Seminar Course Research Articles

How to Learn Together, Apart

Jones offers insights about learning together apart Claude Coste notes that the first session in particular suffered a number of interruptions: the retransmission not working, the irritated amusement of the students, having to send out for a technician, Barthess own embarrassment at the many technical failings The pandemic has enabled an efflorescence of thoughts on the modalities of isolated thinking and feeling What follows are flash reflections (half-cooled hot takes) on what the continuing pandemic might entail both for critical theory and applied pedagogy

Community of Practice Among Faculty Team-Teaching Education Doctorate (Ed.D.) Students: A Reflective Study

Aim/Purpose: The purpose of the study was to contribute to knowledge about the ways in which incorporating a Community of Practice into doctoral seminar teaching and course management could be a practical and sustainable path to professional development for doctoral faculty aspiring to become stewards of the practice of teaching. Background: This report documents a reflective self-study conducted by four professors engaged in a community of practice while team-teaching a linked pair of EdD seminars on action research at Arizona State University. Methodology: This reflective study used field notes and written reflections as its sources of data to examine how participants’ identities as professors of education changed during and after participating in a team-taught professional doctoral pair of courses. Contribution: An important goal of the community of practice was to promote faculty professional development as stewards of the practice of teaching. Engaging in disciplined reflection on teaching is uncommon in American graduate education and rarely documented in the literature of post-compulsory education. Findings: Analysis of post-hoc reflective accounts and contemporaneous notes revealed a general pattern of gradual transformation by the teaching team members. The professors moved from anxious concern about appearing competent to growing confidence and appreciation for the potential of a community of practice to provide significant professional benefits to students and faculty. Salutary features of reflective team teaching in a community of practice persist in participants’ subsequent teaching practice. Recommendations for Practitioners: Reported benefits include eagerness for team teaching, increased openness to pedagogical suggestions from peers, comfort with being observed by colleagues while teaching, and willingness to revise plans when initial plans and practices are not working effectively for students. Recommendation for Researchers: Data analysis and testimony support the claim that engaging in a CoP, in this case, did support their identity transformation as stewards of their own practice as instructors and professors of education. However, the study design does not support a claim that most or all future Communities of Practice in doctoral education will produce similar salutary results. Testing this proposition will require additional research in settings and programs different from the one represented here. Impact on Society: Implementing communities of practice in doctoral programs can make room for professional development for both the faculty team and for the students. Future Research: Further studies could be conducted to document the ways in which other communities of practice can be used to develop faculty instructors in masters and doctoral programs and in undergraduate education.

Development of university teachers’ readiness to forming polylingual competences of the future teacher

In the current conditions of globalization of education in the process of training future teachers in the university, one of the most effective approaches is polylingual education. To implement this approach, it is necessary to determine the competence range of the university teacher in the aspect of polylingual education; formation of interest and motivation of university teachers to content-language integrated learning; determination of the principles of constructing the content of teaching a university teacher in the aspect of polylingual education; organization of a special workshop for university teachers “Formation of professional competence of future teachers based on a polylingual approach”. The aim of this special workshop is to increase the level of teachers’ training in the field of competence and polylingual approaches. The course of lectures and seminars is designed for 36 class hours and it is determined by the following objectives: formation of knowledge and skills in the use of models, technologies and methods of content-language integrated learning; development of teachers’ interest and creativity; formation of readiness for the use of technologies and techniques of content-language integrated learning; development of the ability to plan and organize the process of formation of professional competence of future teacher based on a polylingual approach; development of skills to diagnose, analyze and evaluate the effectiveness of the formation of professional competence of future teacher based on the polylingual approach.

WAYS OF ACTIVATING INDEPENDENT WORK STUDENTS IN MODERN CONDITIONS

The article is devoted to the problem of activating independentstudents' work through information technology, in particularthrough the Moodle distance learning system. Literaryanalysis of the problem, selection of the optimal model, as well as methodological andtechnological issues for creating a seminar course in the form of an ESSAY

In Their Words: What Undergraduate Sociology Students Say about Community-Engaged Learning

Community-engaged learning (CEL) is becoming increasingly popular across university and college campuses and sociology provides an ideal space for this type of learning to occur. While increased faculty workloads and the benefit of CEL for students are well documented, less is known about what individual students say about their CEL course experience. This paper provides a student perspective from an inaugural fourth-year sociology seminar course in CEL at the University of Victoria. The course gave students first-hand experience applying their sociological skills while reflecting on their positionality as students, peers, and researchers. Students cocreated and completed semester-long projects to aid their nonprofit community partners. To assess students’ experiences in the course, reflective journals were analyzed to explore what they said when they left the comfort of the classroom.

Teaching International Development Locally: Using Museum Collections to Ground Students’ Learning

Sociologists consistently try to activate students’ sociological imagination even as they focus on teaching substantive and methodological information and skills. Teaching international development and other global topics pose particular challenges for engaging students actively in the local context while teaching about global and macro processes and outcomes. In this article, we connect international development and object-based learning at a university museum to describe a semester-long project of object analysis of Kuna textiles, the mola, in a topical seminar course on the sociology of international development. We detail how the approach can be adapted to local and online museum collections. Using student reflections, open-ended questionnaires, discussions, and student projects and analyses, we demonstrate how this active learning approach can provide important grounding and skills for a sociological approach to international development.

Modified focusing as a contemplative pedagogy in an MSW research course

ABSTRACT Students working toward a Master’s of Social Work in Israeli colleges must complete a demanding research seminar course, a source of stress for many. Focusing is a contemplative practice that these and other students may use to self-regulate their emotions and better cope with the seminar course and beyond. This qualitative research assessed the impact of introducing a modified focusing approach to 17 MSW students enrolled in a research seminar course at a college in Northern Israel. Participants wrote individual reflections on their experience. Analysis revealed four main themes: turning inward, clear thinking, the body knows (a sense of knowledge), and practical application (a sense of efficacy). The results of this contemplative pedagogy suggest students who learn meditative methods of self-regulation, such as focusing, can shift rapidly from stressful states.

Connecting Chemistry to Social Justice in a Seminar Course for Chemistry Majors

Undergraduate chemistry majors should be encouraged to consider chemistry-based solutions to issues that impact their daily lives as well as the lives of poor and marginalized populations worldwide. Some issues that disproportionately influence historically disadvantaged populations are also directly related to or could be impacted by chemistry. This idea of addressing social justice with chemistry is not often addressed in chemistry curricula but has recently gained importance with students and instructors. In response to this challenge and need, a seminar course was developed to assist chemistry majors in connecting chemistry concepts to social justice issues. The seminar course aimed at teaching scientific research and communication skills but thematically added social justice concepts while focusing on chemistry advances that relate to, for example, environmental racism, forensic chemistry, opioid addiction, women’s health, and food disparities. Students in this course demonstrated an understanding of recent chemistry research while also expressing compelling connections to social justice challenges.

FORMATION OF CRIMINALISTICS AND FORENSIC DIDACTICS IN UKRAINE

The article is devoted to formation, development and current status of criminalistics as a science and academic discipline in Ukraine. Attention is drawn to some trends in criminalistics in modern conditions. The variability of forensic knowledge is associated with the scientific and technological progress of modern society.
 Special attention is drawn to the role of criminalistics in scientific support of not only proof procedure, but also of various law enforcement procedures. The use of forensic knowledge is relevant in the practical activities of various lawyers: prosecutor, investigator, detective, judge, lawyer, notary, legal adviser, etc. The relationship between activities optimization of the court and law enforcement agencies with introduction of criminalistics innovations is established.
 The approaches to teaching criminalistics for law students in Ukrainian universities are considered. The necessity of teaching criminalistics to law students of various specializations is substantiated. The volume of workload, period of study, forms of education, information transfer methods, methods of mastering practical skills are defined as parameters for teaching criminalistics and criminalistics disciplines.
 The role of modernized methods in teaching criminalistics is justified. The following modernized methods are defined: business games, solving non-standard cognitive tasks, quick tests, the use of multimedia tools and electronic data base, technical tools, etc. The possibilities of using the criminalistics training ground and criminalistics museum in the course of practical seminars and laboratory works are demonstrated.

Scanning as a Rhetorical Activity: Reporting Histories of Ether Experiments in the Johns Hopkins University Physical Seminary (1892–1913)

This article reports on a study that examined papers written by graduate students in the Physical Seminary course at Johns Hopkins University (1892–1913) to investigate how students reused various visuals of the interferometer to construct narratives of late-19th-century Ether research. Their representations of the interferometer focused on the mechanics of the devices by constructing a series of textual-visual relationships, requiring that the reader scan back and forth between the written text and the accompanying visual. These multimodal texts demonstrate how the students used writing activities to create a narrative of equipment development, which highlighted the centrality of trained vision in enculturating graduate students into disciplinary writing practices in the late 19th century. Through an analysis of the specific interactions and the network of visuals the students used to reconstruct a history of Ether investigation, scholars of writing and rhetoric can see how important inclusion of equipment and its detailed discussion was to graduate writing and disciplinary enculturation in the sciences.

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.

Growing together: cultivating inquiry-based learning in social work education

ABSTRACT Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate social work seminar course at a large research-intensive university in Canada. This paper begins by providing an introduction to the state of knowledge regarding IBL in higher education; it then considers research on student experiences of IBL, highlighting the need for this study exploring faculty experiences. Three themes emerged from the data analysis: to include deepened learning experiences, adjusting to a new approach, and peer support and learnings. Implications for social work education includes the need for intentional instructor support for successful implementation of IBL.

Remembering the Covenants in Song: An Intertextual Study of the Abrahamic and Mosaic Covenants in Psalm 105

Remembering the Covenants in Song: An Intertextual Study of the Abrahamic and Mosaic Covenants in Psalm 105

Testing the Effect of UNIV1000 on Retention in a Regional University in the US

Abstract
 
 Student retention is a major concern for many universities. We use observational data from a regional university located in Alabama to test whether taking a first-year seminar improves student retention rates. Using a linear probit model, we find that taking a first-year seminar course is negatively correlated with retention rates, after controlling for several confounding effects. We perform survival analysis and find that the students who take first year seminar courses have a better survival rate for retention than those that do not take the course. We also find that other macro and micro economic factors are equally important in improving student retention rates, such as labor market opportunities and competition from similar universities.

Promocja czytelnictwa dzieci i młodzieży przez Wojewódzką Bibliotekę Publiczną – Książnicę Kopernikańską w Toruniu w latach 80. XX wieku

The article presents activities undertaken by a Public Provincial Library – the Copernicus Library in Toruń in the field of promoting readership among children and adolescents in the 1980s. The author describes the situation of libraries after WWII and the role of librarians, emphasizing the educational aspect of their work. In addition, she recreates the course of seminars organised for librarians from children’s libraries, the curiculum of which included academic lectures including lectures on authors of books for children, an analysis of the status of readership and libraries and a discussion of the latest developments. The text includes a description of popularizing activities and initiatives. Cyclical library lessons and thematic projects like holiday and summer campaigns, are also described. The article is based mainly on historical source materials stored in the Archives of the Public Library and the State Archives in Toruń. They include documents relating to the institution, i.e. reports, characteristics of the directions of library development for selected years, as well as materials documenting library events and happenings.

Professional Doctorate in Clinical Exercise Physiology

Professional Doctorate in Clinical Exercise Physiology

A controlled intervention to improve freshman retention in a STEM-based physiology major.

Using a Scholarship of Teaching and Learning lens, this study systematically examined if a targeted intervention in at-risk students within a science, technology, engineering, and mathematics (STEM)-based physiology program would elicit positive student perceptions and higher retention rates into the second year. Those students who were considered at risk for attrition (retention; n = 82) were compared against a control group (non-retention; n = 165), and outcomes were evaluated with an End-of-Semester Survey and university enrollment data. Students in the retention group reported more favorable responses to questions pertaining to a first-year seminar course and academic advising. By the start of the following (spring 2019) semester, 48 students transferred out of the program (20%) with little difference between groups (non-retention 19%; retention 22%). At the start of fall 2019 term, 55% of the 2018 freshman class were retained within the program (non-retention 66%; retention 39%), and 85% were retained within the university (non-retention 91%, retention 74%). The intervention was successful in eliciting positive student perceptions of the major, but did not improve retention of at-risk students within the physiology major.

Dataset on the antecedents of career adaptability among undergraduate students in Malaysia.

This data was obtained from a cross-sectional survey of 188 final year Bachelor of Business Administration (BBA) students in a Malaysian Public University. The survey was self-administered to final year BBA students undergoing seminar course prior to the commencement of their industrial training in the coming semester. A regression analysis was conducted in order to assess the link between students’ self-esteem, pro-active personality, and social support with their career adaptability using the Statistical Package of the Social Sciences (SPSS) 20. Specifically, this data article provides data about the participants’ demographic characteristics, as well as the mean, standard deviation and reliability of the measured constructs. It is believed by the authors that the dataset will guide policy makers on the choice of predictor(s) that could boost the level of students' career adaptability, most especially during the school to work transition, in this current volatile labour market.

Kendala Yang Dihadapi Mahasiswa Pendidikan Ekonomi Universitas Pamulang Dalam Mengikuti Perkuliahan Daring Pada Mata Kuliah Seminar Proposal Penelitian Selama Masa Pandemi Covid-19

During the Covid-19 pandemic, the university changed the lecture activities from the original through face-to-face meetings to online lectures. Likewise, researchers also design lectures in such a way that the objectives of the seminar on research proposals can be achieved properly. In the implementation, students face problem in online lectures. The purpose of this study is to determine the obstacles faced by students of economic education at the University of Pamulang (UNPAM) in attending online lectures in the research proposal seminar course during the Covid-19 pandemic. The method used in this research is descriptive qualitative research method. Respondents in this study were 10 students of the S1 Educational Economics Study Program Faculty of Teacher Training and Education (FKIP) Pamulang University (UNPAM) semester VI who took the research proposal seminar course. Based on the results of research on the obstacles faced by Pamulang University economic education students (UNPAM) in attending online lectures in the seminar course for research proposals during the Covid-19 pandemic, it can be concluded that there are internal and external constraints faced by students

Evaluasi Rencana Pembelajaran Semester Mata Kuliah Nihonjijo Dan Seminar Desain Skripsi

The Semester Learning Plan (RPS), prepared based on current needs, we received this information from the stake holders, and also followed the demands set by UNNES itself. To find out, the RPS can be used again in the next semester, then the preparation of the RPS needs to be evaluated. The purpose of the evaluation of the RPS is to find out whether the RPS that has been prepared needs to be improved and can be used or can no longer be used in the next school year. The RPS evaluated in this article are the RPS of the thesis design seminar course, the nihonjijo course and the kaiwa chukyu kohan course. The RPS is evaluated based on KKNI and UNNES conservation values. Based on the evaluation results, the RPS of the thesis design seminar course and the kaiwa chukyu kohan course need a revision in the CPMK, UNNES conservation values are described in accordance with FBS. While the nihonjijo course needs to be revised on CPL referring to KKNI and CPMK prepared by describing the conservation values of FBS.