Undergraduate Course Research Articles

Viewing tailored nudges is correlated with improved mastery‐based assessment scores

AbstractMastery‐based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two‐part series of nudges designed to improve students' engagement with and performance on mastery‐based assignments in high‐enrollment, introductory undergraduate courses. Students received one or two email‐based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research‐intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two‐part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision‐making within mastery‐based assignment schemes and suggest future research for tailored nudges to support student success. Practitioner notesWhat is already known about this topic Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited. Mastery‐based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty. What this paper adds This study assesses the effectiveness of personalized nudges in the context of mastery‐based grading in undergraduate STEM courses. We examined the efficacy of viewing versus not viewing nudges in the real learning settings of three STEM courses enrolling more than 5000 students. We found the nudges to be effective overall, correlated with improvements of approximately 3% in students' assignment scores and most impactful for students with the lowest average academic performance. Implications for practice and/or policy Nudging by email or text message has a low overhead cost and yet may provide materially significant gains in students' assessment scores. Nudges can be effectively targeted to specific subsets of students and tailored based on students' prior and concurrent learning analytics data.

The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences

AbstractAttracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences is crucial. Using semi‐structured interviews with the project leaders and document analysis, the findings from this project expose the relational, political, discursive, and structural power dimensions hindering or facilitating the integration of research experiences in undergraduate science courses. Revealing these barriers and opportunities will inform future initiatives, such as those focused on implementing course‐based research experiences.

A simple chemical equilibrium algorithm applied for single and multiple reaction systems

AbstractThermodynamics is a branch of physics of high importance for engineering applications but is usually considered by most students as a rather obscure field, full of abstract concepts. Therefore, simple algorithms, which can exemplify the use of thermodynamic principles for practical situations, should be viewed as valuable teaching tools with large applications in engineering undergraduate courses. This point served as motivation for the present work, which proposes an alternative and simple computational approach for solving chemical equilibrium problems via successive reaction quotient calculations, both for single and multireactional systems. The code was written using MATLAB software; its fundamental theory was explained through a step‐by‐step approach and applied to both Shift and Boudouard reactions. Comparisons with ASPEN HYSYS and HSC Chemistry simulations corroborate its versatility and thermodynamic consistency. The full script is available in its entirety at the as supporting information together with the necessary text (.txt) files. Also, a user guide was provided to help students to replicate the results presented in the article.

Forks in the road: decisions that have shaped and will shape the teaching and practice of geotechnical engineering

Geotechnical engineering spans a wide range of applications, including tunnels, foundations, dams, and retaining structures. It deals with a material known to be difficult to model: a particulate material whose mechanical response is affected by all three invariants of the stress tensor, by loading rate, by density and by fabric. New problems and greater complexity in old problems have come about with the effects of climate change. Progress in certain technologies—notably artificial intelligence—also defines the new landscape in which geotechnical engineers must operate. This paper focuses on mechanics-based geotechnical engineering applications. The paper reviews some of the major decisions that were made by the engineers and researchers who developed geotechnical engineering to the point at which it was an identifiable separate discipline and the consequences that these decisions have had on the development of the discipline and on its teaching. The paper identifies some key modelling choices that were made that have had an undeservedly disproportionate impact on the teaching and practice of geotechnical engineering. The focus of the paper is therefore on these decisions and choices, and what should be taught in their place today. Challenges that future geotechnical engineers may face, as well tools that will be available to them, are also discussed in the context of what should be taught in undergraduate and graduate courses.

Evolution of an introductory undergraduate biology course through collaborative action research

Over the past few decades, we have witnessed an increasing emphasis on the significance of restructuring and revolutionizing undergraduate science education in achieving the goal of preparing a scientifically literate population and safeguarding our democracy and the future of STEM workforce. This paper reports on a collaborative action research conducted to reform and modify an introductory undergraduate biology course taught by the third author with professional support and feedback provided by the other authors. The findings will be discussed in the form of a case study focusing on the initial features of the course, continual feedback and professional growth, modifications to the course, and future plans for further revising the course.

Building soft skills through a role-play based approach for Requirements Engineering remote education

Teaching Requirements Engineering requires adopting pedagogical techniques to develop students' technical skills for identifying users' needs and designing software solutions. Additionally, since requirements engineering involves group work, students must cultivate social skills such as communication, empathy, and conflict resolution. In remote learning scenarios, developing these skills becomes more challenging due to limited interaction. To address these needs, this paper proposes adapting a project-based collaborative learning approach for remote education that combines Role-Play and Send-a-Problem learning techniques. In this approach, students collaborate on software projects in teams, assuming two roles: customers and software developers. We evaluated this approach during two cycles of Action Research, conducted remotely in two disciplines of a Software Engineering undergraduate course involving advanced and beginner students, respectively. In the advanced students' class, we observed that the methodology enhanced communication skills, analytical reasoning, conflict resolution, and empathy. To validate these results, we conducted a new study with beginning students, achieving positive outcomes despite the need for more support in team communication. As our primary contribution, we provide guidelines for implementing this collaborative learning approach online.

Bedside Teaching in Undergraduate Surgical Education: A Pilot Study of Students’ Perspective

Background. Bedside teaching is an important tool in medical education. In recent years, studies have shown that this tool has witnessed gradual deterioration due to various reasons. Hence this pilot study was conducted to assess the students’ perspective about this tool and suggest remedies for the deficiencies. Methodology. An anonymous questionnaire was designed and students were requested to register the response offline. Data was analysed and inferences made. Results. Various deficiencies were highlighted by the students that require correction and improvement. Unavailability of suitable patients is a significant barrier. Communication skills and understanding of infection control protocols had got improved in 84% and 94% students respectively. Half of the students were fully satisfied or satisfied with the overall conduct of the bedside teaching and the other half were either partially satisfied or dissatisfied. Conclusion. There is a need to improve bedside teaching in Undergraduate Surgery course. Simulation sessions need to be devised and enhanced. Faculty development sessions to train the teachers are required.

Approaches to teaching about mechanisms of obesity in undergraduate pathophysiology courses.

Views of obesity as a consequence of "lack of willpower" or other behavioral choices, rather than a complex array of biological and other factors, are quite common among undergraduate students. Many undergraduates in prenursing or biology programs have little exposure to the physiology and pathophysiology of obesity, including learning about leptin and other hormones involved in appetite control. I developed materials for teaching about the pathophysiology of obesity in two different pathophysiology courses: one designed as a survey of pathophysiology topics for prenursing majors, and the other designed as an in-depth exploration of the molecular and cellular basis of selected diseases for upper-division biology majors. In the molecular basis of disease course, obesity is covered as part of a unit organized around metabolic syndrome. The discussion includes molecular and cellular mechanisms that link obesity to several other diseases, including type 2 diabetes and atherosclerosis. This article briefly describes the approaches I have taken for teaching obesity to two different undergraduate student populations and lists several resources that may be useful tools for teaching about obesity.NEW & NOTEWORTHY This article describes approaches for teaching obesity in an allied health major pathophysiology course, and, additionally, in an upper-division biology major course on the cellular and molecular basis of disease.

Understanding operon architecture using LEGO bricks.

Many undergraduates struggle to interpret abstract concepts in molecular biology. Modeling can facilitate learning by making these abstract concepts tangible. Here, we present an exercise based on the lac operon designed for undergraduate students using LEGO bricks. The lac operon is a classic example of transcriptional regulation taught in a variety of undergraduate biology courses and is fundamental to understanding the regulation of gene expression. This easy-to-implement active learning exercise demonstrates how the various components of the lac operon are oriented under a variety of nutritional conditions to control gene expression. In addition, higher-order concepts, such as the effect of mutation on lac operon expression, can be readily modeled. Overall, students not only found this exercise to be enjoyable but also helpful as a tool to engage with this course material.

Diabetes and obesity pathophysiology as a teaching tool to emphasize physiology core concepts.

Diabetes mellitus and obesity are major public health issues that significantly impact the health care system. The next generation of health care providers will need a deep understanding of the pathophysiology of these diseases if we are to prevent, treat, and eventually cure these diseases and ease the burden on patients and the health care system. Physiology core concepts are a set of core principles, or "big ideas," identified by physiology educators that are thought to promote long-term retention, create a deeper understanding, and help with formation of critical thinking skills. Here we describe our scaffolded teaching approach in an upper year undergraduate pathophysiology course to educate students about these two diseases and discuss how learning about the basis of these highly integrative diseases from the biochemical to whole body level is a meaningful tool in the physiology educator toolbox to reinforce physiology core concepts. This teaching strategy is designed to engage students in the scientific process and hone their problem-solving skills such that they are hopefully equipped to treat and eventually cure these diseases as they move forward in their careers.NEW & NOTEWORTHY Students often struggle with integration of physiological systems. Type 2 diabetes mellitus and obesity are two related diseases that are useful to explore the interdependence of physiological systems and multiple physiology core concepts. Deep learning about these diseases has the potential to dramatically improve the health care system of the future.

Using interactive management research in the organizational communication classroom

ABSTRACT This classroom assessment article shares the findings of a practicum-based undergraduate organizational communication course using interactive management research (IMR). IMR is a participatory action research methodology that fosters group design thinking to envision perceived pathways for collectively organizing to address a social issue. The methodology was used with undergraduate students to teach communication as constitutive of organizations and diversity, equity, and inclusion (DEI) in the workplace. According to the perceptions of students, inclusive organizing begins with inclusive policies and informed leadership to promote a receptive organizational climate where students, faculty, and staff can make microlevel commitments. This perceived top-down flow of organizing presents pedagogical, theoretical, and practical implications for communication teachers when teaching organizational communication and DEI to their students. Finally, methodological implications are presented for future teachers that wish to implement IMR as part of a practicum-based undergraduate course.

Investigation on the Significance of Incorporating Quantum Computing Technology into the Prevailing Curriculum

In conventional data processing, the use of binary bits is required. Online education is most beneficial to those who are already comfortable with technology. It's possible that classical mechanics will be replaced by quantum mechanics in near future. The processing speed of quantum computers is million times faster than that of traditional computer. Qubits are quantum bits. In the quantum technology, superposition and entanglement are important concepts. Traditional computers can benefit from the complex computational problems that are solved by quantum computing. Astrology, cryptography, and weather forecasting can all be simplified using quantum technology. Quantum theory should be studied by students majoring in Science, Technology, Engineering and Mathematics related fields. This paper discusses the advantages, applications, and tactics that can be used to enhance graduate and undergraduate courses in this rapidly expanding field of work.

Preparing students for primary dental care in the Republic of Ireland

There are two dental schools in the Republic of Ireland, graduating approximately 90 new dentists annually following successful completion of a five-year undergraduate course. Currently, once these graduates have been awarded their degree, they have no legal requirement to complete post-graduation training, foundation training or continuing professional development. While the vast majority will do this voluntarily, it sets a high bar for dental educators to prepare these students to practice independently in primary dental care. As in other jurisdictions, there can often be a disconnect between the ethos taught to students for delivering primary dental care in dental schools and remuneration systems once graduates enter the workforce. Changing demographics will need to be reflected in our undergraduate curricula with explicit teaching in the area of gerodontology.

Effective Learning Through a Remote Lab Kit in an Undergraduate Invertebrate Biology Course

Effective Learning Through a Remote Lab Kit in an Undergraduate Invertebrate Biology Course

A problem case set for teaching psychophysics and psychophysical modelling

ABSTRACT Psychophysics can be considered a methodological core for quantitative studies of perception, as well as attention, memory, decision-making, etc. In typical introductory “Sensation and Perception” courses, students usually get a very basic idea of psychophysics and its main concepts. Here, I present an educational problem set for advanced practice in psychophysical data analysis and modelling. It is designed for students interested in a deeper understanding of perception and other cognitive processes and can be used as part of advanced undergraduate and master courses. Each problem case from the set includes a pregenerated data set and a research question that the student should answer by creating a psychophysical model (or several alternative models) and testing it against the data. Importantly, a successful model requires not only basic modelling and coding skills but also encourages deeper understanding of the logic of the method and basic concepts used to interpret behaviour in a psychophysical experiment. The article also presents a demonstration case with a detailed tutorial on its solution that can be useful for both students and instructors.

Characteristics, Challenges, and Resolutions in Architectural Design Courses within Chinese Vocational Undergraduate Education

The architectural design course should focus on reflecting the characteristics that vocational undergraduate architectural design courses should possess: by improving the teaching requirements, expanding the curriculum system, and adjusting teaching methods, the course should reflect high-level characteristics; By constructing a content framework for career design and organically integrating career theory, the course highlights its professionalism; By reshaping course objectives, reconstructing course content, and transforming course delivery methods, this course demonstrates innovation. At present, the course is facing practical difficulties such as the lack of teaching guidelines or curriculum standards, support from teaching and research achievements, and support from teaching resources. It is necessary to steadily improve the quality and teaching effectiveness of vocational undergraduate education architectural design courses by leveraging the educational function of the course, consolidating teaching research, writing new textbooks, and improving teacher abilities.

Voltage decay in an RLC circuit is not what is taught: An advanced laboratory exercise

At first glance, a simple model of an RLC circuit taught in undergraduate courses provides a reasonable fit to experimental data. However, careful analysis demonstrates that this model does not accurately describe the behavior of the oscillations in this circuit and requires further refinement. Measuring and analyzing data from this system provides an opportunity for advanced lab students to engage in hypothesis construction, modeling, and experimental design as they seek to explain the discrepancy between these data and a model. The learning outcomes of this activity are consistent with the AAPT guidelines on the undergraduate laboratory experience. Furthermore, such experimentation allows students to bridge the gap between classroom learning and the real world.

Try Before You Buy: Are There Benefits to a Random Trial Period before Students Choose Their Collaborative Teams?

The cognitive and performance benefits of group work in undergraduate courses depend on understanding how to structure groups to promote communication and comfort while also promoting diversity and reducing conflict. The current study utilized social network analysis combined with self-reported survey data from 555 students in 155 groups to understand how students identified group members whom they wished to work with. Students' willingness to work with their peers was positively associated with behavioral traits pertaining to attention, participation, and preparedness in class. We tested whether preventing students from choosing their group members until completing a multiweek period of random assignment to different groups each week influenced group selection criteria, and we found little effect. Students continued to depend on demographic similarities such as gender and ethnicity when selecting groupmates and enforcing random interactions before the group formation did not influence group satisfaction and/or grades. Random interactions before group formation did influence the willingness of students to continue working with peers who were persistently poorly rated based on behavioral attributes and contribution to the group work. Thus, the effort of random assignment could be beneficial to identify struggling students and improve collaboration.

Evaluating a research methodology workshop among postgraduate students using Kirkpatrick's model.

In this era of evidence-based medicine, only systematic research can help in providing judicious and precise healthcare to individual patients based on updated knowledge and skills. However, many medical professionals do not feel competent and confident enough to conduct research. One of the reasons could be the lack of a research-based curriculum in undergraduate courses. The National Medical Council has also stressed the need for formal training in research methodology for healthcare professionals. The research methodology workshops help to familiarize the participants with basic, clinical, and translational research required to impart optimum patient care. The objective of our study was to evaluate a research methodology workshop conducted for postgraduate students by assessing the participant's knowledge, feedback, and expected impact using Kirkpatrick's evaluation model. A quasi-experimental, single-group study was conducted among 132 first-year postgraduate students. The four levels of Kirkpatrick's model were applied for evaluation. Feedback forms, scores of the pretest and posttest, quality of the research proposal drafted by the postgraduates for their thesis, and finally successful submission of the research proposal were the components used to evaluate the four levels of outcome of Kirkpatrick's model. Data collected were compiled and tabulated into MS Excel. Proportions were calculated for categorical variables and mean and standard deviation (SD) for scores. A comparison of means between pre- and postworkshop scores was made with paired t-test. A value of P < 0.05 was considered statistically significant. Statistical analysis was done using IBM SPSS Statistics version 20.0 software. Out of 132 participants, 29% (38) were males and 71% (94) were females. The mean ± SD pretest and posttest scores at a 95% confidence interval were 10.55 ± 2.537 and 12.43 ± 2.484, respectively. The difference was found to be statistically significant by paired sample t-test (P < 0.001). Participant feedback is vital for improving research methodology workshops. The workshop met the overall requirements of the participants. There was a significant improvement in the knowledge of participants after the workshop completion.

Integrating Digital Editions and Methods for Text Editing and Analysis in Undergraduate Literary Studies

This article evaluates the integration of digital editions, computational text analysis and digital scholarly editing in the context of an introductory undergraduate course on Italian literature and digital humanities taught at a US university. It offers specific examples of employing the apparatus of several digital platforms dedicated to the study of foundational authors in the Italian literary tradition (Dante, Petrarch, Boccaccio and Leopardi), and of gaining familiarity with a suite of digital tools for text analysis and editing, namely Voyant Tools, Recogito, Oxygen, Gephi, Transkribus Lite and OpenRefine. The discussion of digital project interfaces examines the student user experience of different design approaches, while the illustrations of tool exercises explore how these could support the close attention to a text and facilitate the navigation between its micro and macro frameworks of interpretation. The article furthermore suggests that digital text analysis could reinforce student appreciation of the signifying value of textual form and genre, and that the pedagogical method of digital text editing creates opportunities for situated learning. In conclusion, it argues that the academic work of students at the undergraduate level could be harnessed by the scaffolded methods of faculty-led digital research projects and contribute to the creation of public knowledge.