Non-major Students Research Articles

간호사 이미지 지각은 어떠한가?: 전공학생과 비전공 학생비교

본 연구는 간호사의 전통적, 사회적, 전문적 및 개인적 이미지의 차원에서 전공자와 비전공자간의 지각차이가 존재하는가와 미디어에 비친 간호사역할 이미지 지각차이가 있는가 및 간호사와 관련된 정보를 접하는 매체와 간호사 관련 정보와 이미지 접촉매체에서 기존의 연구결과와 차이가 있는가를 확인하고자 하였다. 이를 위해 간호학 전공자와 비전공자를 대상으로 설문조사 하였다. 연구결과 첫째, 간호사의 전통적, 사회적, 전문적 및 개인적 이미지에서 인식의 격차가 높게 나타났다. 둘째, 미디어에 비친 간호사의 이미지는 의사의 보조역할을 담당하고 있는 것에 대한 이미지가 높게 나타났다. 셋째, 간호사 정보 접촉매체는 TV가 매우 높게 나타났다. 본 연구결과는 환자와 간호사간의 공감커뮤니케이션을 활성화하는데 근거자료를 제공해 줄 것이며, 특히 매체활용(PPL전략과 퍼블리시티 활용전략)을 통한 간호사 이미지 향상방안을 제언하는데 의의가 있다. This study was confirmed nurse's traditional, social, professional and personal image of the dimensional perception of the difference between the majors and non-majors students exist? and Reflected on the role of the media image of nurses are there differences in perception? and Nurses and nurse related information, and information on contacting the media and contacted the media image of the existing research results and is there a difference? For the purpose, we survey the nursing majors and non-majors students. The results follows. First, the traditional nurses, social, professional and personal image perception gap is high. Second, the media reflected the image of the nurse in charge of the secondary role of a doctor about the image is high. Third, the nurse contacted the media about the TV is very high. The results of this study have implications to enable communication between patients and nurses agree that will provide evidence. In particular, the nurses through the use of media(PPL and Publicity strategy) suggest ways to improve the image.

CHALLENGES IN UNDERSTANDING PHOTOSYNTHESIS IN A UNIVERSITY INTRODUCTORY BIOSCIENCES CLASS

University students’ understanding of photosynthesis was examined in a large introductory biosciences class. The focus of this study was to first examine the conceptions of photosynthesis among students in class and then to investigate how a certain type of text could enhance students’ understanding of photosynthesis. The study was based on pre- and post-test designs, in which students’ prior knowledge of photosynthesis was measured with ten open-ended questions. The test measured the students’ systemic and factual levels of understanding. After students read either a text that systematically pointed out how typical misconceptions contradict scientific concepts (a refutational text) or a traditional text (a non-refutational text), the students’ knowledge was tested again with the same test instrument. Results showed that students’ prior knowledge and understanding of photosynthesis varied considerably, but both texts seemed to support effective learning. The study revealed several common systemic and factual misconceptions students hold concerning photosynthesis. The knowledge of students majoring in biology was higher than that of non-major students, especially concerning the systemic understanding of photosynthesis. The refutational text appeared to help the students who had weak prior knowledge. Thus, science educators should be aware of the heterogeneity of students concerning their levels of prior knowledge and should design instruction accordingly. We suggest that tools, such as refutational texts, can support students at the university level who have weaker prior understanding.

Using Feature Films to Teach Public Relations

Teaching fundamental public relations courses to students from diverse backgrounds poses additional complexities in learning effectiveness. This exploratory study evaluated the effectiveness and identified the challenges of using films to teach public relations among nonmajor students. Results from an online survey and two focus groups found that the use of films to teach public relations concepts to nonmajors is an effective means of developing greater understanding and appreciation of concepts. A heuristic model was developed to help public relations educators to use this pedagogical technique on deciding how to teach public relations courses and concepts.

Case-Based Instruction in Digital Integrated Circuit Design Courses for Non-Major Students

In this paper, a preliminary study using case-based teaching methodology in a digital IC design course is described. The proposed case-based course consists of ten lecture topics with hands-on labs and two projects. Each topic covers a design case example which contains illustrations of physical structure, hardware description language (HDL) codes, truth tables, waveform, and comments. Students can comprehend the essence of HDL by referring to physical logic gates, truth table, and waveform with HDL codes. This helps students to understand the abstract nature of HDL-based design flow especially for non-EE major undergraduates. To illustrate the effect of case-based teaching methodology instruction for non-major undergraduates, a specific class was constructed by 56% major and 44% non-major undergraduates. At the end of the course, both major and non-major undergraduates verified all labs and projects successfully. The questionnaire statistics show that most of the students like the course with case-based guidance. They all look forward to taking other similar engineering courses in the future.

Self-Perceived Influences on Musically Active Nonmusic Majors Related to Continued Engagement

This study investigated influences encouraging active music engagement beyond the high school and college years among nonmusic majors who are actively engaged in music. A web survey yielded a 50% response rate ( N = 476) from nonmajor students enrolled in performing organizations at a large Midwestern public university, whose responses addressed music activities in and out of school environments, influences on starting and continuing participation during high school and college, and whether ensemble directors promoted continued engagement. Results indicated high amounts of intrinsic motivation in both settings and active diverse curricular and noncurricular participation in music during high school. However, respondents indicated limited music activity outside of the college ensemble; indeed, a majority said they would not have sought a way to continue had it not been for the availability of a university ensemble that welcomed nonmajors. High school directors provided more encouragement to continue than college directors.

Bacterial monologue: an engaging writing activity for nonscience majors.

The anthropocentric focus of microbiology has painted a negative image of the largely unknown bacterial community, when in reality bacteria play many more significant roles than influencing human health. It is important to convey this message to college students so that they can make informed decisions as an educated citizen. Non-major students taking a microbiology course however, may demonstrate poor interest and become further alienated by the abstract terminologies. Recent studies suggest that story writing may enhance scientific literacy, and role-play activities are effective means to engage students. Here, I combine these two strategies and introduce a writing activity in which students impersonate an assigned bacterium. Through this writing exercise, students demonstrated deeper understanding of key concepts in microbiology, greater appreciation of the broad roles of bacteria, and improved attitude towards science and science learning.

A handful of bacteria: A simple activity that engages students to think and write like a scientist

Non-major students taking science courses to fulfill degree requirements may show low interest in traditional lecture-based classrooms. While professors may try to incorporate hands-on activities to the classroom to foster enthusiasm, the development of a low-cost, low-hazard scientific activity that engages students can be challenging. Moreover, teaching and evaluating critical thinking, scientific literacy, quantitative analysis and writing skills utilizing such activities require asking carefully designed questions. Here, I introduce a tested effective, inexpensive, 20-minute in-classroom microbiology deep-learning activity, and explain how it can be adapted to other disciplines of science. From one simple exercise, students conducted literature research, performed statistical analysis and made quantitative/causative conclusions. Students also learned to write, appreciate and critically analyze a scientific paper.

Uptake and Impact of Silver Nanoparticles on Brassica rapa: An Environmental Nanoscience Laboratory Sequence for a Nonmajors Course

Nanoscience is one of the fast growing fields in science and engineering. Curricular materials ranging from laboratory experiments to entire courses have been developed for undergraduate science majors. However, little material has been developed for the nonmajor students. Here we present a semester-long laboratory sequence developed for a nonmajors course, where students investigate the potential environmental impacts of nanoscience. Students synthesize and characterize silver nanoparticles using green synthetic methods. They then use the suspension of silver nanoparticles to “water” Wisconsin Fast Plants, Brassica rapa, over a three to four week period to simulate environmental exposure. Possible impacts are examined throughout the growth period, and silver uptake by the plants is quantified at the end of the growth period. This lab requires design input from the student, making it an open-ended experiment. Although designed for nonmajors, this lab could easily be adapted for an environmental chemistry ...

Conceptual Inventory of Natural Selection as a Tool for Measuring Greek University Students' Evolution Knowledge: Differences between novice and advanced students

The primary objective of this research was to compare various groups of Greek university students for their level of knowledge of Evolution by means of Natural Selection (ENS). For the purpose of the study, we used a well known questionnaire the Conceptual Inventory of Natural Selection (CINS) and 352 biology majors and non-majors students from the University of Athens took part in it. A principal components analysis revealed problems with the items designed to assess the concepts of population stability, differential survival and variation inheritable, therefore these items need to be reconsidered. Nonetheless, the results of the CINS for each Greek sub-group showed that the higher the involvement in evolution education, the higher the students' performances on the CINS test. This linear correlation, together with other evidence, supports the CINS authors' claims about the usefulness of the CINS as an assessment of instruction. Unfortunately, Greek university students gave many teleological and proximate answers to many of the CINS items. Comparisons between least and most evolutionary educated university students revealed that the latter gave more evolutionary answers. Oddly, advanced biology majors students did not show an improvement in all the 20 items of the CINS (only in 14 out of the 20 items) compared to novice biology students. They even gave more teleological answers to the concept natural resources are limited than novice biology majors students. Finally, Greek university students' level of knowledge of ENS seems to be closer to Canadian than US students'.

English Language Learners’ Perceptions of Motivational Changes

This study explores the changes in Taiwanese university students' English-learning motivation and the causes of these changes. The emphasis herein is on a comparison and contrast of both English major and non-major students in three different universities in Taiwan. In the study, a qualitative approach (20 semi-structured interviews) was used. The results show that the majority (19 out of 20) of the university students in this study have experienced motivational changes in their English-learning process. The factors which changed both English major and non-major students' English-learning motivation share similarities in many ways. In other words, students' majors do not affect the changes in their motivation with respect to their English classroom experience. As pointed out by the university students in this study, influences such as teachers, external pressure, exams, group dynamics and social experiences, were responsible for the changes. This paper will consider possible implications of this insight for English language teaching professionals.

Campus Eco Tours

Outdoor areas within or near college campuses offer an opportunity for biology students to observe the natural world and apply concepts from class. Here, I describe an engaging and integrative project where undergraduate non-major biology students work in teams to develop and present professional “eco tours.” This project takes place over multiple class sessions and is customizable on the basis of course content. This project encourages students to work collaboratively and demonstrate creativity, and empowers students with opportunities to enhance public-speaking skills and share findings with the greater campus community.

The Effect of Peer Assessment on Oral Presentation in an EFL Context

The purpose of this study was to examine the effect of peer assessment on oral presentation of Iranian English non-major students. To this end, 52 students of Azad and State universities of Tabriz were selected as participants. Their ages ranged from 25 to 38. The peer assessment was incorporated into the experimental group’s course to explore whether and to what extent their oral presentation skills may enhance. Data were obtained through a Likert scale questionnaire of peer assessment. Data were analyzed using SPSS Software. The results specified a statistically significant difference among the groups. The findings of the present study also suggest that, when assessment criteria are definitely established, peer assessment empowers students to evaluate the performance of their peers in a manner comparable to those of the teachers.

Investigation of Peer Discussions on Genetic Concepts

This study is an investigation on how students express their understanding of genetic concepts and their relations during peer discussions. Participants in this study were non-major students from a Swedish upper secondary school. Special attention was paid to how the groups treated the domain- specific vocabulary, how they expressed their understanding of reduction division and how they connected concepts from different biological organization levels. These subject areas have been reported as difficult for students in earlier studies. The results show discussions concerning the three subject areas and in the discussions the students help each other to make the meaning of the genetic concepts clear. The analysis is based on socio-cultural perspectives with focus on how the participants treated the genetic content from the previously presented subject areas in their discussions.

MATERIALS, DESIGN, AND INNOVATION IN NONMAJORS SCIENCE EDUCATION

ABSTRACTIn-depth materials science course offerings are crucial for training the next generation of researchers in many pure and applied fields. However, translating discoveries from the laboratory into domestic and industrial settings requires contributions from professionals outside of these strictly technical areas. Providing non-major students instruction in core scientific ideas and illustrating the myriad pathways by which these ideas become innovative technologies should be an additional goal of science and engineering programs. “Technologies of the Future” (ToF) is a novel course for non-science/engineering majors in which students participate in team-based laboratory and design projects with modern materials systems. After learning about a phenomenon or physical principle in class, students are given the opportunity to explore it in lab and are tasked with the design of a novel device that incorporates it. Example laboratory topics include superhydrophobic surfaces and dye-sensitized solar cells. In the design phase, instructors act as “consultants”, lending their expertise to students unfamiliar with engineering analysis or ancillary physical concepts. Summative activities are designed to leverage the diverse talents of the interdisciplinary teams of students. The course concepts and activities are designed to prepare students for both a modern workplace that requires innovative thinking and a modern world in which emerging technologies offer solutions to pressing environmental and social problems.

Teaching Web Information Retrieval and Network Communications Undergraduate Courses in IT Curriculum

INTRODUCTION With the pervasive use of social networks and search engines, the knowledge of computer networks and web information retrieval are becoming ever more important in an undergraduate IT (Computer Science, Information Systems, etc) curriculum. Over the last 20 years since the World Wide Web was invented, the landscape of undergraduate computer networks courses and web information retrieval courses has been going through tremendous changes. It has been 10 years since the first major computer networks curriculum workshop (Kurose et. al., 2002). It also has been three years since a major survey in the teaching of web information retrieval courses (Fernandez-Luna et al., 2009). First part of the paper surveys the undergraduate courses in two curriculum areas, computer networks and web information retrieval. The content of the survey includes the topics covered, the textbooks used, and major projects in these courses. The second part of the paper describes the authors' experiences in teaching such courses to undergraduate students in various discipline areas including computer science majors, IT majors, and non-technical majors. The rest of the paper is organized as follows. The course survey part consists of three sections. Section II gives an overview and a brief history of computer networks as well web information retrieval courses in undergraduate curriculum. Next, the methods of our study are described in Section III. Section IV presents the findings of our study that includes the textbooks used, the topics covered, and the approaches to cover these topics, the lab exercises, and the programming projects. The second part of the paper discusses the authors' experiences in teaching the computer network courses and web information retrieval courses to different undergraduate audiences. One author's experiences about teaching of a special topic course Wireless Communications and Networks to non-major students is discussed. The second author's experiences in teaching web information retrieval courses to major students as a technical elective course and to first-year non-major students as a foundation seminar. Our combined thoughts about teaching computer networks course and web information retrieval courses to undergraduate students also are reported. A BRIEF OVERVIEW OF THE TEACHING OF COMPUTER NETWORKING COURSES AND WEB INFORMATION RETRIEVAL COURSES This section presents the results of a study of sample computer network courses and web information retrieval courses offered in the last a few years in undergraduate curriculum. For the computer networks courses, the authors collected the information on the web from six universities that are representatives from either major research universities where the computer networks courses are available to the undergraduate students, or predominately undergraduate universities that offer computer networks courses to their students as an elective course. For the web information retrieval courses, the authors collected 40 courses from the web in the U.S.A. and in China and present a summary in the paper. networking courses In 2002, SIGCOMM held the first ever workshop focused on the subject of computer networks education, entitled Computer Networking: Curriculum Designs and Educational Challenges. (Kurose et. al., 2002). Eighty nine participants took part in the three panels of discussions, undergraduate curricula, laboratory-based courses, and graduate curricula. The workshop reports summarizes in a table a list of topics that a computer networking course should cover, as a minimum. These topics include physical network basics such as digital channels, coding, CSMA, and wireless networks; packet, circuit switching and framing; inter-networking; protocols; client-server programming; security and elementary performance measurement. Ten years later, another SIGCOMM workshop on the same subject was held in August 2011 (ACM, 2011). …

A case study on students' satisfaction with a network-based course

This paper examines the students’ satisfaction with a network-based course developed by a university in China. Two hundred students who were taking the course were randomly selected to take a survey and some of them were further interviewed. The result shows that the students generally have a relatively high level of satisfaction with the network-based course; major students have a higher level than non-major students; the satisfaction with the teacher-student interaction tends to be the lowest and needs further improvement. In addition, the result indicates that having prerequisite knowledge is vital for students to use a network-based course. The result is discussed and suggestions are offered in the paper.

“Does Plagiarism Mean anything? LOL.” Students’ Conceptions of Writing and Citing

This study focuses on the intersection of research ethics and academic writing, i.e. the use of sources, assignment of credit to the contributors in the research, and the dissemination of research findings. The study utilized a set of semi-structured and open-ended questions. The sample consisted of 269 undergraduate (BA) and graduate (MA) students at a U.S. university department of psychology including major and non-major students. The data showed that although an overwhelming number of the students’ examples related to ethical issues in citation dealt with plagiarism, a broad range of examples of other types of issues were also provided. Understandably, students tended to view the questions about both the assignment of credit to those involved in conducting the research and the dissemination of research findings from the research participant’s perspective, which is more familiar to them than the researcher perspective. In order to help the students to expand their notions beyond the immediate own experience to a broader understanding for the ethical principles that ought to guide a researcher in his or her work, it is desirable that students be provided with opportunities to participate in authentic research projects. With a deeper understanding of the students’ conceptions of ethics in research and academic writing, we can become more attuned to the common limitations and misconceptions that students harbor, and thus better equipped to support students in their learning process.

대중매체 영향에 따른 일부 대학생의 식품안전 지식 조사

This study was conducted to assess food safety knowledge of college students according to mass-media reports. To accomplish this, a survey was conducted to investigate the reliability, of primary mass-media sources on Bovine Spongiform Encephalopathy(BSE) as well as the preferences of college students. The most common sources of media consumed by male and female students were terrestrial television(TV)(60%), the internet(21%), and newspapers(11%) and terrestrial TV(60%), newspapers (18%), and the internet(17%), respectively. The preferences for media of major and non-major students were terrestrial TV(64%), newspapers(17%), and the internet(14%) and terrestrial TV(51%), the internet(22%), and newspapers(19%), respectively. The reliability of media as viewed by male students were as follows: terrestrial TV(53%) and the internet(40%), whereas for female students, these values were terrestrial TV(55%) and the internet(37%). The reliability of media as viewed by major and non-major students was as follows: terrestrial TV(67%) and the internet(28%), and terrestrial TV(44%) and the internet(44%), respectively. In the case of male students, the primary sources for information regarding BSE were terrestrial TV(54%) and the internet(38%), whereas for female students, the primary sources were terrestrial TV(57%) and internet (37%). In the case of major students, the primary sources for information regarding BSE were terrestrial TV(52%) and the Internet(40%), and for non-major students, the internet(47%) and terrestrial TV(39%). Both male and female students were found to have less knowledge regarding prions, SRM(Specified Risk Materials), MM(methionine-methionine) type genes, and cow above 30 months associated with BSE compared to the other factors associated with this disease. The BSE-related knowledge held by major and non-major students was revealed unknown more than the majority of responses. Based on these results, greater effort should be made to provide meaningful information to improve the food-safety knowledge of college students according to mass-media.

Learner construction of corpora for general English in Taiwan

This exploratory study describes a framework for data-driven learning (DDL), inGeneral (non-major) English university classes, in which learners construct linguistic corpora instead of merely consulting them. Prior related work has addressed the needs of language specialists, in particular trainee translators who are learning how to compile glossaries, rather than non-major students of English. It is argued in this article that the process of creating a corpus inculcates a sense of ownership in the learner and therefore has a motivational impetus. This is especially true, it is claimed here, when the topic of the corpus is of personal interest to the learner, or coincides with their major field of study. Learners may pursue language study for only a short period of their university career, but once the corpus is constructed, some students may be sufficiently motivated to consult it and add to it when needed. Moreover, the process of compiling the corpus may lead to the acquisition of not only language but also useful transferable skills, including information technology and problem-solving competencies. This study presents some of the motivational issues surrounding DDL in Asia and suggests corpus construction as a solution. Previous research on corpus construction by learners is reviewed. Inthe experiment which forms the core of this study, 90 freshmen compiled andanalyzed corpora as part of a General English course in Taiwan. Of these, 19students completed final projects based on corpora they had compiled. Their findings – and reactions to the use of corpora compilation as a language learning tool – are reported in a qualitative data analysis.

The Composer in the Liberal Arts College

This essay explores the role of music composition within the curriculum of a typical small liberal arts college and the faculty composer's role(s) in facilitating the study of composition. The relationship between composition and campus performance is discussed, particularly in light of the increased emphasis on performance in formerly all-male colleges (Amherst, Williams, Bowdoin, Dartmouth, and so on) after the advent of coeducation in the 1970s. Other topics include teaching strategies for introducing non-major students to composition, the rise of interest in non-Western music (with resulting influence on student composers), and the utilization of visiting performers/composers.