Graduate Course Research Articles

Beyond boundaries: exploring a generative artificial intelligence assignment in graduate, online science courses.

Generative artificial intelligence (GAI) offers increased accessibility and personalized learning, though the potential for inaccuracies, biases, and unethical use is concerning. We present a newly developed research paper assignment that required students to utilize GAI. The assignment was implemented within three online, asynchronous graduate courses for medical laboratory sciences. Student learning was assessed using a rubric, which rated students' effective integration and evaluation of GAI-generated content against peer-reviewed research articles, thus demonstrating their critical thinking and synthesis skills, among other metrics. Overall rubric scores were high, suggesting that learning outcomes were met. After field testing, we administered a 16-item survey about GAI utilization, contribution to learning, and ethical concerns. Data (n = 32) were analyzed, and free-response answers were thematically coded. While 93.8% of respondents found the GAI-generated content to be "very good" or "excellent," 28.1% found inaccuracies, and 68.8% "strongly agreed" or "agreed" that GAI should be allowed to be used as a tool to complete academic assignments. Interestingly, however, only 28.1% "strongly agreed" or "agreed" that GAI may be used for assignments if not explicitly authorized by the instructor. Though GAI allowed for more efficient completion of the project and better understanding of the topic, students noted concerns about academic integrity and the lack of citations in GAI responses. The assignment can easily be modified for different learning preferences and course environments. Raising awareness among students and faculty about the ethical use and limitations of GAI is crucial in today's evolving pedagogical landscape.

Best practices in creating partnerships for transformative engaged learning experiences at a small, liberal arts, Lasallian institution

AbstractAll undergraduate students at Saint Mary's College of California, a small, private institution, are required to complete an engaged learning (EL) course or experience for graduation. This graduation requirement was established to provide students with the opportunity to learn in and from the community; an important value from the principles of the Liberal Arts and Catholic Lasallian traditions that inform the College's pedagogy. The social justice and community engagement center on campus called the Catholic Institute for Lasallian Social Action (CILSA), establishes EL partnerships with nonprofit organizations, school districts, campus departments, and other higher education institutions throughout California for EL courses, internships, place‐based work, and research projects. We value the expertise of our partners and view them as co‐educators in creating transformative learning experiences for nearly 600 students annually. In this article, we will share our process in sustaining community partnerships, our scaffolding engagement efforts, and best practices for collaborating with partners.

How to run a qualitative methods short course in epidemiology: faculty and student perspectives

Abstract Background Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development to guide faculty and students designing similar courses in epidemiology curricula. We combine established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. Objectives We propose a 1-ECTS, six session long, student-centred course with inverse in-person classroom teaching and practice exercises with faculty input. The overarching course objective is to introduce students to qualitative research and mixed methods. The proposed course covers learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Results Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. Conclusions After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. Based on: Gille, et al. A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives, International Journal of Epidemiology, Volume 53, Issue 2, April 2024. Key messages • Qualitative research methods and mixed methods are core competencies for epidemiologists. • Students appreciate a student-centred course design with inverse classroom teaching and practice exercises.

The relationships between online program formatting, technology satisfaction, and course quality

This study aims to explore students’ perceived quality of graduate courses in relation to their satisfaction with the technological tools used in online master’s level courses. Invariance testing and structural equation modelling were used to demonstrate the validity of technology usage scales and effectively test links between course type, technology satisfaction, and course quality. The study participants included 364 graduate students enrolled at a large university in the Midwest who were taking blended and fully online courses. The participants responded to a scale regarding their experience with the course. Interestingly, program type (blended vs. fully online) did not significantly impact technology satisfaction or the perceived quality of the course, even after taking into account the technology satisfaction mediator on course quality. Program type is not related to course quality, although technology satisfaction does contribute to quality ratings. The implications for instructors suggest that the development of technology-centric activities is warranted to improve the quality of online education courses.

Research on the Construction of Statistics Graduate Course System under the Background of Education Digitization—— Based on the Analysis of the Training Programs of Statistics Graduates of 10 Universities in Hubei Province

Research on the Construction of Statistics Graduate Course System under the Background of Education Digitization—— Based on the Analysis of the Training Programs of Statistics Graduates of 10 Universities in Hubei Province

Special Issue on Informatics Education: Vanderbilt Clinical Informatics Center Education Strategy: To Infinity and Beyond!

The Vanderbilt Clinical Informatics Center (VCLIC) is based in the Department of Biomedical Informatics (DBMI) and operates across Vanderbilt University Medical Center (VUMC) and Vanderbilt University (VU) with a goal of enabling and supporting clinical informatics research and practice. VCLIC supports several types of applied clinical informatics teaching, including teaching of students in courses, professional education for staff and faculty throughout VUMC, and workshops and conferences that are open to the public. In this paper, we provide a detailed accounting of our center and institution's methods of educating and training faculty, staff, students, and trainees from across the academic institution and health system on clinical informatics topics, including formal training programs and informal applied learning sessions. Through a host of informal learning events, such as workshops, seminars, conference-style events, bite-size instructive videos, and hackathons, as well as several formal education programs, such as the Clinical Informatics Graduate Course, Master's in Applied Clinical Informatics, Medical Student Integrated Science Course, Graduate Medical Education Elective, and Fellowship in Clinical Informatics, VCLIC and VUMC provide opportunities for faculty, students, trainees, and even staff to engage with Clinical Informatics topics and learn related skills. The described programs have trained hundreds of participants from across the academic and clinical enterprises. Of the VCLIC-held events, the majority of attendees indicated through surveys that they were satisfied, with the average satisfaction score being 4.63/5, and all events averaging a satisfaction score of greater than 4. Across the 20 events VCLIC has held, our largest audiences are DBMI, HealthIT operational staff, and students from the medical and nursing schools. VCLIC has created and delivered a successful suite of formal and informal educational events and programs to disseminate clinical informatics knowledge and skills to learners across the academic institution and healthcare system.

Digital Language Archiving: Reuse and Adaptation of Non-LIS Learning Materials in LIS Education

As a digital repository type that is gaining prominence, language archives are in need of information professionals to maintain and provide access to. Yet, awareness of digital language archives among the US LAM professionals and educators is currently low. Our project’s analysis of available relevant training materials for linguists and community members informed development of a graduate course that prepares LAM professionals to effective and ethical stewardship of digital language archives. This paper provides a brief literature review of the latest relevant research and publications. Next, results of examination of three sources of language archiving learning materials are presented and discussed. This discussion’s focus is on the ideas for reuse and adaptation of these materials in LAM education and on implementation of some of these ideas in our project-developed course at the University of North Texas.

Blended learning and the universal design for learning: Practical implications and students’ perceptions

ABSTRACT The incorporation of universal design for learning (UDL) in higher education holds promise for enhancing student engagement and fostering deeper learning experiences. This case study delves into the implementation of UDL in a blended graduate course by examining students’ perceptions of their learning encounters. Data collection involves an online survey followed by in-depth semistructured interviews, with the aim of gaining insights into participants’ perspectives. This study highlights the significance of thoughtful consideration of instructor presence in blended learning settings where physical presence may be limited. The attributes of UDL courses, such as flexibility, clarity, and rigour, significantly influence student experiences. This study contributes valuable insights to the existing UDL literature in higher education, informing the creation of more inclusive and engaging blended learning initiatives. The study’s outcomes have the potential to offer guidance to educators, instructional designers, and policymakers seeking to effectively integrate UDL principles into blended learning environments.

Digital Language Archiving: Reuse and Adaptation of Non-LIS Learning Materials in LIS Education

As a digital repository type that is gaining prominence, language archives are in need of information professionals to maintain and provide access to. Yet, awareness of digital language archives among the US LAM professionals and educators is currently low. Our project’s analysis of available relevant training materials for linguists and community members informed development of a graduate course that prepares LAM professionals for effective and ethical stewardship of digital language archives. In this paper, following a brief literature review of the latest relevant research and publications, results of examination of three major sources of language archiving learning materials are presented and discussed. This discussion’s focus is on the ideas for reuse and adaptation of these materials in LIS education and on implementation of some of these ideas in our project-developed course at the University of North Texas.

The CERIC method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course

BackgroundInnovative approaches to graduate education that foster interdisciplinary learning are necessary, given the expansion of interdisciplinary research (IDR) and its ability to explore intricate issues and cutting-edge technology.PurposeThis study examines an intervention to develop critical reading skills of the primary literature (CRPL), which are often assumed and unaided by formal instruction in graduate education (GE) yet are crucial for academic success and adapting to new research fields.MethodsThis study applied mixed methods and a pre-post design to assess the effectiveness of a CRPL intervention among 24 doctoral students from diverse fields engaging in the interdisciplinary field of science policy research. The intervention was a 4-week online course with explicit instruction in a categorical reading approach, the CERIC method (claim, evidence, reasoning, implications, and context), combined with social collaborative annotation (SCA) to facilitate low-stakes, peer-based discourse practice. It examined how participation changed participants’ CRPL skills and self-perceptions.ResultsThe intervention significantly improved CRPL, t(23) = 13.6, p < 0.0001; research self-efficacy, t(23) = 4.9, p < 0.0001; and reading apprehension, t(23) = 4.3, p < 0.0001. Qualitative findings corroborated these findings and highlighted the importance of explicit CRPL instruction and the value of reading methods applicable to IDR. These results aligned with sociocultural and social cognitive theories and underscored the role of discourse and social engagement in learning critical reading, which is traditionally viewed as a solitary activity.ConclusionThe findings present a valid and innovative model for developing CRPL skills in interdisciplinary GE. This approach provides a model for scaffolding CRPL that can be adapted to IDR contexts more broadly.ImplicationsThe study findings call for revising graduate curricula to incorporate explicit CRPL instruction with peer-based discourse, emphasizing integrations in higher education anywhere students encounter primary literature. The findings advocate for formal and informal adoption of the reviewed methods, offering a significant contribution to interdisciplinary GE pedagogy.

Digital Language Archiving: Reuse and Adaptation of Non-LIS Learning Materials in LIS Education

As a digital repository type of growing prominence, language archives need qualified information professionals to maintain and provide access to their rich collections. Yet, awareness of digital language archives among the US LIS professionals and educators is currently low. Our project’s analysis of available relevant training materials for linguists and community members informed the development of a graduate course that prepares LIS professionals for effective and ethical stewardship of digital language archives. In this paper, following a brief literature review of the latest relevant research and publications, results of examination of three major sources of language archiving learning materials are presented and discussed. This discussion’s focus is on the ideas for reuse and adaptation of these materials in LIS education and on implementation of some of these ideas in our project-developed course at the University of North Texas.

Developing Graduate Curriculum for Digital Language Archive Stewardship

Our interdisciplinary team including information and language scholars and educators and practicing information professionals at University of North Texas (UNT) and Indiana University (IU) is developing an evidence-based practice-oriented online curriculum to train library, archives, and museums (LAM) professionals in the archiving, curation, and ethical dissemination of resources that provide the means to revitalize community memory and language. During this 2-year project, over 30 LAM students will complete the project-developed UNT graduate course INFO 5385 Community Language Archiving and Curation for Information Professionals, and additional estimated 100 students at UNT and IU will complete individual project-developed learning modules integrated into other courses. Development of the learning materials is informed by digital language archive practices, research, and existing training materials for archive depositors. Resulting open-access adaptable learning resources are expected to be widely used by academic programs and educators for training LAM students and by participatory archives as continuing education resources.

Ergos: redefining storage infrastructure and market access for small farmers in India

Learning outcomes After completion of the case study, students will be able to analyse the path of the entrepreneurship from idea generation to market development to scaling up business, examine the impact of start-ups like Ergos on India’s agriculture value chain, discuss the challenges faced by tech entrepreneurs in growing a business, identify problems solved by Grain Bank Model and evaluate digitisation of farming’s custodial services such as warehousing, market linkages and loans. Case overview/synopsis The case study discusses how founders of Ergos, India-based leading digital AgriTech start-up, Kishor Kumar Jha and Praveen Kumar, started one of the unique models in the AgriTech landscape in India. After noticing the grim condition of small and marginal farmers in Bihar, India. Kishor and Praveen decided to put their banking and corporate experience to use in the farming sector. Ergos aimed to empower farmers by providing them with a choice on when, how much quantity, and at what price they should sell their farm produce, thus maximising their income. As a result, Ergos launched the grain bank model, which provided farmers with doorstep access of end-to-end post-harvest supply chain solutions by leveraging a robust technology platform to ensure seamless service delivery. Ergos faced many challenges in its journey related to financing, marketing and distribution. Amidst these developments, it remained to be seen how Kishor and Praveen would be able to realise their goal to serve over two million farmers across India by 2025 and create a sustainable income for them through its GrainBank Platform. Complexity academic level This case study was written for use in teaching graduate and postgraduate management courses in entrepreneurship and business strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship

Navigating complex riskscapes: the Koudiet Eddraouch GIS substation project in Sub-Saharan Africa

Learning outcomes Risk identification and qualitative assessment are the learning outcomes. Case overview/synopsis The Bharat Bijlee Construction Limited (BBCL) was one of the largest construction companies operating in the power sector in India. After successfully completing a few projects in the Middle East, BBCL decided to expand its presence into African region. The BBCL was awarded a $85m contract for three sub-station projects to modernise Algeria’s power grid system by the “Shariket Karhaba Koudiet Eddraouch Spa”, a state-owned company in charge of power generation, transmission and distribution in Algeria. The project, which is the first of BBCL in Saharan region in Algeria’s, presents many unique situations that company had never encountered before, including sand dunes, severe weather, remote locations, supply chain & logistics, strict contractual deadlines and a high level of construction risk. The project manager for BBCL was sceptic about how well his company would perform under the present project circumstances. How could he better align himself with the client, the various on-site local contractors and the numerous suppliers spread around the world? The case emphasises the identification of various project risks that the project manager might encounter in the project. What do the PESTLE and ASCE frameworks for risk identification each represent, and how are they helpful for the project team in understanding various risks? How should the project’s qualitative risk assessment be conducted? And how can a heat map be a better tool for comprehending the criticality of each risk in the project? Complexity academic level Undergraduate and post graduate courses in project management, civil engineering and architecture domain. Supplementary material Teaching notes are available for educators only. Subject code CSS 2: Built Environment.

Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences

Guided by Cultural-Historical Activity Theory (CHAT), this study examined the effectiveness of multimodal pedagogical processes in a graduate course to help 23 bilingual pre-service teachers (BPSTs) reformulate curriculum for inclusivity. Using sequential multi-methods, quantitative analysis assessed changes in curriculum design using a researcher-generated rubric, and qualitative explorations examined collages, clay creations, and written metacognitive reflections. The study found that the BPSTs significantly reformulated the role of hybridity in curriculum design and revealed four patterns of change: Qualitative maintained radical, qualitative maintained gradual, qualitative not maintained, and no qualitative change. The study illuminates the use of multimodal mediators for BPSTs’ learning.

2024 AMCA MEMORIAL LECTURE HONOREE: MIR SUBHAN MULLA 1925-20231.

From 1979 to 2024, 51 individuals have been recognized as AMCA honorees for their lifetime achievements in mosquito and vector control. Mir Subhan Mulla (1925-2023) was the most recent honoree recognized in March 2024. Mulla received a scholarship in 1948 to attend Cornell University, where he obtained his bachelor's degree in entomology and parasitology. Mulla received his Ph.D. in entomology at the University of California, Berkeley in 1956, and then joined the University of California, Riverside (UC Riverside) faculty the same year. He retired in 2006 after 50 years of service. As one of the founding faculty in entomology at UC Riverside, Mulla created undergraduate and graduate courses and seminars in medical and veterinary entomology. As a leader in UC Riverside's world-renowned medical entomology graduate program, he advised 27 Ph.D. students, three master's students, 20 postdoctoral fellows, and 30 visiting scholars from many countries. Mulla contributed significantly to research and developments in biology, ecology, and control of arthropods of public health and economic importance, including but not limited to mosquitoes, flies, eye gnats, midges, blackflies, and stored product beetles. His work on biorational pesticides was remarkable. He published more than 550 scientific papers in peer-reviewed journals. Mulla served the scientific community as a consultant, advisor, member, or chairman with numerous national and international organizations. He guided many universities in the development of their medical entomology programs. Mulla also served as one of the founding scientists of the Society for Vector Ecology (SOVE). He also provided financial support for facilities, faculty, and students at UC Riverside. Additionally, Mulla served as a leader in the Riverside Muslim community. He and his wife Lelia founded the Islamic Society of Riverside and Orange Counties in California. In recognition of Mulla's excellence in teaching, mentorship, and research, he received numerous prestigious recognitions from universities, communities, and professional organizations. He will be greatly missed by his loving and devoted family, friends, former students, and colleagues here in the USA and abroad.

Happy hours, not office hours: Socially engaging cybersecurity students in a large online graduate course

Happy hours, not office hours: Socially engaging cybersecurity students in a large online graduate course

Bracing for the Storm: A Case Study on Hurricane Preparedness in Higher Education Institutions

This case is for use in graduate courses in higher education and student affairs administration. It presents a multitude of challenges faced by higher education professionals in the event of a natural disaster. While intensive planning prior to the disaster can help mitigate some of the aftereffects, there will still be a number of decisions that must be made to ensure the safety and security of students, faculty, and staff. This case highlights the complex issues that administrators must often face as well as provides an opportunity to evaluate the complex issues from a variety of perspectives.

Interdisciplinarity through internationality: Results from a US-Mexico graduate course bridging computational and plant science.

Interdisciplinarity is used to integrate and synthesize new research directions between scientific domains, but it is not the only means by which to generate novelty by bringing diverse perspectives together. Internationality draws upon cultural and linguistic diversity that can potentially impact interdisciplinarity as well. We created an interdisciplinary class originally intended to bridge computational and plant science that eventually became international in scope, including students from the United States and Mexico. We administered a survey over 4 years designed to evaluate student expertise. The first year of the survey included only US students and demonstrated that biology and computational student groups have distinct expertise but can learn the skills of the other group over the course of a semester. Modeling of survey responses shows that biological and computational science expertise is equally distributed between US and Mexico student groups, but that nonetheless, these groups can be predicted based on survey responses due to subspecialization within each domain. Unlike interdisciplinarity, differences arising from internationality are mostly static and do not change with educational intervention and include unique skills such as working across languages. We end by discussing a distinct form of interdisciplinarity that arises through internationality and the implications of globalizing research and education efforts.

Enhancing training in spiritual and religious competencies in mental health graduate education: Evaluation of an integrated curricular approach.

Despite practice guidelines for multiculturally competent care, including spiritual/religious diversity, most mental health graduate training programs do not formally address spiritual/religious competencies. Thus, we enhanced the Spiritual Competency Training in Mental Health (SCT-MH) course curriculum to train graduate students in foundational attitudes, knowledge, and skills for addressing clients' spirituality and/or religion (S/R). The hybrid (online and in-person) SCT-MH course curriculum was integrated into existing required graduate clinical courses (replacing 15% of a course's curriculum) and taught to 309 students by 20 instructors in 20 different graduate training programs across counseling, psychology, and social work disciplines. Using a multiple baseline waitlist control design in which students served as their own controls, students completed validated assessments at three timepoints evaluating their spiritual/religious competencies for understanding the intersection between S/R and mental health. We also collected qualitative data from the students to evaluate acceptability of the content and format of the training program. Students' scores on all seven measures of spiritual/religious competencies had a statistically significant positive increase after engaging with the SCT-MH curriculum compared to the control period. At the end of the course, 97% of the students envisioned using spiritually integrated therapy techniques with their clients at least some of the time, 92% or more rated the materials as helpful and relevant, and 96% were satisfied with the training modules. Results demonstrate that dedicating a small (i.e., 6 hours of class time; 10 hours outside class time) but intentional amount of course time to teaching spiritual/religious competencies increases students' attitudes, knowledge, and skills for attending to clients' S/R in clinical practice. The SCT-MH hybrid course content is freely available to all graduate programs on our website. https://www.spiritualandreligiouscompetenciesproject.com/resources/sct-mh.