analyse teamwork dynamics among students on degree courses in different disciplines, and how these relate to the outcome of teamwork and the grades obtained by each team member. The views of 351 students studying five subjects on five different degree courses were analysed, with participants divided into 95 groups. The results show that effective teamwork is related to higher grades and higher quality products. The weighting of the grade awarded to teamwork in the final subject grade conditions students’ assessment of how well the team has functioned, as does the grade each student receives from their teammates. Those teams that view their team as functioning best distribute equal grades among their teammates. The results also show that those students who assess themselves positively do the same for their peers.