Regular Semester Research Articles

Mining from the Middle: Making the Most of Resources

Mining from the Middle: Making the Most of Resources

Courses help foster network-savvy HTM professionals.

Courses help foster network-savvy HTM professionals.

The case for the traditional classroom

Criticisms of higher education and tight budgets have increased pressure on instructors to consider new pedagogical methods, including classroom experiments and online or hybrid/online courses. This study analyzes the impact of different pedagogical methods in six sections of macroeconomic principles taught during the 2011–2012 academic year. A traditional lecture/discussion control section is compared with experimental sections that used an extensive class simulation and two hybrid online sections that met only once per week during the regular semester. Students in simulation sections scored on average nearly five percent worse on the post-test, although those who participated the most did score higher. Students in the hybrid online sections scored nearly ten percent lower than students in the control section. These results indicate that instructors and administrators should be wary of unproven methods, especially online instruction.

To MOOC or Not To MOOC?

Webinar with John Covach (May 1, 2014)[1] At colleges and universities across North America, online education is a topic that has generated a significant amount of discussion in the past year or so. In many ways, the idea of online education is only the most recent version of something that got its start in the nineteenth century: the correspondence course.(1) development of radio and television in the twentieth century, and then the rise of the internet over the last twenty years, has made it possible to conduct courses with far less time lag than was present in the early days of distance learning, when lessons and assignments were carried by surface mail. Each issue of the Chronicle of Higher Education seems to bring word of some new development or wrinkle in the rapid development of online courses, and perhaps no topic is more controversial than MOOCs (Massive Open Online Courses).(2) While many embrace the idea that MOOCs make college-level learning available to thousands who would otherwise not have pragmatic access to it, others worry that MOOCs threaten to put traditional college courses out of business.(3)[2] In February 2013, the University of Rochester officially joined Coursera, one of the largest providers of MOOCs in the world.(4) university had considered several options regarding online education, some of these claiming to offer the prospect of revenue generation and increased ease and flexibility for students, as well as the possibility of functioning as an alternative to conventional classes and counting for credit. In choosing to partner with Coursera, the university chose to place availability of knowledge above the concern for revenue: Rochester MOOCs are free, open to anyone who wants to enroll, and do not count for college credit.(5)[3] I was chosen to teach one of our first MOOCs and based my Coursera courses on the History of Rock class I currently teach at the University of Rochester. Coursera recommends that regular semester courses of twelve or more weeks be broken up into six- to eight-week courses. Accordingly, History of Rock Part 1 runs seven weeks, while History of Rock Part 2 is six weeks in length. courses are offered consecutively, with Part 2 immediately following Part 1; students electing the sequence thus have a similar experience to those taking the regular semester-length course at Rochester. Coursera has found that students tend not to stick with lectures that extend longer than about fifteen minutes; they strongly recommend breaking up the week's lectures into a series of shorter videos. Correspondingly, within each week of my courses there are several lectures, each ranging from about five minutes up to fifteen minutes in length, making a total of about ninety minutes of lecture each week. Students can either stream the videos from the Coursera site or download the videos for later viewing offline. Coursera also suggests putting a quick quiz at the end of each of these videos, and perhaps one in the middle as well. I decided to use these quizzes as an opportunity to review the main points of each video rather than test details from the lecture.[4] Consider the following video, which is drawn from Week Four of Part 1, The Beatles and British Invasion (1964-66). This video discusses the development of Beatles music from what I call a craftsman approach to an artist approach. It is the fifth of ten videos from that week of the course.Video. The Beatles from Craftsmen to ArtistsThe following quiz appears at the very end of the video, after the lecture has concluded but just before the copyright notices.(6) correct answers are shown with asterisks.Which of the following statements describe the career of the Beatles and rock authenticity as discussed in the video (mark all that apply)?*The idea of authenticity in rock music means that artists write their own songs and play their own instruments on recordings. …

Semester and event-specific motives for alcohol use during Spring Break: Associated protective strategies and negative consequences

Motives surrounding alcohol use behavior are important for understanding college student drinking. However, no previous research has addressed how motives for and against drinking during specific events associated with high-risk drinking, such as Spring Break, may differ from motives for and against drinking during the regular semester. Further, we examine the extent to which semester and Spring Break motives are associated with alcohol use, protective behavioral strategies (PBS), and consequences. Participants were college students (N=261; 55% women) who provided data both immediately prior to (Wave 1) and after (Wave 2) Spring Break. Fun/Social motives for drinking were greater for Spring Break, and Driving motives against drinking were lower for Spring Break, compared to semester drinking. Relax and Image motives for drinking and Physical/Behavioral motives for not drinking during Spring Break did not differ from semester motives. Spring Break motives for and against drinking were associated with total drinks, maximum drinks, PBS, and experienced negative consequences during Spring Break. Students' specific motives regarding drinking during Spring Break predict high-risk drinking and may be utilized in creating salient event-specific interventions.

Comparing the Rigor of Compressed Format Courses to Their Regular Semester Counterparts

This study compared workloads of undergraduate courses taught in 16-week and 8-week sessions. A statistically significant difference in workload was found between the two. Based on survey data from approximately 29,000 students, on average students spent about 17 minutes more per credit per week on 16-week courses than on similar 8-week courses. For selected general education courses taught in both formats, a similar result was obtained. When disaggregating results by subject and instructor, we found that the subject and the instructor of the course are more likely to be the cause of any significant difference in rigor based on workload.

The time factor in Mandarin language learning: the four-week intensive versus the regular high school semester

This study compared two groups of high school students in their learning of a third-year Mandarin level 3 class under two conditions: an intensive four-week (85.5 hours) summer program and a 22-week (88 hours) regular semester program. Students in both conditions had been classmates through four semesters of Mandarin instruction and had similar Mandarin oral proficiency at the end of the second year (SOPI (Simulated Oral Proficiency Interview) pre-test). The SOPI post-test administered at the end of both programs showed no differences for students in either condition on Mandarin oral comprehension, vocabulary, pronunciation, and grammar usage; however, students in the distributed learning condition were significantly better on oral fluency than students in the intensive learning condition. Overall, however, findings support the conclusion that an intensive foreign language-learning program can be as effective as a traditional semester-long language class.

The Case for the Traditional Classroom

Criticism of higher education and tight budgets have increased pressure on instructors to consider new pedagogical methods, including extensive use of classroom experiments and online or hybrid/online courses. This study analyzes the impact of different pedagogical methods in six sections of macroeconomic principles taught at Lander University during the 2011-2012 academic year. A traditional lecture/discussion control section is compared with three sections that use lecture with an extensive class experiment and two hybrid online sections that met only once per week during the regular semester. Controlling for student characteristics, students in experimental sections scored on average nearly five percent worse on the post-test, while those in the hybrid online sections scored nearly ten percent lower than the control students. These results indicate that instructors and administrators should be wary of unproven methods, especially online instruction.

Do Students Learn in Summer School College Majors Classes? Grade Comparison and Student Self-Assessment Indicate in the Affirmative

We were interested in student learning and perceptions of their summer school experience in life sciences majors courses in a five-week format taught at a four-year institution in the United States. Students were given the opportunity to complete a post-course survey about their summer school experiences. We report that these students like summer school courses and feel they are an effective way to learn. Indeed, several students indicated that they prefer summer school learning, as then they just focus intensely on one topic at a time. Grade comparisons between students who took summer school and those who took classes in the spring semester indicate that students who take summer school classes do as well in their subsequent biology class as those who took the classes in the regular semester. This article indicates that, for many students, summer school is an effective learning environment and should be considered by faculty as a legitimate method of instruction to enhance flexibility for undergraduate students.

Experimental research on thermal comfort in the university classroom of regular semesters in Korea

This research has investigated physical variables affecting indoor thermal comfort and subjective responses of thermal comfort of students in a university in Korea in which the weather is oceanic temperate climate, and has been performed to contribute to the research fields of Sustainable Thermal Standard and Adaptive Thermal Comfort (ATC). This research is based on the ISO 7730-2005 standard and the ATC theories and 4 main variables of PMV such as dry bulb temperature (Ta), relative humidity (RH), black bulb temperature (Tg), and air velocity (Va) are measured once a week during two regular semesters. A clothing insulation, a thermal sensation vote (TSV), an acceptability of thermal environment, and a preference for cooling and heating are investigated at the same time using a questionnaire. This study was carried out for 26 weeks during the spring season, from March to June 2009, and the autumn season, from September to December 2009. The main achievements of this study are as follows. Monthly Mean Outdoor Temperature (MMOT) and Operative Temperature (OT) in the classroom during research periods are 7.4∼23.3°C and 17.5∼29.0°C, respectively. The acceptability ratio of thermal environment shows over 80% when the range of OT in the classroom is 17∼25°C, and the range can be applicable to operative index of heating and cooling of classroom. The mean TSV of respondents is almost “neutral (0)” when the PMV in the classroom moves to “neutral (0)” and “slightly cool (−1)”, and the TSV is almost “+1.5” when the PMV moves to “slightly warm (+1)”. The acceptability ratio of thermal environment is slightly different from ASHRAE Standard 55-2004. So it is necessary to more investigate standard range of acceptability of thermal environment in oceanic temperate climate region using much more databases.

Using the Mini-Session Course Format To Train Students in the Practical Aspects of Modern Mass Spectrometry

Mass spectrometry (MS) has been gaining in popularity in recent years owing in large part to the development of soft-ionization techniques such as matrix-assisted laser desorption ionization (MALDI) and electrospray ionization (ESI). These soft-ionization techniques have opened up the field of MS analysis to biomolecules, polymers, and other high molecular weight materials. The growing publication rate and a quick survey of available job postings requiring MS skill sets illustrate the importance of properly training students in the use of modern MS techniques. Many colleges and universities are unable to hire full-time technical staff devoted to student training on the use of MS equipment. The lack of technical staff results in less than adequate student training on the use of MS equipment, which ultimately leads to student apprehension about using the instruments regularly in their research projects. Herein, we report on our efforts utilizing a mini-session course format (one week with 40 contact hours) to properly train graduate students in the use of modern MS equipment and techniques. The course consists of three components: (i) a lecture component of approximately 2 h each day to introduce the basic theory of the days topics, (ii) a hands-on laboratory component illustrating the use of both MALDI and ESI instruments to gather a variety of data, and (iii) a student project utilizing the MS equipment in their own graduate research during the regular semester following the mini-session course. The students receive three hours of graduate credit and receive permission, upon successful completion of the course, to use the MS facilities unsupervised. The faculty member teaching the course receives teaching credit for the training efforts.

A Successful Retention Program for Suspended Students

Traditionally at Mississippi State University (MSU), students who are placed on academic suspension are required to stay out of school one regular semester. As an alternative, the university designed a program for early readmission for suspended students who agree to follow the requirements outlined in the Learning Skills Support Program (LSSP). This program requires students to enroll in a specified learning skills course, to meet frequently with the program coordinator and their advisor, and to maintain a 2.0 GPA for the semester of participation. The purpose of the study was to determine the success of the LSSP participants in completing the LSSP requirements and to compare the retention of the LSSP participants with the nonparticipant suspended students. The LSSP has successfully enhanced the academic performance of its participants and aided in the retention of at-risk students. Since its inception, 75% of the LSSP students have successfully completed the program, maintaining a minimum 2.0 GPA. In addition, 65% of the LSSP participants returned to school the semester following participation compared to 22% of the nonparticipant suspended students.

Satisfaction among Gen Y patients

PurposeThe purpose of this paper is to assess satisfaction of Generation Y (Gen Y) patients in Malaysia.Design/methodology/approachA patient satisfaction study was conducted on an outpatient clinic at the Health Centre of the International Islamic University Malaysia (IIUM). The majority of students at the IIUM comprise undergraduates who are within the age group categorised as Gen Y. Patient satisfaction questionnaire was used as the main method of data collection. The survey was administered to patients over a two‐week period during regular semester session.FindingsMore than 85 per cent of the respondents are below 25 years of age, reflecting the Gen Y demography. Significant difference is found in the level of satisfaction on the service of doctors between the younger Gen Y undergraduate students and postgraduate students; as well as the Gen Y and the employees. Level of confidence in the clinic is also lower among those of the Gen Y age group, reflecting the higher expectation of service quality.Originality/valuePatient satisfaction is an important measure of the quality of care provided by healthcare organisations. Understanding the needs of a target group of patients can be used for continuous improvement where their specific needs and expectations can be addressed. A study on patient satisfaction among the Gen Y has been rarely explored. The study is an early attempt in filling the void.

The Partnership on Work Enrichment and Readiness

The Partnership on Work Enrichment and Readiness (POWER's) unique and innovative curriculum recruits and sustains nontraditional students interested in preparing for employment or continued studies in an institution of higher education. The program specifically targets persons in mental health recovery. Students attend college during a regular 14-week semester, mastering the skills and knowledge necessary to move productively forward in their lives.

Evolution of a summer research/writing workshop for first‐year university students

PurposeThe paper aims to describe a framework for a summer research/writing workshop for new university students, and its evolution over time and across institutions.Design/methodology/approachThe University of Toronto at Scarborough (UTSC) has successfully offered its award‐winning two‐day Summer Learning Institute on Research, Writing and Presentation Skills for four years (2004‐2007), to increasing enrolments. Memorial University of Newfoundland (Memorial) adapted the UTSC model and successfully piloted its four‐day workshop, Summer Program in Academic Research and Communication (SPARC), in August 2006. Both programs were low‐cost, non‐credit summer workshops for new students to help them prepare for university‐level research and writing. Memorial offered its program a second time in August 2007. This paper focuses on the Memorial experience.FindingsThe success of these programs is attributed to a common framework used in each case: program planning, marketing, and delivery and assessment.Practical implicationsThe framework described in this paper could be adapted by other institutions wishing to implement such a program. In addition, the SPARC team will continually improve the program by reflecting on each part of the framework.Originality/valueMuch research has been done to identify and address the specific needs of first‐year university students. For example, some institutions offer “first year experience” courses for credit, while others place first‐year students into Interest Groups. Most academic libraries offer information literacy sessions to groups of undergraduate students during the regular semester. This paper presents a model for reaching first year studentsbeforethey take their first class at university.

MENDEL MEETS CSI: Forensic Genotyping as a Method To Teach Genetics & DNA Science

The popularity of crime scene dramas provides an opportunity for educators to engage students in science. Solving mock crimes helps students develop critical thinking skills and reinforces the importance of the scientific method. The expertise required in forensic science is extremely broad and includes mathematics and statistics, physics, chemistry, earth science, and biology (Funkhouser & Deslich, 2000). Numerous excellent reports for mock crime scene investigations integrated into general science units are available (Johnson, 1997; Hurley, 1995; Hein, 2003). Projects specific to biology include a forensic entomology simulation (Carloye, 2003) and several that outline methods for Restriction Fragment Length Polymorphism (RFLP) as the basis for genetic identification (Guilfoile & Plum, 1998; Pallandino & Cosentino, 2001; Reed, 2001). Since the O.J. Simpson trial, the techniques for DNA fingerprinting no longer rely on RFLP analysis, which requires a relatively large amount of non-degraded DNA for success. The standard developed by the FBI is now a PCR-based, fluorescently-labeled amplification of microsatellite markers, followed by capillary electrophoresis. Although this technique requires specialized instrumentation and expensive reagents, it is an excellent method to teach students Mendelian genetics and genome organization. We describe a method to introduce students to the state-of-the art genetic profiling technique by forming partnerships with high school teachers, forensic science centers, and universities. Many biology instructors include biotechnology principles and applications within the greater topic of molecular genetics. However, the sophistication of biotechnology education programs varies, as do the objectives, resources, and opportunities of instructors and institutions. Secondary biology courses introduce students to the concepts of restriction enzyme digestion, gel electrophoresis, DNA fingerprinting, and genetic engineering. The activities at this level are primarily designed for exposure and can take the form of either simulation-based dry labs or actual wet labs. Advanced Placement biology and college level biology courses emphasize gel electrophoresis, recombinant DNA technology, the gene libraries, PCR (polymerase chain reaction), determination of Alu insertions (Bloom et al., 1996b), and sometimes mitochondrial gene sequencing in expanded coverage of genetics and biotechnology. Students learn the science behind the concepts through the use of specialized kits designed for educators. The latest method of DNA profiling relies on a form of microsatellite DNA called small tandem repeats (STRs). The technology is appropriate for biology students at the advanced secondary or introductory college level, and for teachers having prior experience with biotechnology. We have conducted a DNA profiling unit as a one-week summer mini-course, however the activities can be arranged to complement a genetics or biotechnology unit within a regular semester. Students genotype themselves first to learn the technique, then recover DNA from saliva left at a fictitious crime scene and from suspects for comparison. After a simple DNA isolation technique, they use PCR to amplify target DNA fragments, followed by capillary electrophoretic separation of the fragments and their identification with specific fluorescently-labeled probes. This lab is novel in that students work with the analytical reagents and instruments themselves made possible by partnerships with local college research labs, forensic science labs, biotechnology companies, and granting agencies. In New Mexico, we have established this lab through collaborative efforts between secondary schools, the New Mexico Institute of Mining and Technology in Socorro, and the Metropolitan Forensic Science Center in Albuquerque. The purpose of this article is to share our experiences in developing a forensic genotyping lab. We will review information on DNA profiling and the related biotechnology; explain how to obtain the necessary reagents and equipment; offer suggestions for establishing partnerships with local universities, crime labs, or biotechnology firms; and discuss appropriate forensic scenarios and course content. …

Full-Semester and Abbreviated Summer Courses: An Evaluation of Student Performance

Faculty and administrators often believe that abbreviated courses are less effective than the same courses taught during a full semester. This study examined student academic performance and course evaluations for identical courses taught during abbreviated summer sessions or during regular semester sessions. Contrary to popular convention, results demonstrated that overall academic performance was similar in summer and full-semester courses. In addition, instructor ratings were comparable for regular semester and summer session courses, with summer courses rated as somewhat more challenging. Results provide empirical evidence that negative beliefs concerning abbreviated courses may be unfounded.

Developing Content and Form: Encouraging Evidence From Italian Content-Based Instruction

Swain (1985) pointed out the need for increased modified output in the classroom in order to encourage learners to engage in more syntactic processing and, thus, make more form-meaning connections. Research in content-based instruction (CBI) (Musumeci, 1996; Pica, 2002) has revealed few occasions of pushed modified output from learners. Therefore, one questions whether CBI classes are effective in promoting and developing not only content knowledge, but also form–function abilities, specifically in the expressive skills. Second language (L2) learners from a 3rd semester university-level content-based geography course (N= 43) completed 2 (or 3) production tasks at the beginning and end of the regular semester. The findings revealed that learners made significant improvements in both content knowledge and functional linguistic abilities. However, it is possible that that latter still has room for improvement.

Moving from Medieval Apprenticeships to Reflective Practice

Moving from Medieval Apprenticeships to Reflective Practice

I Know What You Did Last Summer: 10 Tips for Teaching Economics in Summer School

The Economics Department of the University of Otago has offered introductory economics papers during the summer from 2001 and, since then, interest in doing papers during the summer school has steadily increased. Teaching as well as taking a course over the summer school however, presents an important challenge for lecturers and students, mainly because of the intense nature of the summer school, i.e., courses are delivered within a six-week time frame. Because of this, teaching and learning techniques are likely to be different in the summer programme compared to that in the regular 13-week semester. The main motivation of this paper is to provide some guidelines for more effective teaching of first year economics papers during the summer school. It is hoped that these guidelines could also serve as a source of important information for anyone intending to teach in summer school.