Instructional Course Research Articles

The Effect of Health Belief Model Education on COVID-19 Preventive Behaviors in Nurses Working in Corona Wards of Farshchian Sina Hospital, Hamadan, 2022

Background and Objective: This study aimed to investigate the effect of education based on the health belief model on the COVID-19 preventive behaviors in nurses working in the Corona wards of Farshchian Sina Hospital, Hamadan, Iran, in 2022. Materials and Methods: This semi-experimental two-group study was conducted based on the pretest-posttest design with a control group. Initially, the nurses were classified and 70 cases from each class were randomly assigned into two intervention and control groups. In the intervention group, an educational program including the health belief model structures was used in 45-min three instructional sessions. Finally, after a month, a final evaluation was conducted, and a posttest was administered using the initial questionnaire. The collected data were analyzed using SPSS (latest version) software through paired t-test, independent t-test, and ANCOVA at the significance level of 95%. Results: Based on the paired t-test results, the mean scores of the nurses' awareness (P=0.02), perceived severity (P=0.000), perceived benefits (P=0.000), perceived barriers (P=0.006), self-efficacy (P=0.008), performance guide (P=0.002), and preventive behaviors (P=0.007) showed a statistically significant difference in the interventional group before and after the intervention. Conclusion: The present educational intervention based on the health belief model has significantly improved the knowledge and preventive behavior of nurses towards COVID-19. Therefore, healthcare professionals and public health experts can use the health belief model to develop programs and interventions to help prevent health problems, encourage therapeutic behaviors, and support behavior change. It is recommended that instructional courses based on the health belief model be held for nurses working in the wards related to COVID-19 because they are at a higher risk of contracting COVID-19.

Comparing Contact Education and Digital Distant Pedagogy Strategies: Lockdown Lessons Learnt for University-Level Teacher Education

Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and innovations. This cross-sectional study compared survey data of teaching students between four time points: in 2019 (n = 108), in 2020 (n = 115), in 2021 (n = 110), and in 2022 (n = 90). The course content was the same, only the implementation differed. In the spring of 2019 and 2022 the course was implemented as contact-teaching, but during the critical phase of the pandemic in 2020 and 2021 as distant teaching. Data were analysed by using ANOVA and the prediction of possible effects of the contact/distance learning by the structural equation path model (SEM). The analysis showed that the results favoured the first contact instruction course in 2019: their confidence of integrating the learned contents of the science centre into practical school matters differed from all the other groups. This group also appreciated the usefulness of the course more than the other groups. In turn, the first distant course had a more negative opinion of the usability of the course than all the other groups. Despite that the distant group in 2020 and even more so the other distant group in 2021 felt more confidence in the direct integration of the course content into future teaching based on the path analysis. Gender had two kinds of effects, one in the distance learning group in 2020: being a female directly predicted the future use of science centre type pedagogy, and the other in the contact learning group in 2022: being a female predicted the appreciation of the science centre course. As a limitation of the study, more students’ prior experience and attitudes with online learning is needed from future research. The preliminary results and best practises of this study are utilised internationally in several EU-Erasmus+ projects.

EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan

The number of English medium instruction (EMI) courses has grown dramatically in non-Anglophone countries during the past three decades. As EMI is considered ‘an unstoppable train’, the Taiwanese government wants to be on board that train. This current research investigates EMI language practices at one university in Taiwan through interviews of three EMI instructors as key informants and how their practices and beliefs were misaligned with the government’s language policy. Findings revealed three misalignments at the macro, meso, and micro levels of the implementation of EMI at the university. The misalignments were: (1) the incongruity of students’ English proficiency as a prerequisite for enrollment, (2) inconsistencies in defining EMI, and (3) instructors perceived conflicting learning needs and interests of students. The conflicting interests suggested that EMI could be considered a problem, a right or a resource by different stakeholders. The study concluded that a top-down policy with language-as-resource orientation may not be the way to implement EMI effectively. Instead, language-as-right orientation to promote EMI seems to be agreed by all stakeholders and policy makers at the macro, meso and micro level.

Sul Ross at Texas A&M by John A. Adams Jr

Reviewed by: Sul Ross at Texas A&M by John A. Adams Jr Dan R. Frost Sul Ross at Texas A&M. By John A. Adams Jr. Centennial Series of the Association of Former Students, Texas A&M University. (College Station: Texas A&M University Press, 2021. Pp. xiv, 269. $32.95, ISBN 978-1-62349-938-9.) The title of this book is slightly misleading. Sul Ross at Texas A&M covers more than just Lawrence Sullivan “Sul” Ross’s time as president of the [End Page 166] Agricultural and Mechanical College of Texas (Texas A&M) from February 1891 until his death in January 1898. The work also provides solid background information on Ross’s previous roles as a Texas Ranger, Confederate brigadier general, and governor of Texas. John A. Adams Jr. demonstrates that Ross’s popularity in these earlier occupations paved the way for his tenure as the college’s president. The book also more fully develops Ross’s time at Texas A&M than the two other key works on the subject, Henry C. Dethloff’s A Centennial History of Texas A&M University, 1876 to 1976 (College Station, Tex., 1975) and Judith Ann Benner’s Sul Ross: Soldier, Statesman, Educator (College Station, Tex., 1983). Aside from the typical duties of running a college, Ross spent much time mulling requests to return to political office, including a possible third term as governor. Nevertheless, through the copious use of Ross’s personal correspondence, Adams reveals that Ross, although attracted to the intrigues of Texas politics, decided to remain at the college and forgo a resumption of his political career. Politics nonetheless intruded on Ross’s time as president. Like other leaders of agricultural and mechanical colleges during the Gilded Age, Ross annually lobbied sympathetic legislators for appropriations and fought those who doubted the value of the applied scientific, agricultural, and mechanical engineering courses provided by the college and who would have scrapped the institution altogether. His popularity and political connections prevailed in getting the larger budgets necessary to accommodate the growing number of students and faculty during what Adams rightly touts as Ross’s successful administration. This accomplishment is especially remarkable given that it coincided with an economic depression during the 1890s. Still, Adams’s treatment of Ross is adulatory. If Ross made any mistakes, either before or during his time at Texas A&M, one would never know it from reading this work. Ross’s efforts in behalf of his school are portrayed as selfless and in the best interests of all Texans. The author dismisses contemporary critics of Ross and his administration at A&M, who questioned the school’s classical courses or military instruction at the expense of scientific, agricultural, and mechanical engineering education, as ignorantly, politically, selfishly, or even nefariously motivated. Yet academics and legislators throughout the South legitimately debated such issues regarding the proper courses of instruction for agricultural and mechanical colleges. Adams needed not impugn the motives of all of Ross’s critics over their valid concerns to demonstrate what the author believes was the Texas A&M president’s outstanding character. Like his detractors who supported other schools, Ross fought politically to advance his college’s interests. The Texas legislature, Adams notes, struggled to appropriate funds to at least four state-supported institutions of higher learning during the late nineteenth century. The post–Civil War proliferation of schools offering similar curricula occurred throughout the South, and, as in Texas, it left behind more academically and financially weak institutions than strong ones. In this environment, the political and personal interests of collegiate presidents in acquiring larger appropriations than their competitors were inevitable and made Ross no more innocent of political machinations for his school than any other collegiate president. Ross was an influential former governor; it is not surprising that he triumphed over adversaries with less political influence. [End Page 167] Adams credits much of Ross’s fame in Texas to an emerging “celebrity journalism” that “heightened the visibility of business and political icons, lionizing these key personalities and their activities” (p. 204). This ode to Ross includes him among such accomplished figures as Theodore Roosevelt, Winston Churchill, and William Jennings...

Analisis Analisis Pola Pencarian Informasi Model David Ellis terhadap Kualitas Informasi Mahasiswa Aktif Organisasi Fakultas Ekonomi Bisnis Islam UINSU

Information seeking behavior is a specific activity or project that is carried out on an individual basis in order to find information that is required or desired in order to accomplish a certain goal. David Ellis' model of information searching behavior is the one that became the guiding principle in this study. Starting (awalan), Chaining (menghubungkan), Browsing (menelusur), Differentiating (pemilahan), Monitoring (memantau), and Extracting are the steps involved in the process of collecting the information (menggali). The purpose of this study is to comprehend various methods for collecting model ellis information that have been conducted at the Mahasiswa Aktif Organization of the Faculty of Economics and Business Islam at UINSU Medan in order to satisfy the need for this information in the course of instruction. The method that was used in this study was using a kualitatif method with case study alignment. The results show that some students come from internal campus organizations as many as 13 students (61.90%), Islamic economics majors have the highest percentage of other majors (61.90%), some students first conceptualize the information they want to trace (66.7%) , some students did information searches before looking at their bibliography as a reference source (76.2%), some students use the browsing stage by searching for information other than using google, namely by using print media and social media with the same presentation (38.09%), some students compared asking directly to the experts by looking at the development of information from new journal publications stated that they chose to ask their experts (57.1%), by continuing to search for information that was explored in depth to get information saturation points stated that 16 respondents (76.2%) agreed, re-checking the information that has been traced for medapa provide accurate data according to the needs of the informants (76.2%), closing access to the search when they have found the information they need (47.6%).
 Keywords: Information-seeking behavior, David Ellis Model

A Qualitative Analysis of Graduting Business Seniors Core Course and Online Course Perceptions

Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses and online courses experiences. Using qualitative open item analyses, this study asked graduating business students for their perceptions of required core courses and their online course experiences. Consistent demographics and school background variables allowed the Fall, 2021 and Spring 2022 graduating samples to be combined. Student records allowed the graduating students to be split into qualitative versus quantitative majors to promote comparison across common categories. There was much overall agreement between qualitative and quantitative majors on the most valuable part of their core experience, as well as how to improve this experience. However, quantitative majors were more likely to mention specific core courses as being valuable than qualitative majors. In addition, quantitative majors were more likely to voice concerns about better professor instruction and poor course structure versus qualitative majors. Finally, quantitative majors were more likely to express that online courses were not as learning effective as in-person courses. Results are further discussed.

Students' English-medium instruction motivation in three English-medium instruction courses in China.

English-medium instruction (EMI) has been spreading rapidly as the result of China's movement to internationalize its HEIs (higher education institutions). However, there is a dearth of research studies on students' motivation in EMI contexts, which should not only explore students' Foreign Language Learning (FLL) motivation in isolation but the highlights of integrating both content and language learning as a complex. This paper specifically reports on the development of students' EMI motivation and anxiety over one semester and compares three disciplines: International Trade, Film Production, and Project Management. Pre-post questionnaires and post focus group interviews were administered to students. Results showed that students generally had high EMI motivation and anxiety though the levels decreased from pre to post phases. The International Trade group had greater motivation, particularly instrumental motivation. Findings are discussed in relation to the existing literature and the local context. Pedagogical and institutional-level implications for policies are also provided.

COVID-19 and Psychological Complications Among University Students in Islamabad: A Cross-sectional Survey

Background: Due to quarantine, mental health problems particularly depression and anxiety worsen in the general population. The psychological impact of COVID-19 on university students is more due to exaggerated stress levels and anxiety-related evidence as a result of transformed delivery and doubtfulness of university education, technological concerns of online courses of instruction, being far away from home, social separation and financial losses. Objective: To determine the post-COVID-19 psychological complications among university students in Islamabad. Methods: The study was carried out in various educational universities in Islamabad from March to August 2021. A questionnaire was distributed to obtain data about demographic characteristics and psychological complications during quarantine periods after the Covid-19 outbreak in Pakistan. The questionnaire used to collect data was DASS 21 questionnaire. The association between quarantine due to COVID-19 and students' psychological health was estimated through SPSS 23 analysis procedure with a p-value<0.001 Results: The study was completed by participation of 219 individuals, 54(24.7%) females and 165(75.3%) males. All students with age between 18-30 years who completed the questionnaire both physically and online. The results of the cross-sectional study showed that depression p-value=0.30, anxiety p=0.03 and stress p=0.01. Conclusion: The incidence of post-COVID-19 quarantine psychological complications was quite high among university students of Islamabad due to home-based and administrative quarantine during lockdown measures for conserving their physical and mental health and daily life activities. The current study concludes that stress, anxiety and depression were quite common in students of universities due to quarantine.

The Misconception in Differentiated Instruction Practices: A Literature Review

This paper aims to stimulate reflective discussion about the misconception of differentiated instruction practice in the educational sector. Differentiated instruction gives students a big picture of knowledge instead of isolated knowledge and helps students to find their academic goals. While differentiating, teachers as a facilitator have to implement and arrange a differentiated learning opportunity for students. This idea widens the gap between teachers’ perception of how varied teaching should be used in the classroom. Most research encountered misconceptions among teachers not only in the differentiation practice but also due to low self-efficacy and motivation. Teachers need to break this barrier as teachers’ deception becomes a significant obstacle in applying differentiated instruction in the classroom. Teachers’ awareness of implementing differentiated instruction will affect the outcome for students. The role of teachers is one of the most critical factors in successful DI implementation. Besides, a regular teaching reflection may help teachers to conquer the basics of DI implementation. Teachers need regular professional development to break this misconception. Teacher professional development about differentiation can potentially promote all students’ achievement. Anticipating future misunderstandings may allow higher education to include differentiated instruction courses in teacher education. Most importantly, teachers must eradicate their misconceptions about differentiated instruction first to earn benefit from differentiation practice.

Beyond Written-Linguistic Modes of Meanings: Multimodal Representations to Extend the Range of Literacy Learning in EMI Students

The adaptation to the European Higher Education Area (EHEA) has meant a change from teacher-centered to student-centered education. Since the Bologna process, Spanish universities have promoted active methodologies, emotional intelligence in the classroom, assessment by competencies, and teaching in English. Thus, English as a Medium of Instruction (EMI) courses have increased. This paper analyzes two EMI courses taught in Education degrees in a Spanish university, from the point of view of the teaching strategies that can ensure the content learning and the literacy development of mixed-language ability students through the systematic promotion of multimodal patterns of meaning. To do so, students’ multimodal texts resulted from four class tasks were analyzed using a framework of interpretive strategies to assess to what extent they represented the meaning of the academic readings they were based on. The results of the descriptive analysis suggest that the promotion of multimodal meanings in the EMI classroom can extend the range of literacy learning and favor not only the development of linguistic skills but also digital, social, and cognitive skills likely to improve students’ academic performance in the courses that they study in English. Moreover, this approach contributes to an improvement in students’ degree of motivation.

Practical Research on School-based Curriculum Development of "Telling China Story in English" in Primary School Classroom

It is especially crucial to convey the tale of China accurately and to make the voice of China heard given the country's current state of growth. It is still unknown how to include Chinese culture into English instruction systematically. The aim of the study is to make full advantage of the traditional educational value of Chinese stories, to strengthen curriculum development skills among undergraduates majoring in primary education, and to improve the school-based curriculum materials in Tianjin primary schools. It was developed and put into practice to use the "Telling China Stories in English" curricular program in schools. However, the development and implementation of this course still have certain issues, such as unclear course material levels, incorrect understanding of the learning environment, and overly ambitious course content. In order to improve the standard of school-based English curriculum on Chinese traditional culture, the research suggests addressing the aforementioned issues through an in-depth study of the knowledge of delivering Chinese stories in English, diverse instruction, and appropriate course content reduction.

Integrasi Teknologi Baru dalam Meningkatkan Pendidikan Islam di Indonesia

Islamic Studies teachers face challenging challenges Based on the understanding that the duties and responsibilities of religious teachers are more than onerous, globalization which has become part of people's lives causes difficulties for teachers. Challenges for teachers today are different from the past. It is necessary that we do a lot in the form of skills and strategies to ensure that teachers are always in their best role. There is a need for a variety of instructional approaches, methods, and course materials in the field of Islamic Studies. Among these are aqidah (Islamic beliefs), sabi'ah (Islamic ethics), fiqh (Islamic law), the Koran, and Islamic history. With this in mind, it was necessary for the author to research and articulate this research in order to spend a lot of time in class using the "chalk and talk" technique to explain topics such as prayer, pilgrimage, and Islamic history. Therefore, the use of ICT in the classroom is certainly very possible, such as the use of laptops and internet connections. Many academics teaching Islamic Studies rarely use any kind of digital technology, according to previous research. This method is based on concrete field data and literature, and collects data, classifies, analyzes or processes the data, and outputs the situation objectively, taking books, magazines, newspapers, etc. as related issues, carried out by steps on these root causes.

Comparison of Undergraduate Social Studies Instruction Program Elective Course Content and Social Studies Curriculum (2018) Objectives

The 2018 Undergraduate Social Studies Instruction Program included 13 elective field courses. The pre-service teachers should select six elective courses to graduate. The present study aims to compare the content of the above-mentioned elective field courses and the 4th, 5th, 6th and 7th grade social studies curricula (2018) objectives. In the present qualitative study, the data were collected with the document analysis technique. The qualitative study data were analyzed with the Miles & Huberman (1994) reliability formula and the inter-coder agreement was determined as 91.4%. It was determined that 24 objectives in the Turkish Judicial System course, 21 objectives in the Turkish Economy course, 15 objectives in the Globalization and Society course, 10 objectives in the Environmental Education course, 9 objectives in the Historical Evidence in Social Studies Instruction, Local and Oral History, and Information Technologies in Social Studies courses, 8 objectives in the Maps and Applications course, 2 objectives in Current Global Issues, Regional Children’s Games in Social Studies Instruction, and Material Design in Social Studies Instruction courses were associated with the social studies curriculum objectives. The objectives specified in Evaluation of In-Classroom Learning, Social Studies Textbook Review, and Drama in Social Studies Instruction courses were not associated with curricular objectives.

Teacher talk in English-medium instruction classes in Japanese universities

Abstract English-medium instruction (EMI) courses in higher education have increased dramatically over the past decade and Japan is no exception. In the implementation of EMI courses, the role of English and the local language (Japanese) during content education is a subject of debate. The present study analyses EMI teacher talk by looking at aspects such as speech structure, and the role of language during content-education. Twelve undergraduate classes from four academic subjects in Economics, Ethics in Science, Project Planning, and Development Studies (three classes from each subject) were observed and recorded. Transcripts from these classes were analysed using Christie’s (1989) classroom discourse approach of curriculum genre, and Bernstein’s (1996) notion of horizontal and vertical discourses. Research findings revealed that there are similarities in EMI teachers’ classroom speech structure. However, the learning context has an effect on the role of English language which in turn influences content education.

PENGEMBANGAN MODEL TEACHING PERSONALITY AND SOSIAL RESPONBILITY (TPSR) MATA KULIAH PENDIDIKAN JASMANI SEKOLAH DASAR

Essential investigate targets are: To deliver a item Advancement Demonstrate Educating Identity And Social Duty (TPSR) within the Subject of Physical Instruction in Basic Schools that are substantial. The investigate method employments a 4-D show which is an expansion of Characterize, Plan, Advancement and Spread. The area of the research was carried out within the Essential School Educator Instruction Think about Program, FIP UNIMED. The populace of this investigate is all understudies of the Stambuk Rudimentary School Educator Instruction Consider Program 2020 totaling 225 individuals. The investigate test was arbitrarily doled out to classes, specifically lesson J Customary 2020 totaling 23 understudies. Information collection methods in this think about utilized interviews, surveys and documentation. The comes about of the advancement of the Educating Identity And Social Obligation (TPSR) Show Improvement were gotten (1) The comes about of the fabric master approval as a entire appeared that the Advancement of the Educating Identity And Social Obligation (TPSR) Demonstrate was expressed to be exceptionally substantial (96%) and the comes about of the media master approval as a entire were expressed to be exceptionally substantial (93.3%) (2) The comes about of the adequacy test have an normal esteem of 77,391 with the completeness criteria "Total". The conclusion of the investigate is that the Advancement of the Instructing Identity and Social Duty (TPSR) demonstrate is substantial and viable for utilize within the Physical Instruction Course for Basic School Instructors of Rudimentary School Instructor Instruction Staff of Instruction, State College of Medan.

Specific Anxiety Situations and Coping Strategies in Full English Medium Instruction Engineering Programs

While there is an increasing number of research studies on English medium instruction in Thailand in the university context, very few have explored the strand of foreign language anxiety. Not only that, methodological limitations exist concerning real-time anxiety reports. To broaden the research scope on English medium instruction and foreign language anxiety as well as to overcome limitations in methods, the present study used a smartwatch, journaling, and semi-structured interview to explore the specific anxiety situations and coping strategies in full English medium instruction among engineering students in Thailand. Among four volunteer participants purposely drawn from the anxiety survey, their average heartbeat per minute ranges from 72.3 to 107.8. Based on their journals and individual semi-structured interviews, several factors of specific anxiety situations found were communication apprehension, cognitive processing anxiety, the difficulty of the English medium instruction course, fear of making mistakes, lack of autonomy, perceived negative teacher acts, peer negative evaluation and test anxiety. The factor common among the participants was lack of autonomy. Further findings demonstrated coping strategies to relieve their feelings of anxiety such as preparation, relaxation, positive thinking, peer support, resignation, asking teacher’s help, translation, self-talk, being focused on task, lesson review, and metacognition. Finally, pedagogical implications were discussed to help language and content teachers address anxiety experienced by students in EMI programs.

The effect of mobile-assisted online flipped learning process on pre-service teachers' information literacy skills and educational beliefs

In today's world, where the accessibility of information is increasing thanks to the development and transformative effect of technology, the use of technology in the education system is now indispensable. The use of technology in the learning experiences of students, who are defined as digitally native in particular, has facilitated both the design of activities more appropriate for their learning habits and the application of contemporary methods based on the constructivist approach. The pandemic process has increased the application of constructivist methods and the importance of research on these methods in order to increase the quality of distance education. In this context, the effect of the mobile assisted online flipped learning experience on pre-service teachers' information literacy skills and their educational beliefs was examined. A total of 74 pre-service teachers studying in the first year of the Guidance and Psychological Counseling Department of Tokat Gaziosmanpaşa University, Faculty of Education, participated in the study, which was carried out in a four-week period. The research was conducted with the quasi-experimental design with pretest-posttest control group. In the study, the pre-service teachers in the experimental group taught the selected topics within the scope of the Instructional Design course online through the mobile assisted flipped learning model, while the pre-service teachers in the control group taught the same topics online through the leacture-based instruction model. Before and after the process, measurement tools were applied to both groups, and the differences between and within groups were evaluated. In addition, by conducting a focus group interview with the pre-service teachers in the experimental group, their experiences about the process were tried to be understood in depth. As a result of the research, it was determined that the flipped learning model is also an effective method in the distance education process, and the course conducted through the mobile assisted online flipped learning model contributes to the increase of the information literacy level and edicational beliefs by improving the different skills of the pre-service teachers.

Curriculum Content Proposal for Integration of Technology in Education

This study focuses on the content of technology-related courses offered by teacher training institutions to determine the factors that will avoid technology integration in teacher education/training. Two methods are combined in the research. As a first step, the integration of technology in education/teaching models literature was analyzed, synthesized, and categories were created based on the critics. Next, technology-related courses in teacher training curricula were defined, the content of those courses was analyzed, and some content and suggestions were proposed for better technology-integrated courses. Even though literature indicates the most critical barriers to technology integration in education are hardware problems and the lack of technical infrastructure, one of the underlying factors is the teachers' inadequacy in ICT, the usage of technology in education, and technology integration literacy. These inadequacies are the result of the training curriculum deficiencies. There are three suggestions based on the findings and for further studies. The first one is to add courses and contents to the teacher-training curriculum as discussed in interpretation and discussion. Secondly, instructional technology courses should have specific content related to the content area. The syllabus should be developed with the cooperation of the content area teacher trainer for each subject area. Finally, as a part of curriculum development, these proposed courses and their content should be reevaluated for further studies.

How Much Do Faculty Think Students Should Pay for Course Materials? A Survey of Instructors’ Use of Current Course Materials and OER Use

Introduction: Campus affordability initiatives promote the adoption of free, low-cost, and open educational materials. Coordinators first need to understand faculty usage of instructional course materials, textbook selection authority, and their price tolerance for, knowledge of, and use of open educational resources (OER). Methods: Faculty at a medium-sized research university in the Midwest were invited to participate in an online survey about their current use of instructional course materials, their knowledge of material cost, and student purchasing habits. The survey had a completion rate of 128 responses, representing all teaching ranks on campus. Results: Instructors assign a wide range of materials and rarely hear from students about their inability to purchase textbooks. The majority find US$100 or more an acceptable price and believe that more than 70% of students purchase all required items. Over half of respondents make the final decision about their materials, and factually accurate content is the top priority when making selections. Eighty percent have some awareness of OER, but OER use is low. Discussion: Response rate was too low to make general assumptions but suggests areas for further exploration and provides base data when working with departments. A faculty member’s selection authority could be limiting OER use and impacting students. Discussions need to take place about an acceptable price for department courses and how faculty decide to require materials. Conclusion: Outreach to campus partners should promote high-quality materials as instructors consider this the most when selecting resources. Further examination of how selection authority impacts OER use and student success need to occur.

Approaches to Promoting Student Engagement in Organic Chemistry Before, During, and After the COVID-19 Pandemic: Insights and Reflections

Active engagement is critical to student success in Organic Chemistry. In this paper, I trace the trajectory of student engagement in an introductory organic chemistry lecture series over the course of the COVID-19 pandemic. I detail my approach to cultivating student engagement in an online environment, evaluate the success of these approaches and discuss modifications, and recount our efforts to combat the “learned disengagement” that students exhibited upon returning to an in-person class format. Although engagement gradually dwindled over the course of online instruction, multiple interventions succeeded in maintaining a sense of classroom community in students and encouraging active participation. By building opportunities for engagement into the course structure and rewarding students who partake in class activities, I hope to once again enjoy the level of engagement that we had prior to the pandemic.