Teaching Program Research Articles

The effect of four-season exercise program(FSEP) Instructor training on active seniors' successful aging, self-efficacy, and Happiness.

The effect of four-season exercise program(FSEP) Instructor training on active seniors' successful aging, self-efficacy, and Happiness.

INSTRUCTIONAL MATERIALS USAGE ON STUDENT ACADEMIC PERFORMANCE IN PHYSICS SUBJECT IN DAY SCHOOLS IN RWANDA A CASE OF NYARUGENGE DISTRICT

Students academic performance in science subjects and physics specifically has always attracted big concern among students, parents, teachers and the entire public community. The main purpose of this research was to assess the instructional materials usage on students academic performance in Physics subjects in day secondary schools in Nyarugenge District-Rwanda. It had three specific objective such as to identify the instructional materials used in physics subject in day secondary schools in Nyarugenge District, Rwanda, to assess the level of students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda, to examine the challenges faced by teachers in preparation of instructional materials in physics subject in day secondary schools in Nyarugenge District, Rwanda, to determine the relationship between instructional materials and students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda. This research was supported with Socio-cultural theory and attribution theory. The researcher used descriptive research design and correlational research design for data collections. The study employed different respondents including parents, students, teachers, and head teachers. The total number of participants was 520, comprising 100 teachers, 400 students and 20 head teachers. These participants were drawn from 20 selected schools across 10 sectors within Nyarugenge District, Rwanda. The Yamane formula was used to calculate the sample size of 226 respondents from target population of 520.Simple random sampling was used to select students and head teachers from secondary schools in Nyarugenge District. Purposive sampling was employed for selecting teachers based on their pertinent experiences in teaching physics subject. Researcher used questionnaire and interview guide as data collection instruments where questionnaires was designed to gather information from students, while interview guides was tailored for teachers and head teachers selected from secondary schools.The findings, summarized in Table 4.7, reveal a strong and statistically significant correlation between instructional materials and students academic performance. The Pearson correlation coefficient of 0.911 indicates a very high positive correlation, suggesting that as the quality and availability of instructional materials increase, students academic performance in physics also tends to improve. The strong correlation signifies that well-designed, up-to-date, and diverse instructional resources can significantly enhance students understanding of the subject matter, leading to better academic outcomes. The implications of this strong correlation for educational practice are considerable. Schools and educators should prioritize the development and provision of high-quality instructional materials, including textbooks, digital resources, laboratory equipment, and supplementary materials. Ensuring that these resources are current, relevant, and accessible can create a more engaging and effective learning environment for students. It reveals a strong positive relationship between instructional materials and academic performance, with an R Square value of 0.829. This indicates that approximately 82.9% of the variance in students academic performance can be explained by the quality of instructional materials provided. This strong predictive capability underscores the importance of these resources in determining academic success. The Ministry of Education should implement regular and systematic professional development programs for teachers focused on innovative teaching methodologies. Background:The academic performance of students in science, particularly physics, is a significant concern for various stakeholders. This research aims to assess the impact of instructional materials on students academic performance in physics at day secondary schools in Nyarugenge District, Rwanda. Methods:The study utilized descriptive and correlational research designs, involving 520 participants: 100 teachers, 400 students, and 20 head teachers from 20 schools across 10 sectors in Nyarugenge District. A sample of 226 respondents was calculated using the Yamane formula. Simple random sampling was applied for students and head teachers, while purposive sampling was used for teachers. Data were collected through questionnaires for students and interview guides for teachers and head teachers. Results:Findings indicated a strong, statistically significant correlation (Pearson correlation coefficient of 0.911) between instructional materials and students academic performance in physics. An R Square value of 0.829 suggests that approximately 82.9% of the variance in academic performance can be explained by the quality of instructional materials. Conclusion: The study highlights the critical role of high-quality instructional materials in enhancing students understanding and academic outcomes in physics. It recommends that schools prioritize the development and provision of diverse, current instructional resources and that the Ministry of Education implement regular professional development programs for teachers to promote innovative teaching methodologies.

Investigation of Computational Thinking Skills through Instructional Techniques, Games and Programming Tools

Computational thinking (CT) has become a vital approach to problem-solving. This method has been proven successful in various areas, especially science, technology, engineering, mathematics (STEM), and professional development. The integration of CT in education provides a practical approach to solving problems. This concept paper investigated the various uses of instructional techniques and programming tools to enhance CT skills used in previous empirical research. CT consists of four main pillars: decomposition, which refers to breaking down identified problems into smaller parts; pattern recognition, which involves finding occurring patterns that can be seen; abstraction through identification of important details and removing unnecessary information; and algorithm, where a step-by-step procedure is solution is made. By exploring instructional strategies and programming environments, this paper outlines the possible impacts of these instructional strategies, games, and programming environments on improvement in CT skills, thus providing a theoretical basis for future empirical studies. The strength and combination of these approaches provide a comprehensive learning experience. This paper also suggests instructional techniques and programming tools to enhance underexplored CT skills based on research gaps.

A Study to Assess the Effectiveness of Video Assisted Teaching Programme on Knowledge Regarding Prevention of Coronary Artery Disease among Students In A Selected Arts College of Durg, Chhattisgarh (State)

Coronary artery disease is an obstructed blood flow through the coronary arteries to the heart muscles. The primary cause of coronary artery disease is atherosclerosis. The term acute coronary syndrome is used to encompass the continuum of coronary artery disease. Coronary artery disease is most prevalent type of cardiovascular disease in adults, more death occurs in middle aged adults. In India, even younger age group are prone to get heart disease due to their health damaging life style. This study was conducted to assess the effectiveness of video assisted teaching programme on knowledge regarding prevention of coronary artery disease among students in a selected arts college of Durg, Chhattisgarh (State) The conceptual framework used in this study was based on J.W.Kenney’s open system model. A quantitative approach was used for the present study. Using purposive sampling technique,60 arts students were selected and video assisted teaching given after pre-test. Followed by that post test was conducted on day 7, the collected data was analyzed using descriptive and inferential statistics. The overall analysis of prevention of coronary artery disease the mean post-test knowledge score of the subjects 28.07 is higher than the mean pre-test knowledge score 18.17. Thecalculated‘t’ value 19.769nis greater than of table value (1.984) at 0.001 level of significance. This indicates that video assited teaching programme was effective in gaining knowledge regarding the prevention of coronary artery disease. The association between socio demographic variables with pre-test knowledge score significance (p<0.001) was tested. Based on the findings indicate that there is a significant difference between pre-test and post-test knowledge score on prevention of coronary artery disease in a selected arts college students at Durg.

Immersive collaborative virtual reality for case-based graduate student teaching in thoracic surgery: A piloting study

BackgroundIn medical education various non-digital teaching methods are established. However, studies have proven that the immersive character of virtual reality (VR) applications positively impact the understanding of spatial relationships.This study outlines the development and pilot testing of a novel system for collaborative, case-based VR teaching, utilizing real-time volume rendered computed tomography (CT) data of thoracic cases among graduate students. MethodsA system was configured and deployed to provide real-time volume rendered CT data in a collaborative, multiuser VR environment. A thoracic surgery VR course was implemented into the surgical graduate curriculum, which has subsequently been evaluated with questionnaires. ResultsSeventy students assessed the curriculum through a questionnaire. Usability was rated intuitive (77.14 %) while few students (5.71 %) reported cyber sickness.A vast majority (98.57 %) agreed VR improved their understanding of anatomy compared to traditional methods and most students found learning more effective. (88.57 %) and joy during participation was rated high (97,14 %). A majority of the students (61.43 %) believed VR could partly replace traditional methods. They supported integrating VR into preclinical (81.43 %) and clinical teaching (94.29 %) as well as taking VR courses from home (78.57 %). Most participants (90,72 %) encouraged the expansion of VR infrastructure. ConclusionThe concept of a collaborative real-time VR-based educational program in medical graduate teaching has proven its technical feasibility and positive acceptance with a desire for more VR integration in surgical curricula. A two-armed study will be conducted to evaluate the objective impact as the expansion of VR environments for teaching continues.

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

Information literate students are more engaged and successful: role of information literacy in higher education

PurposeThis research examined the effect of information literacy (IL) on academic engagement (AE), cognitive engagement (CE) and academic performance among business students in Pakistan.Design/methodology/approachA cross-sectional survey was conducted to collect data from business students, recruited through a proportionate stratified convenient sampling technique, of the top 13 business institutions in Pakistan. The questionnaire was personally administered by visiting each institution with permission for data collection. A total of 554 responses were received and analyzed using the partial least squire-structural equation modeling approach.FindingsThe results exhibited that these business students perceived themselves as information literate. Furthermore, IL of business students appeared to predict positively their AE, CE and academic performance.Research limitations/implicationsThese results provided empirical and pragmatic insights for business educators, business librarians and accreditation bodies about IL effectiveness in academia. These findings may also inform policy and practice for IL instruction programs being carried out in business-related educational institutions not only in Pakistan but also in other countries of South Asia as they share similar characteristics.Originality/valueThis research would be a great contribution to the existing literature on IL, especially in the academic context as the interrelationship between IL, AE, CE and academic performance has not been investigated so far.

Implementing verifiable oncological imaging by quality assurance and optimization (i‑Violin) : Protocol for aEuropean multicenter study.

Advanced imaging techniques play apivotal role in oncology. Alarge variety of computed tomography (CT) scanners, scan protocols, and acquisition techniques have led to awide range in image quality and radiation exposure. This study aims at implementing verifiable oncological imaging by quality assurance and optimization (i-Violin) through harmonizing image quality and radiation dose across Europe. The 2‑year multicenter implementation study outlined here will focus on CT imaging of lung, stomach, and colorectal cancer and include imaging for four radiological indications: diagnosis, radiation therapy planning, staging, and follow-up. Therefore, 480 anonymized CT data sets of patients will be collected by the associated university hospitals and uploaded to arepository. Radiologists will determine key abdominopelvic structures for image quality assessment by consensus and subsequently adapt apreviously developed lung CT tool for the objective evaluation of image quality. The quality metrics will be evaluated for their correlation with perceived image quality and the standardized optimization strategy will be disseminated across Europe. The results of the outlined study will be used to obtain European reference data, to build teaching programs for the developed tools, and to create aculture of optimization in oncological CT imaging. The study protocol and rationale for i‑Violin, aEuropean approach for standardization and harmonization of image quality and optimization of CT procedures in oncological imaging, is presented. Future results will be disseminated across all EU member states, and i‑Violin is thus expected to have asustained impact on CT imaging for cancer patients across Europe.

Engagement and learning approaches among medical students in an online surgical teaching programme: A cross-sectional study

BackgroundThe COVID-19 pandemic prompted the transition of all teaching and learning of final-year General Surgery students to an online platform. Despite the utility of online methods, challenges exist such as a sense of impersonal learning, and poor student engagement. Student engagement with course content is important for deep learning. An Online Student Engagement Scale (OSE) and a revised Biggs Two-Factor Study Process Questionnaire (R-SPQ-2F) were used to evaluate student engagement and learning approaches respectively. MethodsA cross-sectional study was conducted in 2021 at a South African university. The OSE and R-SPQ-2F online survey tools were administered to all final-year students (n = 325) enrolled in the surgical online module. Quantitative data was collected, and the data was analysed statistically using R-Statistical computing software. Results are presented in the form of descriptive and inferential statistics. The reliability of the tools was evaluated by Cronbach's alpha. ResultsThe survey response rate was 35.4 % (115/325). Students were engaged at a high level, and the median (IQR) scores of the OSE tool were 71.0 (63.0–78.0). Overall, students adopted a deep approach (DA) to learning, with median (IQR) scores of 34.0 (30.0–39.0) on the R-SPQ-2F tool. There was a moderate positive correlation between the total OSE score and DA (0.53, p < 0.001). Both the OSE and R-SPQ-2F tools showed an acceptable level of internal consistency of 0.893 and 0.806 respectively. ConclusionsStudent engagement was associated with deep learning approaches. The OSE and R-SPQ-2F tools were reliable tools to measure student engagement and learning approaches among medical students.

DVRT: Design and evaluation of a virtual reality drone programming teaching system

Virtual Reality (VR) is an immersive virtual environment generated through computer technology. VR teaching, by utilizing an immersive learning model, offers innovative learning methods for Science, Technology, Engineering and Mathematics (STEM) education as well as programming education. This study developed a Drone Virtual Reality Teaching (DVRT) system aimed at beginners in drone operation and programming, with the goal of addressing the challenges in traditional drone and programming education, such as difficulty in engaging students and lack of practicality. Through the system's curriculum, students learn basic drone operation skills and advanced programming techniques. We conducted a course experiment primarily targeting undergraduate students who are beginners in drone operation. The test results showed that most students achieved scores above 4 out of 5, indicating that DVRT can effectively promote the development of users' comprehensive STEM literacy and computational thinking, thereby demonstrating the great potential of VR technology in STEM education. Through this innovative teaching method, students not only gain knowledge but also enjoy the fun of immersive learning.

Fifteen years of training courses and implementation of child and adolescent psychiatry in Jimma, South-West Ethiopia: a single site case study

In Ethiopia, as in many other low-and middle-income countries, health professionals, particularly mental health workers, are scarce. The purpose of this case study is to describe the process of establishing training child psychiatry and capacity building to implement clinical care for child and adolescent mental health. We present a case study on training of child and adolescent psychiatry embedded within the master’s degree program in integrated clinical and community mental health at the department of psychiatry in Jimma University, Ethiopia. This program is jointly developed in collaboration between Jimma University and Ludwig-Maximilian-University, Germany. The core elements of the training were to train mental state description, making decisions on possible disorders, perform occupational activities, and design psychosocial interventions. The WHOmhGAP guide is considered as appropriate knowledgebase for our teaching program. Each course was evaluated bidirectional with multiple methods. From 2010 to 2024, twelve trainings were organized. We structured the program in three phases. The initial phase (2010–2014) was to establish collaboration with guest lecturers and to develop, implement, and evaluate the training. The second phase (2015–2019) changed to mentorship and transition from guest lecturers to local trainers and included a refresher course. Phase three (2020–2024) was independent work. An outpatient clinical service for children was implemented by the lead author and now is running at Jimma University. The implementation of the training took place in small steps. A long-term commitment of local and guest lecturers enabled to develop culturally appropriate solutions for the local context. A similar approach can be applied to effectively start and expand child and adolescent mental health care in other resource limited settings.

Effectiveness of structured teaching programme on knowledge regarding worm infestation among mothers of under-five children

Background: Children from low and middle-income nations continue to be primarily affected by worm infections. Development and nutrition may be hampered by an intestinal worm infection. The study aimed to assess the effectiveness of structured teaching programme on knowledge regarding worm infestation among mothers of under-five children. Methods: A pre-experimental one group pre-test and post-test research design was used for the study. The sample selected were 40 mothers of under-five children in a selected area of Pulwama, Kashmir. A self-structured interview schedule was used to assess the knowledge. Results: The collected data was analysed by SPSS. The study findings revealed that the mean knowledge score of nursing students in the pre-test was 16.97 and mean knowledge score of nursing students in the post test was 29.52, with a mean difference of 12.55. In pre-test, 30 (75%) had poor knowledge, 10 (25%) had average knowledge, whereas in the post-test 8 (20%) had poor knowledge, 25 (62.5% had average knowledge and 7 (17.5%) had good knowledge. The present study revealed that there was no significant association between pre-test knowledge score with the selected socio-demographic variables. Conclusions: The study revealed that mean knowledge score of nursing students in post-test was higher than the mean knowledge score of nursing students in the pre-test. The structured teaching programme was effective in improving the knowledge regarding worm infestation among mothers of under-five children.

Effects of Block-Based Visual Programming on K-12 Students’ Learning Outcomes

Computer programming is regarded as an important skill for the future. However, many K-12 students face challenges and difficulties in learning traditional text-based programming. Block-based visual programming (BVP) can reduce the difficulty of learning programming and is seen as a potential programming education tool. Nevertheless, the effects of BVP on K-12 student learning outcomes remain unclear, and there is no evidence of meta-analysis. This is the first meta-analysis that aims to examine the effects of BVP on K-12 students’ learning based on 42 effect sizes from 29 independent experimental studies (2000–2023). The result suggests that BVP has an upper-medium effect on learning ( SMD = 0.769, 95% CI = [0.554, 0.984], p &lt; .001), particularly in the cognitive outcome ( SMD = 0.698, p &lt; .001). Moreover, the BVP tool, study design, and region have moderating effects. The BVP’s effects are larger when: (1) with 61∼100 students, (2) for junior high school, (3) with the learning duration of &gt;1 month, (4) targeting math, (5) among novice students, (6) using Scratch, ScratchJr, Alice, and App Inventor, (7) employing project-based learning and project-based + game-based learning, (8) base on quasi-experimental design, (9) in Africa and Europe, (10) with latter publication years. Finally, discussions, implications, limitations, and future directions are put forward.

Infodemic management in higher education: Mapping opportunities at the University of Belgrade

Abstract Background Effective infodemic management (IM) requires a multidisciplinary approach and the use of various skills originating from natural, social, and medical sciences. Personnel involved in IM activities have diverse backgrounds from medical doctors and data scientists to communication specialists and journalists. However, the IM framework is rarely introduced into the existing teaching programs, compromising the training of a competent workforce. Objectives Our goal was to identify opportunities for integrating the IM framework into the existing teaching programs at the University of Belgrade. A team of researchers reviewed the curricula of 31 faculty and identified the courses that already covered IM skills or had the potential to include them in their teaching programs. The research was conducted as part of the U.S. Federal Assistance Award within the University Partnership Program between Emory University and the University of Belgrade. Results After conducting independent reviews and reaching a consensus, over 40 different courses and/or teaching programs have been identified to include or could potentially integrate IM skills and competencies. These courses are found across all major academic clusters (natural sciences and mathematics, technology and engineering, medical sciences, social sciences, and humanities). Faculties of medicine, pharmacy, and dentistry lead with the number of courses and interested teaching staff, followed by social sciences (psychology, sociology, political science). Most of the identified courses are related to information, data science, and communications. Conclusions There is a promising opportunity to introduce IM skills into the current teaching programs at the University of Belgrade. Faculties from the medical sciences group have a solid potential to lead such a process. Collaborative efforts are needed to establish comprehensive teaching programs to ensure a competent public health workforce and certification. Key messages • University of Belgrade has the potential to introduce infodemic management skills into its existing teaching programs, respecting the multidisciplinary nature of this discipline. • Medical and social sciences faculties can lead the process of mainstreaming infodemic management in their curricula, ensuring a competent public health workforce and certification.

5-Years of Wellness: Changes in Wellness Scores in a Conceptual-Based Instructional Physical Activity Program Before, During, and After COVID

Background: With instructional formats changing due to COVID-19 and college student wellness being affected by the pandemic, it is essential to examine the effects of Instructional Physical Activity Programs (IPAP) on college student wellness. These results show that prior to, during, and after COVID, an IPAP program can play a role in helping college students achieve and maintain wellness. Aim: This study reports the impact of an IPAP on college students’ wellness over five years. Methods: Undergraduate college students enrolled in sections of an online wellness course within an IPAP from Fall 2019 through Spring 2024 semesters (n =15,615) were assessed using the Wellness Inventory, which examines 12 dimensions of wellness. Assessments were conducted at the beginning (pre) and end (post) of the semester. Paired sample t-tests were used to assess significance of changes and effect sizes (Cohen’s d). Results: All 12 dimensions of wellness increased from pre- to post-test semester to semester. Results were statistically significant (p &gt; .05), and effect sizes ranged from small (d = .24) to large (d = 1.13). Conclusions: Instructional Physical Activity Programs that include a wellness component can be a useful intervention to help students improve multiple dimensions of wellness.

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Preparing health students for climate change: the impact of an innovative ‘Plan Health Faire’ course

Abstract Introduction Recent studies highlighted the need for climate change (CC) training in universities, especially for health students. In France, a collaborative teaching program, “Plan Health Faire” (PHF), addresses this need. This study aimed to assess PHF’s impact on health students’ reactions, knowledge, and behaviour. Methods A cross-sectional study was carried out among all second-year health students enrolled in Medicine, Pharmacy, Odontology, and Maieutics at the University of Poitiers in September 2022. During a mandatory seminar, all students took part in the innovative and scientific PHF teaching program which aims to raise awareness of the challenges of CC as applied to healthcare. Two structured questionnaires based on the Kirkpatrick evaluation model were administered before and after the course. Using a comparative statistical analysis, the changes in students’ knowledge were assessed. Results In all, 294 students took part in the study, and 97.4% were satisfied or very satisfied with PHF. An average score of 8.6/10 was given to the collaborative dynamics of the training. In terms of changes in their level of knowledge and their perception of these changes, 98.3% of students felt that they had learned new knowledge about CC and healthcare. A comparative analysis of the answers to the knowledge questions showed that students’ level of knowledge is indeed significantly higher at the end of the course (p&amp;lt;0.0001). Finally, 94% of students expressed their probable or certain intention to integrate these issues into their future professional practice. Conclusions These results indicate that the PHF training program has a significant impact on health students, particularly in terms of satisfaction and knowledge. PHF could be an interesting way to teach health students about the challenges of CC in healthcare. PHF is currently tested in other French Universities and health care facilities. Key messages • Plan Health Faire is an innovative and collaborative educational program aimed at raising awareness among healthcare stakeholders about the challenges of climate change. • Plan Health Faire is an effective program for raising awareness among health students about climate change and is also an interesting lever for integrating climate change into their future practice.

Effects of Collaborative Support on Learning in Serious Games for Programming

This study examines the effectiveness of a collaborative support method in enhancing programming learning outcomes in a serious game. The game Code Hasp was developed to facilitate the comparison between two support methods, worked examples and a collaborative peer support approach. A total of 111 elementary school students participated, divided into two groups. The experimental group received collaborative support from teammates alongside worked examples, while the control group relied solely on worked examples. Pre- and post-test results and in-game data revealed that the collaborative support method improved learning efficiency and problem-solving skills. A notable effect of the process was the emergence of a leadership role in most collaborative groups. The game’s support design and shared goal structure mitigate potential problems associated with unbalanced participation. These findings suggest that collaborative support systems in serious games are a promising strategy for promoting engagement and improving learning outcomes in programming education.

Institutional Examples of Applying the SHAPE Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs

This educational brief provides examples of applications of the recently updated Society of Health and Physical Educators (SHAPE) Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs across several institutions (SHAPE America, 2022). Research has shown that movement and physical activity are essential for managing physical and mental health; therefore, the current low level of physical activity among college students is concerning (American College Health Association, 2024; Rodríguez-Romo et al., 2022). Academic instructional physical activity programs (IPAPs) provide students with quality learning environments that promote and support opportunities for lifelong physical activity and movement. Empowering physical activity instructors with appropriate instructional practices increases the likelihood of positive experiences for both students and instructors. The intent of this brief is to demonstrate how SHAPE IPAP Guidelines are incorporated in universities today. The institutional examples can serve as models to facilitate discussions within other colleges and universities. The information provided will assist program administrators and faculty in developing, better aligning, and supporting their respective IPAP with teaching, administrative, and instructional practices as identified in the SHAPE IPAP Guidelines document.

Editorial: The Imperative of Instructional Physical Activity Programs (IPAP) in Higher Education

No abstract available.