Seminary Students Research Articles

Zines and Water:

This water stimulus packet was developed to model College Board’s Advanced Placement Seminar Performance Task Two stimulus packet. The intention to offer students opportunities to practice skills and strategies needed to work through a text set and successfully then conduct further water-issue research. In particular, this text set aimed to give junior students a varied base of knowledge about water issues, both locally and globally, while identifying thematic connections and using it to launch their own research. This specific lesson centered around AP Seminar students individually reading a book chapter and organizing their key takeaways and summarized text in the form of a pocket zine.

Latent Profiles of Seminary Students’ Perceptions of Sense of Community Amidst the COVID-19 Pandemic

Existing research on sense of community in educational contexts shows positive associations with well-being and negative associations with mental health symptoms. However, exploration of students’ sense of community within the seminary context is minimal. Drawing on the relational spirituality model, which posits oscillating experiences of dwelling and seeking in a dialectical growth process, we framed sense of community as horizontal dwelling. We used mixture modeling to generate subgroups using items from a measure of sense of community and then explored associations between sense of community and various demographic predictors and personal formation outcomes, including well-being and symptoms, along with virtues and religiousness/spirituality. We did so within the unique context of the COVID-19 pandemic. We used a sample of graduate students from 18 Christian seminaries across North America (N = 867; Mage = 31.95; 48.1% female; 60% White). Factor mixture results supported a 3-class solution, with one class reporting consistently greater ratings of sense of community, labeled the strongly connected, another class reporting consistent mid-level ratings, labeled the moderately connected, and a third class reporting consistently lower ratings, and labeled the disaffected. Results for the disaffected showed a pattern of associations with lower well-being and greater symptoms, and lower religiousness/spirituality, along with greater pandemic stress. The strongly connected showed greater levels of virtuousness, well-being and religiousness/spirituality, and lower symptoms, although they were also more likely to report greater illusory health. The pattern of associations for the moderately connected was a blend of similarities with the other two subgroups. The disaffected also showed a modest risk effect for lower well-being and greater symptoms over time. Findings pointed to providing greater horizontal dwelling among the disaffected and the need for greater seeking among the strongly connected.

Betriebliches Gesundheits­management (BGM)

Corporate Health Management: Part 2: Peer-to-Peer – A company addiction prevention seminar for students Students advise students - this is the motto of the addiction prevention seminar that the Hessian Finance Administration successfully introduced in 2023. Participants are trained as peer counselors who then offer solution-oriented help on addiction issues as first responders for their peer group.

The Investigation of a Nelsonian Approach to Socratic Dialogue with Student-Teachers at a Midwestern Private University

Student-teachers must be afforded opportunities to seek guidance on challenges that arise during teaching experiences, such as addressing student behavior, creating meaningful lessons, and fostering open and welcoming learning environments. Student-teachers can undergo negative experiences, which can lead to frustration, anger, and lack of interest in the profession. One way to address these challenges is through dialogue (Kumar & Downey, 2018). In this qualitative study, the researcher investigated whether a nuanced version of the Socratic method, developed by Leonard Nelson (1882-1927), can be an efficacious instructional strategy for finding solutions to student-teachers’ classroom challenges. The research study consisted of five undergraduate students enrolled in a student teaching seminar at a private midwestern university. The course prepared students for roles as new teachers by reading, discussing, and sharing challenges about teaching. Both the researcher and research participants worked together to faithfully follow the essential steps of a Nelsonian Socratic method approach. Once the preparation was settled, the researcher, as the external analyst, facilitated a Nelsonian Socratic dialogue with the student-teachers on a specific challenge a student teacher within the group was facing. After the dialogue, participants were assembled in a focus group and asked several questions about their experiences participating in a Nelsonian Socratic dialogue. Descriptive, categorical, and analytical coding of data indicated that participants reached consensus on a solution for the student-teacher’s challenge and perceived the Nelsonian Socratic method approach as an effective dialogic strategy that generated feelings of belongingness and empowerment as a group, a shared understanding about the challenge, and a healthy respect for dialogue.

Climate Change-Based Speaking Instructional Material for Students at Saint Paul’s Junior Seminary: Students’ Needs Analysis

Through education, awareness of the importance of climate change as a global issue can be delivered. Aligned with the encyclical Laudato si issued by Pope Francis that mentioned climate change, the seminary as a Catholic school is expected to fulfill the Pope's call. This study aimed to determine the needs of Saint Paul's Junior Seminary students to design English speaking materials based on climate change. This study used mixed methods with ADDIE development model. The data was obtained through questionnaires and face-to-face semi-structured interviews. The participants of this research were 31 students of the 4th grade at Saint Paul’s Junior Seminary and an English teacher. The results of the needs analysis showed that: 1) students still had difficulty speaking English; 2) there were no English-speaking materials that specifically discuss climate change; 3) students needed learning resources that provide English language materials that specifically discuss climate change; 4) there should be more practice speaking English about climate change which will increase students' awareness of the environment, in line with Pope Francis' Laudato si. From these needs, it was necessary to develop English-speaking material based on climate change because of the students' inability to speak English about climate change and to increase students’ awareness of climate change.

Mentoring Matters When Growing Your Own Educators

The journey to establish the Future Educator Pathway (FEP), formerly known as Project Teacher Development, has been a long yet gratifying one. My colleagues and my students have been instrumental in helping to design a pathway for middle school and high school students of color to pursue a career in education. The whole process began with the Color of Teaching Mentoring Program (CoT) established in 2007 and now includes the CoT, Side-by-Side (SBS) in-school seminars for high school students, a Future Educator Academy (FEA), which is a summer residential college experience, and an opportunity for high school students to take up to four dual enrollment courses to jump start their college careers. The mentoring components of the FEP are the most crucial as they establish effective mentor-mentee relationships to foster a sense of belonging on a college campus, encourage exploration of careers in education, support mentees’ goal achievement, and endeavor to diversify the educator workforce. This paper describes the development and impact of the FEP on recruiting and retaining students of color to pursue a career in education. Findings indicate that mentees who participate in at least two of the four FEP programs persist toward their goal at a higher rate, and mentors report growth in their understanding of the importance of being culturally responsive mentors and educators demonstrating the reciprocal nature of mentoring.

O ensino e a aprendizagem não cabem em algoritmos: relato docente sobre o fetiche da inteligência artificial

This is a teaching experience report on the “Ethics and information” course at a federal university. Its first section describes its theoretical foundation, based on Álvaro Vieira Pinto’s cybernetics and the political economy of information and communication. Its second section discusses the course participatory methodology inspired by Paulo Freire (Vieira Pinto’s student), which resorted to multimedia didactic, self-assessment, dozens of student seminars, and a final open essay. As its main result, dialogic education confirms students’ unreasonable fascination with texts generated by artificial intelligence, along with the unpreparedness of the institution to address this new challenge.

Preface

Abstract The 3rd International Conference on Geological Engineering and Geosciences ICGoES 2023 Innovating the Future: Navigating the Intersection of Geology and Technology 21-22 September 2023 Hybrid Conference Yogyakarta, Indonesia Geological Engineering Department Universitas Gadjah Mada Jl. Grafika No 2, Mlati, Sleman Yogyakarta, 55281 INDONESIA © Geological Engineering Department Universitas Gadjah Mada 2023 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without written permission of the copyright holder (the publisher), except in the case of brief quotations embodied in reviews and certain other non-commercial uses permitted by copyright law. The publisher, authors, contributors, and endorsers of this publication each excludes liability for loss suffered by any person resulting in any way from the use of, or reliance on this publication. Foreword Dr. Agung Setianto Assoc. Prof. Head of Geological Engineering Department Universitas Gadjah Mada Yogyakarta, Indonesia It is an honour for the Geological Engineering Department of Universitas Gadjah Mada to hold the 3rd International Conference on Geological Engineering and Geosciences (ICGoES 2023), an annual conference program sponsored by our department. This is the 3rd year we hold this international conference, which was originally started in 2014 as a national level geology festival and seminar for Indonesian academics and students. The chosen theme for this year’s event, “Innovating the Future: Navigating the Intersection of Geology and Technology,” encapsulates the dynamic synergy between two realms undergoing rapid evolution. Within the sphere of geology and geosciences, technological advancements have ushered in a new era of understanding and exploration. These innovations offer powerful tools and novel methodologies that enable scientists to delve deeper into the complexities of our ever-changing planet, particularly in response to the pressing challenges posed by the climate crisis. The fusion of geology and technology not only expands our knowledge but also enhances our ability to adapt and respond effectively to environmental shifts. Yet, amidst the strides forward, there exist inherent challenges. The unprecedented accessibility to technology brings with it a set of hurdles, demanding careful navigation and thoughtful consideration. As we venture into this intersection, we must remain vigilant, recognizing both the opportunities and obstacles that accompany this transformative journey. I hope the success of this event will strengthen future collaboration between our university with universities and research institutes in Indonesia and from all over the world. Once again, we thank you for your contribution to and participation in ICGoES 2023 and I hope you had a great time and wonderful experience. List of conference chair, Editors, Scientific Committee & Reviewers, Advisory Board and Organizing Committee are available in this Pdf.

Silence in the Classroom: Reflections on Teaching Poetry in UK Secondary Schools and Universities

Abstract This extended contribution to English’s forum on teaching poetry seeks to shift discussion away from the capabilities, expectations, and motivations of students in university poetry seminars and invite university educators to reflect on how aspects of their practice consciously and unconsciously effect how poetry is understood by new generations. The article recounts how the author’s understanding of silence in poetry classrooms in schools and universities has developed over time. In doing so, it models processes of reflective practice and reflexivity that might be less familiar to university teaching colleagues than it is to those who have undertaken training to teach in schools. The article argues that engaging with processes of reflective practice not only stands to benefit individual poetry teachers and their students, but can also empower us to think more critically and collectively about the purposes we serve and the principles that underpin our work as educators in the discipline of English.

Evaluation of a summer program for minority high school students in the clinical cancer center: The Future Gen Cancer Scholars program.

e13703 Background: Individuals from minoritized communities receive less cancer screening, have higher stage at cancer diagnosis, and experience higher death rates. Helping minority high school students find a pathway to enter college and continue with advanced education and training and become leaders in cancer treatment, research and prevention may help reduce these inequities. Many public high schools in urban centers struggle in STEM education. The Rhode Island Hospital / Legorreta Cancer Center at Brown University partnered with the Papitto Opportunity Connection in Rhode Island to create the Future Gen Cancer Scholars program. Methods: High school students were invited to apply from Providence and surrounding communities. Accepted applicants became paid hospital employees and received training in professional conduct, protected health information and other skills necessary to shadow physicians in inpatient and outpatient settings. The summer curriculum included physician shadowing, radiology, pathology, student run tumor boards, seminars and community outreach. Pre/post-surveys were collected where students rated their experiences and beliefs regarding cancer careers on a 5-point Likert scale. Open-ended questions were added to evaluate interest in pursuing a career in oncology. Results: 20 high school students participated in the program’s first cohort. 70% self-identified as Hispanic/Latinx and 30% as African American, 85% were female, 90% attended a public school. Pre- and post-surveys were completed by 17 students. The 5-point Likert scale showed improvement in an understanding of oncology careers (pre, 3.9; post, 4.5), interest in pursuing a related career (pre, 3.1; post, 3.8), and recognition of available educational resources within their communities (pre, 3.9; post 4.3). Confidence in overcoming educational access barriers slightly decreased (pre-4.1; post-3.8) due to the increased awareness of the length, cost and process of medical training. Most students described the Future Gen Program as helping them identify career goals and a path forward. Conclusions: The Future Gen program helped solidify minority high school students’ desire to become leaders in cancer care and may provide a path forward to achieve this goal. We will track students’ educational and research achievements over time to measure the program’s impact. The establishment of a successful local model can provide a framework for a nationwide program.

A Phenomenological Study of Seminary Students’ Experiences in Counseling

A Phenomenological Study of Seminary Students’ Experiences in Counseling

Fostering Social Connectedness in First Year Seminar Students: A Pilot Study

University First Year Seminar (FYS) programs are diverse in their content and pedagogy. Yet all seek to assist first-year students in the difficult college transition. The purpose of this pilot study was to evaluate if grouping similar academic majors into the existing First Year Seminar (FYS) courses would improve social connectedness, use of academic resources, and engagement on campus. A subset of first year students were assigned to either the control group (CON) of normal mixed major sections, or to the experimental course (EXP) with only related majors. Thirteen EXP and 36 CON students completed the data collection, including an 18-question social support survey administered at the beginning and end of the course. Additionally, two open-ended qualitative analysis questions were asked related to student expectations and perceived course outcomes. Lastly, the three instructors of the EXP and CON courses studied were interviewed using phenomenological methods approximately one week after the end of the semester. Between-groups analysis of the 18 quantitative survey questions identified that the CON group reported more personal conversations with peers and attendance of campus activities while the EXP group reported more faculty interactions. At the beginning of the course, 77% of the EXP group expected to create social connections as a primary course outcome, while only 19% of the CON group did. Academic skills were a higher expectation among the CON group than the EXP group. When asked more directly, both groups expected to make social connections in the class (86%). However, by the end of the study, the reported outcomes were equivocal. Interviews with FYS professors uncovered their own valuable perceptions of connectedness to the university and recommendations for instructor support were made.

Efektivitas Penggunaan Bahasa Indonesia dalam Presentasi dan Seminar Mahasiswa: Analisis Kesalahan Bahasa dan Dampaknya Terhadap Pemahaman Audiens

This research aims to explore the effectiveness of using Indonesian in student presentations and seminars. The method used in this research is the Quantitative Method using a Questionnaire. Questionnaires were distributed to 23 students who had attended seminars or student presentations. Research findings show that students still often make errors in grammar, spelling and word choice in talks and seminars. These grammatical errors can affect how well the audience understands the presentation or seminar material; Audiences who are distracted by grammatical errors will have a hard time following along. Therefore, so that students can use Indonesian in presentations and seminars well, they need to be guided and trained.

Developing a Peer-Led Multiple-Choice Question Writing Seminar for Medical Students in the United States: A Quality Improvement Project

Developing a Peer-Led Multiple-Choice Question Writing Seminar for Medical Students in the United States: A Quality Improvement Project

Without the third dimension: technopresence, pedagogies of the virtual, and rethinking performance praxis

ABSTRACT In the spring of 2020, students in my Contemporary Performance Theory graduate seminar were halfway through developing their final projects, when the university shut down. In this essay, I explore the challenges the artist-scholars in my seminar experienced as they navigated the shift of our process to the digital and also discuss the productive aspects that emerged throughout the process for some of the projects. I argue that in adapting to the digital environment the projects did not become less and they did not become more; they became something else entirely, inviting practitioners and theorists to rethink praxis.

An online community of interns: Examining the music student teaching seminar in a virtual setting

Communities of Practice are integral as a network for engaging in regular interactions, sharing resources, and offering support. As online collegiate communities continue to expand, exploration of virtual courses—specifically, the music student teaching seminar—seems necessary. The purpose of this instrumental case study was to describe music student teachers’ (MSTs, N = 20) and instructors’ experiences in a virtual music student teaching seminar in the United States. Data collection included (a) observations of weekly seminar meetings; (b) focus group interviews with MSTs and seminar instructors; (c) text chat transcripts from virtual meetings and the class Facebook® group; and (d) course documents. Findings highlight the successes and challenges of developing, instructing, and facilitating the seminar in a virtual space, the perceived impact of online chat platforms/functions as an instructional and reflective tool, the benefits of regular seminar meetings, and participants’ perceived purpose of the music student teaching seminar.

Supporting nutrition and dietetics students' relationships with food and body image: Adopting a co-created curricula approach.

The aims of this study were to: (1) explore perspectives of university students' and academics' regarding disordered eating, eating disorders and body image in relation to pedagogy and curricula and (2) to evaluate a co-designed student seminar and an academic workshop on these topics. A participatory action research approach was employed whereby an educational intervention was co-created by academics and students. An online seminar was presented to students and a 1-h workshop was presented to academic staff. Evaluation was conducted via a post-seminar anonymous survey for students and a pre- and post-anonymous workshop survey for academics with a mix of Likert-scale questions and open text boxes. Qualitative data were open coded, both deductively and inductively, and quantitative data were analysed descriptively. One hundred and seventeen students attended the voluntary education seminar. Six themes were identified from student qualitative data which included feeling safe, empowered, inspired, connected, emotional and reflective. Problematic aspects of pedagogy and curricula were identified by students and included: using personal data for teaching, demonising language to describe food/bodies and not always feeling safe or supported to discuss disordered eating. Twenty academics shared divergent perspectives-some reported feeling concerned and challenged by the content (exploring disordered eating with students), others noted the complexity of the area, and others reported low/moderate confidence or indifference in the space and felt this content outside of their scope as educators. Curricula interventions that reduce triggering and shaming and increase space and support for strengthening students' relationships with food and their bodies are valued by nutrition and dietetics students. We encourage academics to consider pedagogical approaches and expand discourse in this space.

Students’ Perceptions towards Online Learning in the Upper East Region

Online learning has become the most dominant mode of instruction adopted by facilitators due to the outbreak of Covid-19 pandemic. Instructors adopted this mode of instruction in order to engage students in academic activities while they stay in their comfort zones. This study therefore investigated students’ perceptions towards online learning. Two research questions were formulated to guide the study. Purposive sampling technique was adopted in sampling participants for the study. Data was analysed using inferential statistics (ANOVA) and descriptive statistics (mean, standard deviation and percentage). The interview data was also analysed using thematic analysis. The finding from the study proved that online learning has several benefits and challenges. The findings from the study proved that online learning helps students to learn at their own pace and also share information among each other and facilitators easily. It was also found that online learning saves money and students time since they do not need to travel to the study centers. The study also proved that poor internet connectivity is a serious challenge of online learning. Lack of computer skills and ICT logistics also affect student’s participation in online learning. There was statistically significant difference between the mean perceptions of students on benefits and challenges of online learning. Based on the findings of the study, it was recommended that Ghana Education Service should provide students with laptops, android phones and tablets to enhance their effective participation in online learning. It was also recommended that tertiary institutions offering online courses should organize seminars for students on online learning and also provide students with internet bundles to help them participate effectively in online learning.

Al-Islam and Kemuhammadiyahan Learning Based on Religious Moderation in Multicultural Campus

This research explores the application of Al-Islam and Kemuhamadiyahan learning based on religious moderation. This research uses a qualitative approach with a case study type of research. Data collection by observing, interviewing and documenting. Data analysis using the interactive model popularized by Miles and Huberman includes data condensation, presenting data and drawing conclusions. Testing the validity of the data using triangulation techniques: time triangulation, source triangulation, method triangulation, and investigator triangulation. So, this research found that implementing Al-Islam and Muhammadiyah learning was based on religious moderation. The results of this research are that implementing AI-Islam and Kemuhamadiyahan learning based on religious moderation is generally carried out with two types of knowledge, namely learning in and outside the classroom. Classroom learning by implementing AIK education guidelines at PTMA and AIK Multicultural. Meanwhile, activities outside the school are integrated with campus activities, namely Matras, Muhammadiyah Student Association (IMM), Tapak Suci (TS), Christian Student Association (PMK), seminars, field studies, mabit activities and seminars. The AI-Islam and Kemuhamadiyahan learning model based on religious moderation is one form of operationalization of the ultimate goal of Islamic education, namely empowering humans.

Undergraduate seminar for first-phase MBBS students to make teaching–learning experiences enjoyable: A cross-sectional study

Background: It is essential to provide innovative teaching and learning methods to improve the skills of students and for quality assurance in medical education. Aims and Objectives: To assess the efficacy of seminar-based learning among 1st-year MBBS students in the neurophysiology competencies and to assess the satisfaction of students and faculty members following the sessions. Materials and Methods: The present study was conducted among the 200 first-phase MBBS students in batch 2021–2022 after obtaining institutional ethical clearance and informed consent of the participants on two topics of neurophysiology: Basal ganglia and cerebellum. A post-test was conducted following the seminar and all MCQs were of higher-order thinking skills. Feedback was taken from students and faculty members. Results: Pre-test scores of MCQs: 60.46 ± 17.9; post-test scores of MCQs: 83.23 ± 21.89. P < 0.01**. The score of the cerebellum (presenter’s) Group was 78% and that of the basal ganglia group was 82%. Students and faculty members were mostly satisfied with the session and felt that more such sessions were necessary as per feedback survey responses received from students and faculty members. Conclusion: Seminar-based learning model increased the satisfaction of students and faculty members in learning neurophysiology and students as well as faculty members wanted more such sessions. The senior students were the facilitators of learning in the present study. The students felt that learning in this way increased their problem-solving and critical-thinking skills and motivated them to become self-directed learners.