Students In Course Research Articles

A/R/Tographic Investigation into Artistic Development Processes of Painting and Drawing Teacher Education Undergraduate Students

This study is a qualitative study designed to investigate the artistic development processes of undergraduate art education students a/r/tographically and to determine the role of portfolio preparation in this process. The present research was conducted in the workshop course of the 4th-grade students of the Department of Art and Art Education of a medium-sized university in the academic year 2022-2023 with the participation of 10 volunteer workshop students. The study group of this research was selected through criterion (purposive) sampling. The collection of the data of the research consisted of student educational development files (portfolio) prepared during the inquiry process, the question pool created, a/r/tograph opinions collected through a semi-structured interview form prepared by taking the opinions of field experts, peer opinions, expert opinions and student artistic products that emerged at the end of the process. Qualitative data analysis was used to analyse the data related to the a/r/tographic process, which is an art-based research method. Accordingly, content analysis was used in student, peer and expert evaluations of educational development files (portfolio). Students' artistic processes and a/r/tographic questioning processes were analysed using descriptive analysis. It was seen that the students were satisfied with the educational development files (portfolio) that they examined by making self-evaluation. Peers and experts who examined the educational development files (portfolio) stated that the files could generally be improved. It was observed that the students were involved in the a/r/tographic process in a determined or accidental way and that they continued the process by making inquiries. It was observed that students developed different perspectives with their artist identities and expressed themselves with process-oriented products that they reflected themselves.

Investigating Student Performance, Course Completion, and Student Perceptions in the Blended-Flipped Teaching (BFT) Model with Collaborative Teaching Teams (CTT) in Large-Sized College Chemistry Classrooms

Investigating Student Performance, Course Completion, and Student Perceptions in the Blended-Flipped Teaching (BFT) Model with Collaborative Teaching Teams (CTT) in Large-Sized College Chemistry Classrooms

Implementation of Islamic Religious Education Courses at the Center for the Implementation of Personality Formation Courses (PP-MPK) Universitas Sriwijaya, Indonesia

Islamic religious education has an important role in shaping the character and morals of students in higher education. The implementation of religious education aims to create a generation that is not only intellectually intelligent, but also has strong moral and spiritual integrity. In Indonesia, the implementation of religious education is strengthened by Law of the Republic of Indonesia Number 12 of 2012 concerning Higher Education. The method in this research uses qualitative methods with content analysis techniques. This student character formation course aims to instill noble values and build strong personalities in students. The implementation of learning material is carried out face-to-face in lecture classes and through e-learning. Islamic Religious Education at PP-MPK Sriwijaya University is a mandatory course which aims to equip students with a broad knowledge base, develop critical thinking skills, and shape student character. This course covers various topics related to Islamic teachings and is implemented through face-to-face, virtual face-to-face and via e-learning methods. The implementation of Islamic religious lectures is not only carried out in the classroom but is also carried out at the Al Ghazali Mosque on the Palembang and Indralaya campuses. In addition to promoting activities at the campus mosque, this activity aims to put into practice the learning of the theory that has been obtained in the classroom, so that students can later put it into practice. learning outcomes into the real world.

How to run a qualitative methods short course in epidemiology: faculty and student perspectives

Abstract Background Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development to guide faculty and students designing similar courses in epidemiology curricula. We combine established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. Objectives We propose a 1-ECTS, six session long, student-centred course with inverse in-person classroom teaching and practice exercises with faculty input. The overarching course objective is to introduce students to qualitative research and mixed methods. The proposed course covers learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Results Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. Conclusions After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. Based on: Gille, et al. A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives, International Journal of Epidemiology, Volume 53, Issue 2, April 2024. Key messages • Qualitative research methods and mixed methods are core competencies for epidemiologists. • Students appreciate a student-centred course design with inverse classroom teaching and practice exercises.

Teaching Statistics for the Social Sciences Using Active Learning: A Case Study

US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical approach that places emphasis on students’ collaborative work, has been shown to increase student learning and course success in STEM fields of study and in mathematics courses. Active learning has also been shown to be adaptable to courses involving computer software and programming, such as introductory statistics. This case study is based on the author’s experience implementing an active learning model in an introductory statistics course for students majoring in sociology and related social sciences. Results indicate that the active learning approach was adaptable to the structure and particular learning goals of the course. Students perceived greater learning relative to other courses despite doing less work outside of class, and attributed this to the active learning structure of the course. These findings align with more systematic studies on the impacts of active learning in science and mathematics courses.

A Teaching Design with Ideological-Political Element on Reactions of Alkanes in College Chemistry II

College chemistry II is a basic course for normal college students majoring in science education in our university, and it is of practical significance to integrate ideological and political education into the teaching of the course to achieve the teaching purpose effectively. Taking the part “reactions of alkanes” as a case of teaching design, this paper discussed the teaching design ideas and methods of integrating ideological-political elements into the specialized course specifically in the setting of the three learning objectives, the introduction of the new lesson, the teaching of the three knowledge points, etc., and carried on the teaching reflection. By fully excavating the ideological-political elements in this course, and integrating the ideological and political education with cases related to reactions of alkanes in daily life and production practice into, it can arouse the students' attention and thinking, stimulate the students' interest in learning, and enhance the effectiveness of students' learning.

Research on Vocational Education Reform and Innovation Based on Information Technology Practice

Based on the perspective of information technology reform, higher requirements have been put forward for student management and course teaching in vocational colleges. Therefore, teachers should actively explore suitable opportunities and practical paths to introduce information technology and rely on advanced technology, equipment, and software to promote the reform and development of virtualization, datafication, and intelligence in course teaching. Due to the limitations and influences of various practical factors, teachers face many problems in the application of information technology, which to some extent hinder classroom teaching reform and innovation. Given this, this article discusses the application of information technology, which plays an important role in classroom teaching reform and student ability improvement. This study will briefly explain the concept and characteristics of information technology, analyze the existing problems in current information technology teaching, and finally propose specific reform and innovation practice paths.

The importance of Method 300 to improve the mathematical foundation of first-year STEM Brazilian undergraduates

This research explores strategies to support first-year STEM Brazilian undergraduates in two programs, computer science and mathematics, through partnerships among faculty and student members and the implementation of an active methodology known as “Method 300” within an elementary mathematics course. The primary goal of these initiatives was to enhance the academic performance of freshmen. In Method 300, for students to benefit from grade improvements, they must assist each other, regularly attend team meetings, and commit to the activities that constitute the method. The method was implemented only during the first half of the course, fortunately it also implicated into the second part of the course, showing that a tenth of the students who performed poorly at the beginning achieved satisfactory and excellent performance in the last assessment, even though the content was more complex. According to the assessment system of the whole course, by monitoring students who initially had poor academic performance, it was found that half of them achieved satisfactory performance by the end of the course, which contributed to a final approval rate above 73% of all students. The condition of student heterogeneity is crucial for the effective application of Method 300; without it, this could become a potential limitation to its successful implementation. In addition to this strategy, the course was supported by voluntary extracurricular tutors, although these were underutilized by the freshmen, prompting us to consider new ways of providing support. These results suggest that future research in this field should focus on improving students’ academic performance by systematically replicating Method 300 in other courses for freshmen students.

Novel muscular anomaly along the iliac crest: Innervation from the superior cluneal nerves and topographical relationship to the thoracolumbar fascia.

Aberrant muscle bundles of approximately 10cm in length, running subcutaneously from the posterior surface of sacrum to the iliac crest, were found on both sides of three males among 93 cadavers of anatomical courses for medical students. Since no precedent of this anomaly has been described in the literature, we present its morphology and discuss the significance of this muscle. This muscle originated from the tendinous fibers of the superficial-most layer of the sacral part of thoracolumbar fascia, became muscularized near the posterior superior iliac spine, passed over the origins of the gluteus maximus and medius, and inserted on the iliac crest. Some bundles crossed the iliac crest to insert between sublayers of the posterior layer of the thoracolumbar fascia. The superior cluneal nerves passed above, below, or penetrated the muscle. Branches from the segmentally lowest one or the conjoined lowest two entered the aberrant muscles. Considering its location and multi-layered structure, the muscle is likely to be a muscularized bundle of the thoracolumbar fascia. The aberrant muscle is also similar to the serratus posterior inferior in its location at the lateral end of the thoracolumbar fascia and below the latissimus dorsi. Nevertheless its innervation from the posterior rami of the spinal nerves and partial fusion at its origin implies a close relationship to the iliocostalis. This aberrant muscle may also be of clinical interest since it is potentially involved in the entrapment of the superior cluneal nerves as it runs along the caudolateral edge of the thoracolumbar fascia.

Undergraduate Human Factors: Challenges and Opportunities

Teaching undergraduate human factors provides challenges in developing an appropriate course, providing material to students with varying backgrounds and preparation, offering examples with which students can identify, and keeping students engaged in large (i.e., 150 students) courses. Means to overcome these challenges include evaluating the type of institution where the course is taught and the level of student preparation, identifying current and relevant examples for demonstrations or projects, and engaging the students to help them understand the application of human factors to their own lives. The benefits of successfully teaching undergraduate human factors includes introducing students to the field and application of HFE to their own lives, as well as building a pipeline for HFE graduate education.

Enhancing Subjective Well-Being in Taiwanese University Students Through an Eight-Week Mindfulness-Based Program: A Pilot Study

While mindfulness has demonstrated extensive benefits across diverse populations, research on its integration as a formal course and its effects on subjective well-being (SWB), particularly among Taiwanese university students, remains limited. This pilot study examined changes in SWB among 85 Taiwanese university students (61 males, 24 females) following an 8-week Mindfulness-Based Cognitive Therapy for Life (MBCT-L) course. Participants included 38 lower-grade (pre-internship) and 47 senior (post-internship) students. SWB was measured using the 29-item Oxford Happiness Questionnaire (OHQ), rated on a 6-point Likert scale, and administered before and after the intervention. Results revealed a significant increase in students’ overall SWB scores from 3.69 to 3.92 post-intervention. Although females initially exhibited higher baseline SWB compared to males, no significant sex differences were observed after the course. Score discrepancies between pre- and post-test stages varied across sex and internship status, indicating differential impacts of the MBCT-L course on distinct demographic groups. Additionally, this study validated the reliability of the short version of the OHQ (8 items) for use in similar research contexts. By conducting a formal MBCT-L course for Taiwanese university students, this study provides valuable empirical evidence, contributing to the cross-cultural understanding of mindfulness-based interventions and their effects on SWB.

PHƯƠNG PHÁP DẠY HỌC “BẮC GIÀN GIÁO” VÀ VIỆC ỨNG DỤNG VÀO GIẢNG DẠY MÔN KHẨU NGỮ TIẾNG TRUNG QUỐC Ở TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI

The “scaffolding” teaching method is a teaching model originating from Constructivist Theory and the Zone of Proximal Development (ZPD) developed by Vygotsky. It offers new insights into dealing with the relationship between “teaching” and “learning”. The changing roles of teachers and students, promoting students' collaborative learning and exploration abilities, and cultivating students' independent problem-solving abilities of this teaching model have helped teachers improve their skills and enhance their educational and teaching abilities. In the process of implementing “scaffolding” teaching, we need to grasp the following key points: teachers need to clarify their roles, arrange a reasonable conceptual framework according to students’ levels, and check control interactive teaching in the student's “ZPD” and gradually reduce the role of the “scaffolder”. In this article, we would like to analyze the birth of the concept of “scaffolding”, its basic characteristics, and teaching steps. Finally, we applied it to teaching Chinese oral courses for students majoring in Chinese language at HNUE.

Promoting motivation and reducing stress in medical students by utilizing self-determination theory - a randomized controlled trial in practical psychiatry courses.

Medical students experience high levels of stress and related mental health problems. Students' autonomous and controlled motivation and their mental well-being are interconnected. This study aimed to investigate whether an innovative teaching concept based on self-determination theory (SDT) could improve students' motivation and thereby reduce their stress levels, ultimately providing a healthier framework for learning. In a week-long practical psychiatry course for medical students, a new didactic concept was implemented in half the groups (n = 73) and compared with the preexisting concept (n = 75) as a randomized controlled trial (RCT). To promote the SDT-target factors of perceived autonomy, competence, and relatedness, the methods used included team building, exclusively positive feedback, group discussions, and choice in task distribution. Significant group differences in motivation, stress, performance, and their relationships were analyzed through t-tests, multiple linear regression analyses, mediation analyses, and hierarchical linear modeling (HLM) using questionnaires collected before (t0) and after (t1) the course, and students' exam results (t2). In the innovation group (n = 53), intrinsic motivation/interest (d = 0.41; p = .019) and perceived choice/autonomy (d = 0.33; p = .048) were greater than in the control group (n = 52). While autonomous regulation remained stable, the innovation group showed reduced controlled regulation (d = -0.36; p = .033) and reported significantly lower stress (d = -0.55; p = .003). The observed changes in motivation collectively mediated the stress reduction. However, students in the innovation group achieved lower exam scores, which seemed to result from the absence of critical feedback, but not from the observed differences in motivation or stress. This study demonstrated that enhancing intrinsic motivation through SDT-based teaching can effectively reduce stress in medical students. Exclusively strengths-based positive feedback may have hindered exam performance, but optimizing educational concepts to promote motivation and reduce stress will be a valuable step toward improving medical students' mental well-being.

BetterFuture Co. and its CO2 Footprint: A Case to Learn About ESG (Environmental, Social and Governance)/GHG (Greenhouse Gas)/CO2, Compliance, and SMART Goal Setting

The case study delves into the complex issue of CO2 footprint from three distinct viewpoints: sustainability, legislative, and managerial. Each perspective offers unique insights into the challenges and opportunities of mitigating greenhouse gas emissions using scope 1, 2, and 3 data. From a sustainability viewpoint, students are encouraged to explore the concept of CO2 footprint within the broader context of ESG considerations. Key questions delve into understanding sustainability frameworks, assessing the impact of CO2 emissions on ecosystems and communities, and exploring strategies for carbon footprint reduction aligned with sustainability goals. From the legislative perspective, students examine the regulatory landscape governing CO2 emissions. Students learn how legal frameworks shape corporate behavior by studying global sustainability goals such as the UN Sustainable Development Goals (SDGs), the Global Reporting Initiative (GRI), and national legislation. Discussion questions focus on analyzing the effectiveness of existing regulations, identifying gaps, and proposing regulatory strategies to incentivize carbon reduction. The managerial perspective emphasizes decision-making and goal-setting within organizations. Students explore how managers can leverage data on CO2 footprint to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for departments or individuals. This involves understanding the role of carbon accounting, evaluating trade-offs in sustainability initiatives, and exploring best practices in integrating sustainability into organizational strategy. The case encourages critical thinking and data analysis, allowing educators to pose additional questions based on student interests and course objectives. The rich dataset allows for extensive exploration beyond the core questions, facilitating interdisciplinary learning across various courses. Ultimately, the case is a versatile teaching tool that can be applied to courses focusing on sustainability, environmental studies, business ethics, managerial decision-making, and public policy. It equips students with the knowledge and skills to navigate the multifaceted challenges of reducing their CO2 footprint while advancing sustainable practices within organizations and society.

Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using the CIPP model.

This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. The CBL program was integrated into the Pharmacology-Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology-Clinical Case Practice course during the first semester of 2022. Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

Teaching Pathographies of Mental Illness.

This paper describes the content and evolution of a fourth-year course for medical students on teaching pathographies of mental illness. (It is a follow-up to Nathan Carlin's Pathographies of Mental Illness that appeared as an Element in the Bioethics and Neuroethics series published by Cambridge University Press.) The course originally centered on classic (and some contemporary) memoirs; however, responding to student evaluations, newer material now ensures more diversity, with material written by women and people of color, and describes the difference that can make.

Best Courses for Students & Junior Doctors Interested in Ophthalmology

Best Courses for Students & Junior Doctors Interested in Ophthalmology

Development of the Joint Expeditionary Medical Officer.

The Uniformed Services University is known for its dual mission of preparing military medical officers for operational readiness and leadership roles. The Joint Expeditionary Medical Officer (JEMO) project is a novel internal program that was initiated in 2022 and aims to fortify and evaluate the essential Knowledge, Skills, and Abilities (KSAs) within the School of Medicine's Molecules to Military Medicine curriculum that are pivotal for the development of a deployment-ready military medical officer. The JEMO-KSA program identifies and deliberately develops a core set of mission-critical skills during the course of students' undergraduate medical education. This helps ensure that Uniformed Services University graduates attain a strong foundational level of operational readiness across various military medical domains. Currently, 371 distinct KSAs have been integrated into the curriculum, with over 86% being assessed at different time frames. Over time, our goal is to present individual students with a customized JEMO "report card" depicting their readiness level; a document that could be updated and expanded throughout their military medical career. The JEMO project represents a significant stride toward optimizing the readiness of military medical officers by systematically identifying, strengthening, and assessing vital operational skills and abilities. With an ongoing commitment to excellence, the project envisages creating an even more robustly structured curriculum that is continually refined to address current operational readiness, setting a new standard for military medical education. While challenges such as accurately measuring the impact of integrated KSAs and continuously updating them to meet evolving military needs remain, the forward momentum associated with the JEMO project will help facilitate the development of military medical officers who have the KSAs to actively support mission success while simultaneously enhancing the overall effectiveness of military health care.

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment.

Snapshots of sameness: Characterizations of mathematical sameness across student groups

Sameness is foundational to mathematics but has only recently become an area of focus in mathematics education research. In this paper, we describe characterizations of sameness generated by four student groups: discrete mathematics students, linear algebra students, abstract algebra students, and graduate students. Based on qualitative analysis of open response surveys, we compare these groups’ characterizations of sameness; note the subcomponents discussed and variation within each dimension; and highlight experiences influential to students’ perceptions of sameness. Findings include interpretability of sameness as a big idea, nascent development of thematic connections across courses, emphases on current course material rather than connections to prior courses for students solicited from a particular course, greater reflectiveness from the graduate student group, and abstract algebra as an impactful course. Implications include a need for thoughtful examinations of how “big ideas” develop among students and what experiences might support such development.