Undergraduate Learning Outcomes Research Articles

Towards just futures: a capabilitarian approach to transforming undergraduate learning outcomes

ABSTRACT Learning outcomes are predominantly framed in narrow and measurable terms, with students as decontextualised learners. As an alternative, the paper outlines a capabilitarian approach, building a four-dimensional matrix for reconceptualising learning outcomes. It is made up of a varied, multi-dimensional set of opportunities, processes and outcomes to enable students to flourish and become people who can live fulfilling and connected lives in and beyond higher education. The matrix dimensions are made up of a capability set, corresponding functionings, material resources and conversion processes, underpinned by Constitutional and human development values. The paper draws on a project on higher education outcomes in South Africa, especially the longitudinal life history data. It makes the case for a reparative futures orientation which might dismantle the colonial-apartheid past and present, and outlines key capabilitarian concepts. The social and higher education context is sketched, followed by a focus on the capability set and what data supports its value to students.

Efficacy of modified team-based learning in a flipped classroom for an acute-care nursing course: A mixed-methods study.

To test a modified team-based learning approach on undergraduate learning outcomes in an acute-care nursing course in Japan. Mixed-methods. Students worked on three simulated cases, engaged in pre-class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical-thinking disposition and time spent in self-learning at four time-points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal-Wallis test and a content analysis. We recruited nursing students attending a mandatory course in acute-care nursing at University A. Data were collected at four time-points between April and July 2018. Data from 73 of 93 respondents were analysed. Team approach, critical thinking and self-learning all increased significantly across the time-points. Four categories emerged from students' comments: 'achievement of teamwork', 'sense of learning efficacy', 'satisfaction with course approach' and 'issues related to course approach'. The modified team-based learning approach led to improvements in team approach and critical-thinking disposition across the course. Incorporating team-based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. The intervention led to improvements in team approach and critical-thinking disposition across the course. The educational intervention also led to more time for self-learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.

Learning Outcomes of a Hybrid Online Virtual Classroom and In-Person Traditional Classroom during the COVID-19 Pandemic

This paper explores the effects of using a hybrid virtual/traditional classroom, a blended teaching and learning approach, on undergraduate learning outcomes during the initial stage of the COVID-19 pandemic. The study aimed to investigate the prominent problems that appeared in the process of online teaching and learning and to measure the impact of the COVID-19 pandemic on undergraduates’ learning outcomes in public universities in China. The field of specialization of the subjects of this study is under the rubric of social science and higher education. We designed and conducted a pilot survey to identify students’ perspectives on the key issues and experiences of the use of distance-learning through an online virtual classroom in the initial phase of the COVID-19 pandemic. In addition, we applied a binary logistic regression model to real data from two different economics course exams to measure the short-term impacts of using the two different learning environments on the undergraduates’ performance outcomes. The results indicate a statistically significant negative impact of using virtual classrooms on undergraduate learning outcomes. By contrast, in-person traditional classrooms had more desirable learning outcomes. Moreover, the hybrid approach proved to be more effective than the use of online virtual classrooms alone.

Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes

Background: Prior research has shown that pre-service teachers’ learning of theory is enhanced when teacher educators model the instructional approaches that they advocate as effective. Objective: The purpose of this study was to compare undergraduate learning outcomes in a course using Team-based Learning (TBL) with those in a traditional, lecture-based approach. Method: Occurring across two consecutive semesters, we recruited students ( n = 43) enrolled in an educational psychology course serving primarily pre-service teachers for this quasi-experimental study. In addition to final grades, data sources included responses to essay prompts administered at the beginning and end of the semester, which were qualitatively analyzed and coded. Results: Independent samples t-tests showed significant differences in favor of students in the TBL condition for course grades, but not on the final exam. χ2 tests of independence revealed significant differences for two of the seven essay codes, again in favor of TBL. Conclusion: These results provide further evidence that when placed in a context that emphasizes collaborative learning, students demonstrate more nuanced understanding and fewer misconceptions. Teaching Implications: The opportunity to experience TBL may provide pre-service teachers with better theoretical understanding and an effective model for translating socio-constructive theory into collaborative learning practices.

Experiencing Calculus Through Computational Labs: Our Department’s Cultural Drift Toward Modernizing Mathematics Instruction

Our traditional model of calculus instruction at a large public research university emphasized factual knowledge and procedural fluency with few realistic applications, leaving a chasm between classroom mathematics and disciplinary practice. Amid an ongoing effort by our department to improve undergraduate learning outcomes, we replaced recitations in Calculus II with computational team labs to bridge this divide. Interview, classroom observation, survey, and gradebook data suggest that the labs facilitated a rich learning experience while student grade outcomes were unchanged. Student engagement, however, was inhibited by institutional structural factors, whose remedy requires a shift in departmental culture concerning the purpose of mathematics instruction.

Undergraduate Learning Outcomes for Achieving Data Acumen

It is imperative to foster data acumen in our university student population in order to respond to an increased attention to statistics in society and in the workforce, as well as to contribute to improved career preparation for students. This article discusses 13 learning outcomes that represent achievement of undergraduate data acumen for university level students across different disciplines.

Are UK graduates equipped with the skill set required to meet the demands of the UK's edentulous population?

As the UK witnesses a decline in the number of edentulous adults, there is a simultaneous reduction in the number of cases available to undergraduate dental students for the teaching of complete dentures. When edentulous adults are unable to function with conventional complete dentures, particularly pertaining to the mandibular denture, an implant-supported mandibular overdenture has been evidenced as the gold standard for edentulous patients. The evidence in favour of mandibular implant-supported overdentures is one of the most robust evidence bases for any clinical treatment and similarly it has been shown that undergraduate students are equally as capable in the provision of implant-supported overdentures as experienced prosthodontists. Yet there appears to be a disparity in the General Dental Council's undergraduate learning outcomes pertaining to care for edentulous adults. Furthermore, the UK seems to be falling behind in this respect in comparison to our European, American and Australian colleagues. This review looks at the evidence for the provision of implant-supported overdentures in the setting of the undergraduate dental curriculum, the potential barriers within this teaching forum and how well prepared UK undergraduates are for the clinical management of edentulous patients in the future.

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level.

Start a New Fire: Measuring the Value of Academic Libraries in Undergraduate Learning

In the last two decades, fundamental changes in information distribution, in the general economy, and in the behaviors of faculty, students, and library staff have problematized the question of an academic library’s value and how it can be measured. This article reviews those changes and, drawing on research linked to the Collegiate Learning Assessment exam and Project Information Literacy, identifies undergraduate learning outcomes as an educational "pain point" that libraries are well-positioned to address. It argues that measuring libraries’ value in terms of supporting improved undergraduate learning outcomes will lead increased funding prospects and greater relevancy.

Assessing Undergraduate Learning Outcomes Between Accelerated Degree and Traditional Student Populations

This study investigated learning outcomes in both traditional and accelerated degree populations. Using the National Survey of Student Engagement, outcomes were examined relating to critical thinking, oral and written communication, and cultural and global understanding. Literature from life stage development and degree delivery mode areas were used to craft directions for the research. Degree delivery mode literature suggested that accelerated degree students would engage in behaviors designed to achieve the learning outcomes with the same frequency as students in the traditional undergraduate program. The life stage development literature suggested that accelerated degree undergraduate students would be more likely than traditional undergraduate students to engage in behaviors designed to achieve the learning outcomes. The data suggested that, for all of the significant differences found in the study, accelerated degree program students were more likely to report engaging in the particular behaviors than were the traditional undergraduate program students. Due to the variance in the age of the students in each program, however, it was difficult to disentangle the effect of degree delivery mode versus life stage issues for the current sample.

Making self‐authorship a goal of core curricula: The earth sustainability pilot project

AbstractMaking self‐authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen‐learners.

Click Here For Reality: Enhancing Student Engagement

This paper presents three initiatives designed to advance undergraduate learning outcomes by enhancing student engagement through active, reality-based learning. The Team Challenge, Management Consultant Simulation, and Bookstore Adventure are described.