Increasing Student Participation Research Articles

P112 X factor makeover for 4thyear medical student lectures

Background/introduction Traditionally Year 4 Medical students at Bristol University receive 4 hours of didactic lecture based teaching on sexual health topics. Overall, the feedback is satisfactory but student evaluations consistently denounce the volume of information contained in the lectures. Aim(s)/objectives To support learner diversity and increase student participation, we decided to revamp the delivery of the sexual health curriculum. Methods We made the lectures available on the student intranet for background reading and signposted the students towards additional sources of information such as BASHH guidelines. During a study day, 60 students in groups of 5 or 6 were asked to teach their peers using case studies on topics such as vaginal discharge, genital ulcers and sexual assault. Teaching methods included game shows, a rap about syphilis and role-play. There were prizes for the top three presentations (through peer grading) and a prize for the most innovative. A questionnaire, and open discussion were used to obtain feedback on both the old and new teaching formats. Results Overwhelmingly the students preferred and gained more from the student led case based presentations. They felt more engaged and would recommend it for future groups. Some students felt it was also important to have an opportunity to ask questions about the online lectures in future. Discussion/conclusion Through this alternative approach to learning new information, we have catered for different learning styles and created a positive learning environment. Peer teaching can be very effective in encouraging critical thinking and producing deeper learning outcomes.

Undergraduate Research As A Fate Accompli: Innovation And Evolution Of A Student Conference In Business

The benefits of undergraduate research continue to receive academic attention and it is becoming an engaged learning practice present on many college campuses today. As research participation grows, an opportunity exists to showcase the work being accomplished and to use this public presentation to foster a culture of undergraduate research on campus, lobby for additional funding, and increase student and faculty participation. We describe the innovation and evolution of a student conference in business, sharing lessons learned and measureable results for the ten years this conference has been in place.

Peningkatan Partisipasi Siswa Kelas IV dalam Pembelajaran IPS melalui Media Kartu Di SDN 22 IV Koto Aur Malintang Kabupaten Padang Pariaman

Factor that causes student participation under communication in social science study (IPS) still internel study process in teacher, monotonous study, and impress a little stiff, so that make student inclined feel tense and satisfied in learn. potencial student to think, critical, and ask, take outside opinion doesn't bloom well, so to increase student participation in study, teacher be demanded to use strategy that can involve student mobilety. Teacher success in teach doesn't quit of teacher know-how use and choose media and method in study. Watchfulness internal issue formulation how does class student participation enhanced IV in study IPS by using card media at country elementary school. Aim from this watchfulness describes student participation enhanced in study ips pass card media in class IV. country elementary school. Hypothesis that proposed in this watchfulness with card media can be increased class student participation IV in study IPS at country. Watchfulness method that applied class action watchfulness method. Subjek watchfulness class student IV SD. Watchfulness result data student participation data and teacher activity during study in class. In hypothesis testing is used student participation percentage enhanced in study execution in use card media. Data analysis result data is got average participation percentage in my cycle I is 42,56% and cycle II 74,47% happen student participation enhanced from my cycle to cycle ii as much as 25%. Inferential with card media can be increased class student participation IV country elementary school. Conection with watchfulness result that got above so as suggestion in increase student participation, teacher can use card media in study IPS

OPNET: a Solution for Software and Hardware Networking

OPNET (Optimized Network Engineering Tool) tool introduces the innovative techniques for teaching and learning computer networking and hardware. This tool helps teachers to succeed in dealing with the cost complication and space restriction, in teaching networking and hardware ideas and increase student's participation in flexible learning activities. It helps to starts in with a good comprehension of computer networking and hardware forming necessary basic concepts which are essential. There after it provides lab activities designed to enhance teaching and learning various aspects of computer networking. It is known fact that in computer education, understanding of computer communication networking and hardware concepts are very important topics, but many students appear to think the subject rather technical and too long. Thus, it is necessary to improve learning environment and guide students in exactly motivated with susceptibility for forming a essential core for the concepts. The objective of using OpNet to having existed a bridge between theory and practice in computer networking and hardware field by adopting various approaches, it also cover a broad range of learning about wired and cellular networking, hardware, and custom, but it give special importance to interactive simulative activities in order to motivate students to learning real-world examples. The lab experiments help to enhance knowledge and student's practical skills.

Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

Studies have shown that the more ownership students take of their academic work, the greater the level of information retained, knowledge acquired, and general cognitive development. Many teaching techniques that span across sciences, and go beyond standard techniques such as: merely lecturing at students or following written procedures for “cook book-style” laboratory experiments, have surfaced in the last decade. One such method, known as Course Preparation Assignments (CPAs), requires students to read and analyze course material prior to attending class. This approach gives students their first exposure to new content outside of the classroom, while also engaging them in responding to a series of questions that they must answer individually. This prior exposure to course material allows the students to not only complete written assignments with the incentive of earning points, but also forces them to reflect on what they are learning. Prior to adopting the CPA teaching practice, I discovered that very few of my chemistry and biochemistry students completed the reading and homework problems until a few days prior to an examination. Each class or unit that includes a CPA follows a predictable pattern which students adjust to quickly: Read – Think –Write/Draw/Calculate – Discuss the course content. The impact of incorporating CPAs into undergraduate Analytical Chemistry and Principles of Biochemistry lecture courses will be described from this instructor’s point of view. In addition, the advantages and challenges of utilizing this teaching approach at a Primarily Undergraduate Institution, within classes made up of 8-45 students, will be described. Furthermore, the development and use of CPAs for teaching various Chemistry courses, the leading and facilitating of course discussions in class, the grading of assignments, and student perceptions of the approach will be discussed. Indeed, the pedagogical approach generally promotes timely completion of assignments, helps create a more interactive classroom setting, encourages students to ask more questions, facilitates involvement in discussions all of which result in an improved ability to think and reason critically.

Using a "Daily Motivational Quiz" to Increase Student Preparation, Attendance, and Participation

Using a "Daily Motivational Quiz" to Increase Student Preparation, Attendance, and Participation

Implementation of a Flipped Classroom Educational Model in a Predoctoral Dental Course

This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

Using Response Cards to Increase Student Participation in an Inclusive Classroom

One of the most challenging aspects facing educators today is ensuring academic success for all students in the classroom. Many teachers feel that increasing participation levels of students during instructional time afford students the best chance of academic success. This study analyzed the use of response cards in an eighth grade inclusion math classroom to increase student participation and academic achievement. An AB design study was used to collect data on five students who represented the classroom population of students with and without disabilities. Lesson materials were delivered under two conditions, hand-raising and write-on dry erase board response cards. Results indicated a significant increase in student participation and on-task behaviors during the response card phase. Scores on weekly quizzes and end of unit tests increased after review lessons were conducted with response cards. Recommendations for future studies are included.

Using Student-Led Seminars and Conceptual Workshops to Increase Student Participation

This article examines the use of two strategies designed to increase student participation in a teacher education class: student-led seminars and conceptual workshops. Quantitative data, collected by a graduate student observer, showed increased student participation in classroom discussion and activities. Also, qualitative findings collected through a third party interview revealed students’ perceptions of in-depth understanding, practical application, and synthesis.

Increasing Student Participation in Online Group Discussions Via Facebook

Increasing Student Participation in Online Group Discussions Via Facebook

Did Cultural and Artistic Education in the Netherlands increase Student Participation in High Cultural Events?

This study examines whether Cultural and Artistic Education in the Netherlands caused students to participate more in high cultural events. A unique feature of the intervention was that students were free to choose the type of cultural event they participated in. So the intervention relied on the intrinsic motivation of students to participate in high cultural events, while there was no reason to assume that this motivation was present given the existing literature. We find that Cultural and Artistic Education increased the participation in high culture, but not the participation in popular culture. The effect of the intervention is, however, small. Student characteristics do not influence high cultural participation, but the fraction of immigrant students in the class does: the lower this fraction, the more students participate in high cultural events. Finally, the effect seems to represent (at least partly) the intrinsic motivation of students for high culture.

Creating and sustaining a diverse student community in a school of nursing.

In response to national and state mandates to increase diversity in the nursing workforce, a small, liberal arts college in Oregon implemented a comprehensive program to recruit and retain students underrepresented in nursing, especially Hispanics. The goals of Ayudando Podemos were to increase enrollment of underrepresented and disadvantaged students, improve student retention and graduation rates, increase student participation in a mentorship program, improve cultural competence in the campus community, and increase the number of graduates working in medically underserved or health professional shortage areas (HPSAs). The program had four parts: institutional catalysts and commitment, relationship building and student connection, individualized academic coaching, and financial aid and scholarship coaching. Sixty-nine prenursing and nursing students participated over 6 years. The retention rate was 96.2%.

Power Electronics Open-Source Educational Platform

Learning Power Electronics is essential in both electrical and electronic engineering fields and the introductory courses are similar in many universities. Taking this premise into account, an educational computer-aided platform for power electronics will be presented in this paper. This educational platform includes an e-book, a set of power electronics animations, Java simulations, as well as several hands-on training sessions. The main advantages of this platform are twofold. First, all necessary teaching tools are combined on a single platform. And secondly, access to this platform is available free of charge and with no complicated registration requirements. In addition to traditional teaching techniques, the use of this platform has demonstrated an increase in student participation and has consistently improved their academic performance. Data consist of surveys, which guarantee both reliability and validity through psychometric techniques.

Teacher, Know Thyself

Teacher, Know Thyself

Using a “Daily Motivational Quiz” to Increase Student Preparation, Attendance, and Participation

ABSTRACTIntroductory accounting classes are predominately composed of freshman and sophomore nonaccounting majors, who may not be as motivated as upper-level accounting majors. As a result, instructors of introductory accounting courses are challenged in finding effective strategies to motivate these students to: (1) prepare for class, (2) arrive to class on time, and (3) participate in meaningful class discussions and activities. To address these issues, we give a short daily quiz at the beginning of each class. The quiz consists of three easy-to-grade conceptual questions that students should be able to answer, provided that they have read the assigned textbook pages. Empirical evidence suggests that the daily quiz has the desired motivational effect on student behavior with respect to preparation, punctual attendance, and participation. In addition, lower failure rates occurred in semesters that incorporated a daily quiz. Finally, use of the daily quiz had no adverse effect on course and instructor evaluations.

Use of Classroom Response Systems for Formative Assessment in Natural Resource Courses

Abstract Classroom response systems, i.e., clickers, increase student engagement and participation during class. Although they have many uses, clickers are particularly useful for encouraging student discussion and for formative assessment of student understanding. Clickers enable the instructor to rapidly gauge student understanding of the class topic and move discussion to points where students are having trouble. They also enable instructors to probe for common misconceptions about concepts, stimulate discussion concerning these misconceptions, and stimulate critical thinking in students in the process. I discuss my approach to using clickers for formative assessment and provide suggestions for effective use of clickers in the natural resource classroom.

INSPIRED High School Computing Academies

If we are to attract more women and minorities to computing we must engage students at an early age. As part of its mission to increase participation of women and underrepresented minorities in computing, the Increasing Student Participation in Research Development Program (INSPIRED) conducts computing academies for high school students. The academies are designed to increase students’ knowledge of and interest in computing and to encourage females and minorities to participate in computing. INSPIRED academies differ from others in several ways. They are relatively easy to organize and require relatively few resources; they focus on computing concepts and object-oriented programming; they expose students to successful female and minority computer scientists; and they actively engage university students from underrepresented groups to organize, coordinate, teach, and help assess the academies. This not only provides role models for the high school students but also helps engage the university students and promote their professional development. Our assessment results show that high school student participants have gained significant knowledge and interest in computing through participation in the academies. This article describes the organization, coordination, content, and assessment of the academies, along with suggestions for those who would like to design academies like these. It also discusses how to prepare university students for their roles in the academies and how their participation has helped in their professional development. It includes pointers to sites from which the instructional and assessment materials can be downloaded for those who wish to replicate or adapt these materials.

Introduction of Active Video Gaming Into the Middle School Curriculum as a School-Based Childhood Obesity Intervention

School-based physical education (PE) interventions are encouraged as a recommendation to support an increase in moderate to vigorous physical therapy by modifying curricula to allow for more active time in PE class. Based on these recommendations, the goal of this project was to incorporate a video gaming system as a fitness activity into a traditional PE class to enhance the curriculum and increase student participation and active time. The sample consisted of 86 sixth-grade students at a pilot middle school. A paired samples t test was conducted to evaluate whether students (n = 82) increased their participation in PE class after the intervention. The results indicated that the postintervention students (M = 4.37, SD = .80) were significantly more active in PE class than before the intervention (M = 4.16, SD = .88, t(81) = −2.27, p = .026). Significant findings included an increase in the percentage of students using the software options of Just Dance and Dance Dance Revolution before and after the intervention. Prior to implementation, the use of Just Dance was reported at 11.6%; the percentage more than doubled to 25.6% after the intervention. Similar findings were noted for Dance Dance Revolution, as pre-implementation use was reported to be 10.5% and postintervention usage was reported to be 19.8%. This project has proved to be an effective intervention to meet state and national PE standards while increasing adolescent activity as a measure to decrease the childhood obesity epidemic. The intervention also suggests that positive modeling behaviors proposed in school can encourage positive behaviors at home. Long-term efficacy and continued usage within this school and expansion to other schools and to alternate age groups warrants further investigation.

Book Review of Clickers in Action: Increasing Student Participation in General Chemistry

Clickers in Action, a new book describing the practical aspects of using classroom response systems for general chemistry courses, is reviewed. The work reviewed covers the basic background of clicker use, then proceeds with general best-practices advice, followed by an extensive set of example questions which comprise the bulk of the book. Extensions to in-class demonstrations are also included.

INSPIRED broadening participation

The Increasing Student Participation in Research Development Program ('INSPIRED') is designed to increase participation of women and underrepresented minorities in computing. It is a comprehensive program whose goals are to attract, retain and transition these students into careers or advanced study in computing. This paper focuses on the program's first year experience, including the results of a formal assessment of the program's effectiveness. It describes the strategies used to attain the goals and the rationale for using these strategies. It also includes lessons learned for the benefit of those who are considering adopting these strategies at their institutions.