Survey Of Courses Research Articles

Embracing the hybrid experience: Uncovering the emotional effects of synchronous hybrid education on undergraduate university students

This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.

Survey of undergraduate OR courses from IE programme: content, coverage, and gaps

An introductory professional course in industrial engineering (IE) on operations research (OR) was initially designed to solve companies’ practical optimisation problems. Research has recently shown that current OR teaching has contradicted the original intention of the curriculum, deviating from the actual needs of enterprises. This paper provides the results of a survey of courses dedicated to the field of OR from IE in Chinese higher education. The study is unique because it represents the first large-scale study of offerings and shortcomings in the OR courses available to undergraduate IE majors. Content analysis was performed on each syllabus to identify course offerings: the pedagogy used, the content emphasised, and the selected assessment techniques. Meanwhile, qualitative and quantitative methods were adopted to investigate the OR needs of enterprises. This aggregated information was used to compare course offerings with the current skills identified as necessary for professional success. These data provide input to analyse the gap between higher education offerings and the needs identified by practitioners. The findings are intended to foster information sharing and provide a data baseline for the development of OR courses in academia, as well as training, development, and recruitment efforts by OR talent in the field of IE.

Current State of Special Collections and Rare Books Cataloging Education at LIS Programs

There is a need for highly trained special collections and rare books catalogers as found in recent job postings. Where will these catalogers learn the unique skills needed for them to succeed in their careers? This paper is an environmental survey of courses offered by the 68 Library and Information Science programs accredited by the American Library Association. It evaluates what course offerings in cataloging and special collections are available. These findings suggest LIS programs currently do not offer sufficient numbers of courses to train special collections and rare books catalogers. Additional skills, from extra languages to knowledge of DCRM(B), need to be acquired in other ways, before, during, and after traditional LIS degree work.

Survey of graduate supply chain courses: content, coverage and gaps

PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally.Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners.FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014).Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

Comparison of Chemical Engineering Undergraduate Curriculum of Universities in China and Ethiopia

In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample, Tsinghua University (THU) from China and Addis Ababa University (AAU) from Ethiopia. The major aspects in the comparison were the lengths of the programs, measurement of student workload, practical curriculum, and the ratio of general, core, compulsory and non-compulsory courses. At the THU, the minimum length for the undergraduate program is 4 years, whereas at AAU a minimum of 5 years is expected. While general education courses occupy 70% of the total credit in the THU curriculum showing more emphasis on general courses, the AAU curriculum gives more focus to core courses by allocating 70% of its total credit. The THU curriculum proves to be more flexible, offering more elective courses at different stages of the program; the AAU curriculum has provided the chance for a range of specialty streams offering elective courses in the final year of the program. Thus, it is highly appreciable for both countries’ universities to optimistically add more courses to their present curriculum based on their socio-economic trait, cultural backgrounds, national demands, and resource availabilities.

Establishing a Better Approach for Evaluating Teaching: The TEval Project

• Student surveys of courses are at best unreliable or at worst discriminatory methods to evaluate the quality of teaching.Teaching activities include many aspects that are not visible in the class...

Logistics education: a look at the current state of the art and science

PurposeThis paper aims to provide the results of a large‐scale survey of courses dedicated to the field of logistics in higher education. This research is unique because it represents the first large‐scale study of both undergraduate and graduate logistics courses.Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course coverage: requirements, pedagogy and content emphasis. Content analysis is a descriptive approach to categorize data and the results may be limited by the categorizations used in analysis. This aggregated information was utilized to compare historical research findings in this area with the current skills identified as important for career success. These data provide input for gap analysis between offerings in higher education and those needs identified by practitioners.FindingsData gathering efforts yielded a sample of 118 logistics courses representing 77 schools and six different countries. The aggregate number of topics covered in undergraduate courses totalled 95, while graduate courses covered 81 different topics. The primary evaluation techniques include the traditional exams, projects and homework. Details regarding learning objectives and grading schema are provided along with a gap analysis between the coverage of logistics courses and the needs identified by practitioners.Originality/valueThe goal is to use these data as a means of continuous improvement in the quality and value of the educational experience. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of logistics courses and curricula in academia as well as training and development by professionals in the field of logistics.

The α Subunit of the G Protein G13 Regulates Activity of One or More Gli Transcription Factors Independently of Smoothened

Smoothened (Smo) is a seven-transmembrane (7-TM) receptor that is essential to most actions of the Hedgehog family of morphogens. We found previously that Smo couples to members of the G(i) family of heterotrimeric G proteins, which in some cases are integral although alone insufficient in the activation of Gli transcription factors through Hedgehog signaling. In response to a report that the G(12/13) family is relevant to Hedgehog signaling as well, we re-evaluated the coupling of Smo to one member of this family, G(13), and investigated the capacity of this and other G proteins to activate one or more of forms of Gli. We found no evidence that Smo couples directly to G(13). We found nonetheless that Gα(13) and to some extent Gα(q) and Gα(12) are able to effect activation of Gli(s). This capacity is realized in some cells, e.g. C3H10T1/2, MC3T3, and pancreatic cancer cells, but not all cells. The mechanism employed is distinct from that achieved through canonical Hedgehog signaling, as the activation does not involve autocrine signaling or in any other way require active Smo and does not necessarily involve enhanced transcription of Gli1. The activation by Gα(13) can be replicated through a G(q)/G(12/13)-coupled receptor, CCK(A), and is attenuated by inhibitors of p38 mitogen-activated protein kinase and Tec tyrosine kinases. We posit that G proteins, and perhaps G(13) in particular, provide access to Gli that is independent of Smo and that they thus establish a basis for control of at least some forms of Gli-mediated transcription apart from Hedgehogs.

Teaching Democracy: A Survey of Courses in Democratic Theory

Democratic theory is an exciting field today, both in its rich, textured, abundant research and in the varied courses taught at American colleges and universities. We use its subject matter as a benchmark to judge the politics of the United States as well as that of other countries. The scope of research in this subfield has expanded debates about the meanings, purposes, and reach of democracy, and it raises questions for instructors about what to teach. This essay examines material taught in undergraduate courses and graduate seminars on democratic theory. How these courses are put together reflects what instructors hope to achieve and—on a larger scale—the state of debate among scholars in the subfield.

Kidnapping, Infanticide, Cannibalism: A Legend from Swedish Finland

Among the so-called historical legends included in V E. V Wessman's collection of Finland Swedish legends is one curious type from near Abo, of whose seven versions Wessman himself collected three in 1915 (Wessman 1924:244-46). first version he prints is one of those he had collected, in this instance from Wilhelmina Wikstrom. It sounds like this in the English translation of Reimund Kvideland and Henning K Sehmsdorf, who give it the tide The outlaws who kidnapped the girl. A girl was kidnapped by some outlaws and taken to an island known as Robbers' Isle. She was there for seven years. During that time she was the mistress of all the robbers and every year gave birth to a child. king of the robbers killed the children and ate their hearts. But one Christmas Eve she went out to look for some Christmas straw. outlaws were dead drunk and had forgotten all about her. She went home and told the folks what had happened. She had dropped pieces of straw along the way, so the villagers could retrace her steps and find the hideout. They surrounded the hideout and took the robbers prisoner. They were so drunk, they did not even put up any resistance. In prison the robbers' king admitted what he had done. As punishment he was walled in alive near the gate of Abo castle. There are seven hearts cut in the wall where he is. If he had eaten the hearts ofjust two more children nobody would have been able to capture him. [Kvideland and Sehmsdorf 1988:372] significant points of the type become apparent through a survey of the other six recordings printed in Wessman. This survey of course cannot hope to present the individual touches or narrative strategies employed by the various informants, but it will, I hope, serve to establish a base on which some interpretation can be built, and the recordings are short enough that even a cursory summary can give a reasonable sense of their contents. 2) second recording, which Wessman collected from the widow Rydman in 1915, makes explicit that the number of robbers was seven and agrees with the duration of the kidnapping, number of children, collective nature of the sexual relationship, infanticide, and cardiac cannibalism, which it motivates with a remark to the effect that eating nine hearts would have made the robber king invincible. resolution occurs when the robbers, who now trust the girl, send her on an unspecified errand. She reveals all to the townspeople, who return, capture the robbers, and wall in and starve to death in Abo the robber chieftain. 3) third, which J. E. Wefvar collected in Pargas after 1870, agrees in the length of time the girl spent with the robbers, their number, and the nature of her relationship with them (och hade varit hustru At alla rovare [and had been the wife of all the robbers]). In this case, however, it is the entire band of robbers who kill the children and eat their hearts, and the explanation thus pertains to them as a group . It is more fanciful than the one offered by the widow Rydman: De trodde, att da man atit nio manniskohjartan sa bleve man osynlig och kunde flyga som en fagel eller 'han hale' [They believed that if one ate nine human hearts one would become invisible and could fly like a bird or the Evil One]. girl escapes on Christmas Eve by obtaining permission to go off to get straw. This she does not strew behind her, but still she is able to lead the villagers back to the lair, the entrance to which the villagers fill with stone after shooting some of the robbers inside. remaining four stories explain also how the girl was captured. 4) In the first of this group, the fourth of them all, she is taken while others are off bathing. band of robbers has grown to twelve, and they keep her for that number of years, while she bears one child per year, one with each robber. fate of these children is not mentioned. She escapes by gaining their trust and going to get milk. …

Environmental Chemistry and Environmental Science: A Survey of Courses Offered in U.S. Colleges and Universities

Today's chemists are asked to 1 ) the continue the development and production of massive amounts of chemicals which improve the human standard of living and 2) to responsibly manage, reduce, treat, and dispose of chemicals. Non-chemists are asked to make informed decisions that contribute to environmental improvement. The study of environmental chemistry and its applications is the arena in which college students can become prepared to meet these demands. The purpose of this survey was to find out the variety and availability of college level environmental chemistry course offerings in the United States.The survey was sent to all departments of chemistry or related divisions in U.S. colleges and universities which have a faculty of four or larger. An environmental chemistry course was defined as one which surveys the environmental chemistry of water, air, soil, and biological systems at a level that requires a background of 15 to 20 hours in chemistry, including some organic chemistry and some knowledge of quantitative analysis.Of 819 surveys sent out, 47% were returned by mail. An additional 7% of chemistry departments were surveyed by telephone. Two hundred (45%) responding institutions offer an environmental chemistry course within the chemistry department. Ninety six (22%) responding institutions are contemplating offering such a course in the chemistry department. Two hundred thirty three (53%) responding institutions offer an environmental sciences course in a department other than chemistry. It is estimated that about 40% (380) of chemistry departments in U.S. colleges and universities with faculties of four or more offer an environmental chemistry course. Approximately 15% (137) more are contemplating offering an environmental chemistry course in the near future.It was concluded that environmental chemistry is increasingly being recognized as an important part of a college chemistry education. Colleges and universities across the nation are enhancing, reorganizing and upgrading their chemistry programs by adding a new environmental chemistry course or improving existing programs/courses in environmental science/environmental chemistry. The ecologically literate chemistry graduate is becoming a real goal among U.S. colleges and universities.

The DANTES Survey of Courses in Contemporary Middle East Studies

In Fall 1990, the Defense Department mailed an eight-page questionnaire to more than a thousand college and university professors who teach courses in contemporary Middle East Studies. Fifteen percent, 184 professors, responded, which is an impressive rate for such an endeavor. The survey asked, among other things, how often courses meet, how course materials are organized, which specific topics are covered, which texts are used and requested a copy of the professor’s course syllabus. I heard about the survey from one of those solicited and called the director of the project to learn the results.The information sought in this survey is not classified. Specifics about a Middle East Studies course are available to anyone who signs up; and most professors are more than willing to discuss their selection and organization of material. But the survey was conducted without identifying the surveyors or their purpose. Neither the questionnaire nor its cover letter indicated a connection to the Department of Defense.

History of Economic Thought: Survey of Course Outlines in Universities in Canada and the United States of America

History of Economic Thought: Survey of Course Outlines in Universities in Canada and the United States of America

TEACHING COMMUNICATION SKILLS

This article is an updated version of Chapter 6, “Teaching Communication Skills in the United Kingdom”, which appeared in Communication Skills. Volume 1: An International Review, edited by Philip Hills and Margaret McLaren, Croom Helm, London, 1987. In 1979 a survey of courses, books and materials used in communication skills courses in universities, polytechnics and institutes of higher education listed 55 institutions providing such courses which “varied in purpose, length, style and content”. The main areas dealt with by these courses were in:

Survey of courses offered in U.S. medical schools on health care delivery and finance.

Log in or Register Subscribe to journalSubscribe Get new issue alertsGet alerts Enter your Email address: Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. Subscribe to eTOC Secondary Logo Journal Logo All Articles Images Videos Podcasts Blogs Advanced Search Toggle navigation Subscribe Register Login Articles & Issues Current IssuePrevious IssuesPublished Ahead-of-Print Collections Editorials of Laura Weiss Roberts, MD, MAAM Last PageCOVID-19 and Medical EducationAddressing Race and Racism in Medical EducationeBooksView All For Authors Submit a ManuscriptInformation for AuthorsLanguage Editing ServicesAuthor Permissions Journal Info About the JournalAbout the AAMCJournal MastheadSubmit a ManuscriptAdvertising InformationSubscription ServicesReprints and Back IssuesClassified AdsRights and PermissionsFor ReviewersFor MediaFor Trainees All Articles Images Videos Podcasts Blogs Advanced Search

Psychology and Literature: A Survey of Courses

A survey of interdisciplinary courses in psychology and literature was taken. College and university catalogs from the United States and Canada were scanned to locate both psychology courses that used literary materials and literature courses in which psychological concepts and theories were taught. Instructors of 135 selected courses were mailed a letter requesting additional information about their courses and syllabi. The survey indicated that most of the courses were taught in literature departments. Psychoanalysis was found to be the dominant theoretical orientation, though a few other perspectives were represented. The syllabi were used to compile a reading list of psychological fiction for teaching and for general interest.

Labor Economics: Survey of Course Outlines in Universities in Canada and the United States of America

Labor Economics: Survey of Course Outlines in Universities in Canada and the United States of America

Wide Variety of Texts, Aids Employed in Theory Courses

The author chaired the 1976–77 teaching committee of the AEJ Theory and Methodology Division which was given the responsibility of assessing communications theory instruction. Other members of the committee participating in the project were Thomas F. Gordon, Temple University; Gerald L. Grotta, then of the University of Oklahoma; Roy L. Moore, Georgia State University, and Michael Ryan, West Virginia University. Assisting in the project as a research aide was Donald Fremont. For another survey of courses and textbooks dealing with theory and methodology, see: Brenda Dervin and Michael Banister, ‘“Theory’ has many definitions in journalism education,” Journalism Educator, Vol. 31, No. 3, October 1976, pp. 10–15, 44.

A pilot survey of courses in technology transfer offered at selected colleges and universities in the United States

This survey was developed to determine the nature of the programs and courses intechnology transfer now in existence in the United States. A pilot study approach was used, without operationalizing a definition, to avoid excluding possible technology transfer activities. Results indicate twenty colleges and universities offering courses in a wide range of academic settings including engineering, business, psychology, sociology, political science, environmental studies and agriculture. With the majority of respondents, technology transfer is studied as a combination of the history of science and technology, management, information science, and communication. In this sense, it appears to be an interdisciplinary study with a strong direction toward communication protocols, and management skills as primary outcomes.

Informal Survey of Courses on Women in Religion

In the early 1970's courses in Women's Studies began to appear on many campuses across the country, encouraged in part by the success of Black Studies. As the whole area of women and religion is a particularly complex and significant field, courses on women began to appear in religion as well as in psychology, literature, history, sociology and even natural science departments.It was hard to know where to begin in organizing a course on “Women in Religion.” Most teachers felt some attention must be given to both Old and New Testament studies, church history, church law, non-Western religions, moral theology, and the role women play in contemporary churches; then secular history, literature, education and psychology must all be tapped to show parallels, causes and effects. People teaching in Women Studies programs tended to do a lot of sharing of experiences and resources.