Undergraduate Setting Research Articles

De Sallustio Latine Praelegendo: Causae, Rationes et Consilia Docendi

There exist many pedagogical methods we can use to examine, expound and explain ancient authors to our students. In this paper I propose an alternative approach to teach Sallust in an undergraduate setting, with explanatory aids, exercises, tests and quizzes. These latter result not from a quick consideration, but from daily use and application in my own classes. In addition, I give reasons why it is helpful to teach Latin in Latin and what advantages it has for students who have learnt well the grammar and have moved on to reading and analysis of the ancient texts. Students, who had had no prior exposure to this approach, completed an evaluation questionnaire at the end of the academic year; the results are provided as a conclusion of the article.

The argument for making large classes seems small

AbstractIn undergraduate settings, one constellation of strategies for creating student engagement and increasing student learning involves small‐group inquiry and reflection. This article provides several strategies for doing this.

External Collaboration Results in Student Learning Gains and Positive STEM Attitudes in CUREs

The implementation of Course‐Based Undergraduate Research Experiences (CUREs) has made it possible to expose large undergraduate populations to research experiences. For these research experiences to be authentic, they should reflect the increasing collaborative nature of research. While some CUREs have expanded with multiple schools across the nation, it is still unclear how a structured extramural collaboration between students and faculty from an outside institution affects student outcomes. In this study, we established three cohorts of students: 1) no‐CURE 2) single institution CURE (CURE) and 3) external collaborative CURE (ec‐CURE) and assessed academic and attitudinal outcomes. The ec‐CURE differs from a regular CURE in that students work with faculty member from an external institution to refine their hypothesis and discuss their data. The sharing of ideas, data and materials with an external faculty allowed students to experience a level of collaboration not typically found in an undergraduate setting. Students in the ec‐CURE had the greatest gains in experimental design, self‐reported course benefits, scientific skills and STEM importance. Importantly this study occurred in a diverse community of STEM disciplinary faculty from 2‐ and 4‐year institutions illustrating that exposing students to structured external collaboration is both feasible and beneficial to student learning.

Best Practices and Student Preferences for Implementing iPads into an Occupational Therapy Anatomy Laboratory

Multimodal approaches in teaching anatomy have been shown to improve student performance (Johnson, 2012). Most studies regarding best practices using technology to supplement teaching and learning in anatomy have been conducted in medical and undergraduate settings (Chakraborty, 2018; Sugand, 2010; Tam, 2020). There is little data that outlines the best practices for implementing iPads into occupational therapy (OT) anatomy courses (Meyer, 2016). Here, we aim to determine best practices for the implementation and student preferences of iPads for first year OT students in an anatomy laboratory at Samuel Merritt University (SMU). Our objective is to formulate a curriculum template on how to implement iPads in gross anatomy laboratory experiences. This study is significant as it will add to the body of literature that is lacking on the best practices for implementing iPads into an OT anatomy course and will establish best practices for enhancing student engagement in the anatomy laboratory.Best practices were documented for the implementation of thirteen iPads and eBooks into an OT anatomy lab course that met twice a week. OT students completed pre‐and post‐ surveys that included five‐point Likert scale and free text questions. The survey asked students to rate their comfort level and preferences for learning with iPads.Survey results displayed that 75% of students were comfortable using iPads, 37% of students strongly agreed that iPad applications improved their grade in the lab, and 43.75% believed that iPad applications helped with their understanding of cadavers. A working document on the best practices for implementing iPads into an anatomy laboratory space was also created. Best practices for implementing iPads and eBooks into an anatomy laboratory include setting up an orientation to the iPads and eBooks, assigning page numbers for eBooks, providing students with instructions on how to utilize the iPads outside of the eBooks, and how to use Poll Everywhere quizzes during laboratory sessions.The survey results display that OT students agree that iPad applications are of benefit to their understanding of cadaveric anatomy. This study also supports the need for a document that outlines the best practices for implementing iPads into an anatomy lab, specifically for OT students.Our results indicate that iPad technology aids students in learning cadaveric anatomy and can be incorporated as a supplemental resource to teaching cadaver‐based anatomy for OT students. Initial implementation of the iPads into the anatomy laboratory displayed a need for a document that outlined best practices that is absent from the literature. A working document for best practices can be disseminated to other anatomy faculty for use in their own anatomy laboratory courses. Future work and next steps include determining how students’ performance is impacted by the eBooks via tracking Poll Everywhere quiz scores and how students are actively using eBooks in the anatomy laboratory space and off‐campus by tracking eBook usage.

Medical physicist certification and training program accreditation.

As a profession, medical physics combines an advanced understanding of physics and math with knowledge of biology, anatomy and physiology. Consequently, rigorous education and training is required to assure that medical physicists have the requisite fundamental knowledge, specialized technical skills, and clinical understanding to contribute to the medical care of patients safely. There is, therefore, an interest in standardizing the educational pathways and in developing mechanisms to assure that competency is achieved and maintained. Throughout the world, several countries, regions, and professional organizations have developed mechanisms for accrediting medical physics educational programs, both for didactic work performed in undergraduate or post-graduate settings, and for clinical training conducted in hospitals and clinics. In addition, several national and international programs exist for certifying individual medical physicists. In some cases, once initial certification is achieved, the diplomate enters a program of maintenance of certification, to ensure that the skills obtained during training are not lost over a career. This article explores the differences and similarities in the training program accreditation and physicist certification mechanisms.

Start here- principles of effective undergraduate training.

Obstetric and gynaecology undergraduate training is an intense time for learners as they encounter various health conditions related to women's health and also learn about pregnancy care and birth. The experience is directed to familiarise students with basic clinical management of gynaecological conditions, also develop communication and related core examination and procedural skills. Similarly, midwifery training encompasses independent care of low-risk pregnant women and assist in care of high-risk pregnancy in partnership with obstetricians. Although its necessary to acquaint most learners with core clinical skills in obstetrics and gynaecology, learning opportunities on patients can be limited, due to the intrusive nature of women's health examination. Simulation Based Education (SBE) can facilitate learning hands-on clinical examination and procedural skills, using realistic part-task and high-fidelity simulators prior to approaching patients. This can apply to both medical and midwifery undergraduate training, further creating opportunities for professional interaction and shared learning space to facilitate interprofessional education. IPE has been shown to improve professional relationships in practicing clinicians. This learning pedagogy can be applied in the undergraduate setting as well, to decrease risk of conflict and appreciate roles of other interprofessional staff in future clinical practice. In this chapter we highlight some challenges faced by medical and midwifery undergraduates in their learning from a global perspective. We also describe some teaching and learning initiatives that can be applicable across various settings of obstetrics, gynaecology medical undergraduate and midwifery teaching with relevant case studies to facilitate new graduates preparedness for practice.

On Postediting of Machine Translation and Workflow for Undergraduate Translation Program in China

With the improvement in machine translation output quality, postediting of machine translation has made far-reaching impact upon the language service industry. As a result, it has been introduced to translation training to avoid split between academic discipline and profession. However, postediting of machine translation and its application to undergraduate translation program in China are less studied, and few researches have touched on the students’ own perceptions. Based on a literature review on postediting of machine translation, this study is aimed at identifying the vital role of it and then proposing a practical postediting workflow for undergraduate translation education in China. The study adopted a mixed methods approach. Data were collected via online questionnaire responded by students of undergraduate translation program at a university in northwest China and then analyzed from the perspective of technology acceptance model. The results and findings showed that as a promising workflow, postediting of machine translation gained positive responses in general from students who have learnt the basics of translation technology. The themes of negative responses include confusing postediting standard, inconsistent quality, ways to choose machine translation providers, and technical issues. The results and findings indicated that a tailored postediting workflow for undergraduate translation program is feasible. By focusing on undergraduate pedagogical settings in China, this study confirmed the findings of previous studies on the more positive attitude on postediting of machine translation, suggesting that postediting be considered as an important subcompetence in translation education.

A Flame-Free Method for Sterilizing <em>C. elegans</em> Picks, Spatulas, and Scalpels

Caenorhabtidis elegans (C. elegans) is an optimal model organism for research and education at primarily undergraduate institutions. Undergraduates can quickly learn the sterile technique required to maintain C. elegans cultures. Sterilization of platinum picks used to transfer worms from one plate to another is traditionally done by holding the pick in a flame from a Bunsen burner or ethanol lantern. However, Bunsen burners require a gas source, and both pieces of equipment pose the risk of accidental fire associated with an open flame. Demonstrated here is a technique for sterilizing worm picks, spatulas, and scalpels using an infrared bacteriological loop micro-incinerator. This equipment requires only an electrical outlet and minimizes potential fire hazards. By lowering risk and gas requirements, this technique is well suited for research and teaching in an undergraduate setting.

A Flame-Free Method for Sterilizing C. elegans Picks, Spatulas, and Scalpels.

Caenorhabtidis elegans (C. elegans) is an optimal model organism for research and education at primarily undergraduate institutions. Undergraduates can quickly learn the sterile technique required to maintain C. elegans cultures. Sterilization of platinum picks used to transfer worms from one plate to another is traditionally done by holding the pick in a flame from a Bunsen burner or ethanol lantern. However, Bunsen burners require a gas source, and both pieces of equipment pose the risk of accidental fire associated with an open flame. Demonstrated here is a technique for sterilizing worm picks, spatulas, and scalpels using an infrared bacteriological loop micro-incinerator. This equipment requires only an electrical outlet and minimizes potential fire hazards. By lowering risk and gas requirements, this technique is well suited for research and teaching in an undergraduate setting.

ANALYZING SIGNALS OF (IN)EQUITY AND POWER IN ENGINEERING COLLEGE INTERNSHIP ADVERTISEMENTS

Gendered and racialized barriers play a significant role in undergraduate students' interest and persistence in engineering. While sexist and racist environments have been widely investigated in engineering academic settings, the impediments to equity in work-related engineering socialization experiences are far less explored. Specific to undergraduate students' work settings, internships serve as anticipatory socialization experiences where students learn what it is like to work in certain fields. Yet, little is known about the cues that sponsoring companies provide to potential interns about organizational ideology and power. Drawing from 122 advertisements for college engineering internships, this study explored companies' language and linguistic tools in ads. Within a framework of signaling theory and feminist critical discourse analysis, we used document analysis to examine organizational statements of equal employment and diversity as well as (implicitly gendered and racialized) power structures signaled by linguistic tools (e.g., nominative personal pronouns). Findings reveal a lack of specificity in companies' explicit statements, suggesting that "diversity" language evades identifying concrete equity efforts. Further, results illustrate the complex nature of how companies used linguistic tools to promote their own diversity values and position interns' agency. Leveraging a feminist lens, we discuss how leaving inclusive practices and power structures unnamed may signal a performative commitment to equity. We conclude with implications for higher education researchers, practitioners in career services, and employers recruiting college interns.

Visual Analysis of Undergraduate Teaching in Business Administration

This paper takes 174 documents of undergraduate teaching research of business administration major in 2001~2020 as a sample, and analyzes the research course and present situation of undergraduate teaching of business administration by using the CNKI visual analysis system of Chinese knowledge network. According to the analysis results, the following conclusions are drawn: on the whole, the research on the undergraduate teaching of business administration started late, the number of documents increased and the development tended to be stable after 2010; The research focuses are mainly on the undergraduate course setting, the practice teaching reform, and the undergraduate talent training model.

Analysis of endodontic radiographic imaging repeat rate: A cross-sectional study in an undergraduate clinical setting

Analysis of endodontic radiographic imaging repeat rate: A cross-sectional study in an undergraduate clinical setting

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Aim/Purpose: The purpose of this qualitative study was to identify the main conceptualizations of learning space from doctoral students’ perspectives. The aim was to develop a participatory approach to make students’ multiple voices heard. Background: Doctoral experience is viewed as being influenced by social practices of the scholarly communities; learning space in this context is a collective resource that can be altered through imagination of its inhabitants. The intersection of Lefebvre’s Production of Space in architecture and situated learning theory in education enabled building an integrated conceptual framework to explore learning space of doctoral students in its complexity. Methodology: Three research questions reflected theoretical and practical aims. To answer them, drawing on Design Based Research, I developed multi-phased research through three sequential phases: questionnaire, Photovoice, and prototyping, which respectively addressed subjective, objective, and co-constructed aspects of learning spaces. Contribution: This study is one of the few studies that looks at doctoral students learning spaces within the literature of learning spaces. It supports the development of a participatory procedure to design learning spaces for doctoral students. Findings: Findings suggested that learning space is a layered multi-faceted phenomenon and a changing entity. Doctoral students believed that learning space is an indicator of support from doctoral programs and has a potential to improve and sustain their well-being. Recommendations for Practitioners: Inviting students to take charge of the configurations of their working environment is suggested for higher education institutions. Doctoral students imagined using movable, folding, and writable walls to create private spaces for individuals as well as collaborative workspaces. Recommendation for Researchers: Identifying the interactions between learning space and learning over a longer time frame both in undergraduate and graduate settings can help us view the campus through a spatial ecology model. Also, future research might examine a participatory approach to design and research on learning spaces around parallel partnerships with other research-intensive universities. Impact on Society: Findings from this study identified areas for future studies and actions suggesting implications for learning space studies for the U15 (Group of Canadian Research Universities) and U21 (the leading global network of research universities for the 21st century). Future Research: Considering the radical changes that COVID-19 has brought in how we work, collaborate, study, and engage in social events, it is vital for higher educational institutes to rethink their learning spaces for the post- COVID era to support students’ learning and their meaningful engagement in learning communities and learning spaces. Further exploration on learning spaces in post COVID era is needed to expand the empirical knowledge on learning spaces, and thus, to inform research scholars subsequent work in the educational field.

150 ‘A Safe Learning Environment’: Simulation-Induced Stress Literature Review

Simulation-based education (SBE) is often celebrated as a safe learning environment, but this usually refers to the risk posed to patients, in this literature review the psychological safety for participants and the elements of SBE that generate or reduce stress are sought. Stress and learning have a complex relationship in adult learning; however, negative stress may inhibit memory formation and so the sustainable effect of SBE learning may be jeopardized by participants experiencing unnecessary stress during SBE. It is therefore important to identify the nature and trigger for stress in SBE to optimize this resource.Using the online database PubMed and the search terms (stress and anxiety) AND (Simulation) AND ((clinical education, medical education)) without limits on publication type or date, 20 articles were returned. A non-systematic review was undertaken. Articles that were designed to deliberately introduce stress into SMEs to gauge the effect on performance were excluded. Included studies analysed the type, characteristics and potential triggers of stress evoked through participation in SBE. 17 studies were retained.No studies in the UK were returned, SBE participants were from undergraduate and post-graduate settings and there was a mixture of professional groups included with three studies looking at team-based SMEs. Study design and method varied with an observational study being the most common method. Only one looked at qualitative data from focus groups of SME participants. Nearly all studies recorded a physical marker of stress – heart rate, cortisol level or visible signs of stress such as shaking hands. Two studies looked at techniques to actively reduce stress within the SBE activity; a mindfulness exercise before a task-based simulation and an introduction of a period of relaxation prior to debriefing. Faculty awareness of participant stress was measured objectively in only one study. SME design and equipment stressors were directly considered in two studies.There are limited dedicated studies addressing SBE-induced stress and how this can be modified; furthermore, a lack of research into faculty impact on stress hinders the opportunity to change. This was not a systematic literature review and so the findings are limited, but can help inform practitioners: (1) Repeated exposure and familiarity with SME reduce stress. (2) Designate roles that participants would be expected to undertake in real clinical scenarios. (3) Minimize distracting factors in the environment unless directly contributing to learning outcome. (4) Introducing a purposeful period of calm before debriefing may improve retention of learning outcomes.

Academic Outcomes and Implementation Details of Distance and In-Person Peer Mentoring Programs in Pre-Clinical Undergraduate Medical Settings: A Systematized Review

Academic Outcomes and Implementation Details of Distance and In-Person Peer Mentoring Programs in Pre-Clinical Undergraduate Medical Settings: A Systematized Review

Contested Perspective from Undergraduate Students and Teachers on Formative Assessment: A Qualitative Study

Background: The concept of "assessment for learning" has been widely defined as a form of assessment that facilitates students' learning. In an undergraduate setting, the concept is mostly applied on formative assessment as a form of repeated measurement followed by direct feedback. This study aims to explore the student's and teacher's perspectives about undergraduate formative assessment.
 Methods: We conducted a qualitative study with a phenomenological approach. Data collection saturated in six FGDs (N=44) from undergraduate students, two FGDs (N=15), followed by five in-depth interviews of teachers. The data transcripts were categorized and determined to the themes from teachers and students and a contested themes from teachers and students.
 Results: The subthemes interpreted from students such as (1) high concern on final scores, (2) no impact for next learning activities, (3) negative feedback is accepted as a consequence, (4) instructive feedback and explanation of material are preferable. The subthemes interpreted from teachers namely: (1) difficulty in determining individual scores; (2) students always need guidance; (3) feedback delivered related to the mastery of content. Finally, we interpreted the contested themes from students and teachers, namely (1) A "summative perception" of formative assessment, 2) The hierarchical relationships in providing feedback, and 3) The "teacher-centered" feedback delivery.
 Conclusion: We found that the contested perspective of students and teachers represents the score-based mindset as well as hierarchical and teacher-centered feedback in the Indonesian context of undergraduate formative assessment. Further research should be considered in the adaptation of a new paradigm in formative assessment.

New Look at the Competitive Nucleophilic Substitution Reaction in the Pentanol Series

Substitution reactions of alcohols are some of the simplest experiments performed in undergraduate organic chemistry laboratory settings. However, the use of gas chromatography (GC) as an analytical tool for these reactions can be at times laborious and time-consuming. In this work, 1-pentanol, 2-pentanol, 3-pentanol, and 2-methyl-2-butanol were reacted with a 50/50 mixture of ammonium chloride–ammonium bromide in water to yield the corresponding alkyl bromide and alkyl chloride mixtures. Aliquots of the reaction mixture were analyzed using proton nuclear magnetic resonance (1H NMR) spectroscopy and verified by GC. Secondary to secondary carbocation rearrangements were observed in the nucleophilic substitution reactions of 2- and 3-pentanol yielding a mixture of 2- and 3-substituted alkyl halides, while the primary and tertiary alcohols yielded the expected products. Students were assessed on their observations and explanations with the majority of them able to identify the correct reasoning for the alkyl halides mixture formation. 1H NMR spectroscopy provided an inexpensive and quicker method to analyze the mixture and expose the students to the secondary to secondary carbocation rearrangement in the nucleophilic substitution reaction in the pentanol series.

Is interprofessional co-debriefing necessary for effective interprofessional learning within simulation-based education?

Background Interprofessional simulation-based education has become ever-more popular in recent years, in both undergraduate and postgraduate settings. Whilst the literature-base concerning debriefing interprofessional learner groups is growing, there is little research exploring interprofessional co-debriefing as a technique to facilitate effective learning in this context. This is surprising considering how pertinent the concept of interprofessional co-debriefing is in the context of interprofessional simulation-based education.The question of whether interprofessional co-debriefing is necessary for effective interprofessional learning is relatively unexplored. In this article we examine this discussion further and provide a balanced argument highlighting both the benefits and challenges encountered when instituting interprofessional co-debriefing. We draw upon our extensive experience of interprofessional simulation-based education as well as the best available evidence to inform readers of the current understanding of best practice in this field. Discussion Benefits of interprofessional co-debriefing include differing perspectives and subject matter expertise, role-modelling, complementary debriefing styles, sharing of cognitive workload, and the opportunity for enhanced faculty development. However, it can also present challenges, even for experienced debriefers. For example, co-debriefers may have differing personal agendas with a focus on only one professional group, knowledge gaps concerning other professionals’ learning requirements, and both open and covert disagreements and differences in opinion that may affect the effectiveness of the debriefing. Furthermore, extra resources are required in terms of faculty numbers and training. Unfortunately, there is a lack of empirical research concerning interprofessional co-debriefing, with only one study currently reported that compares the perceived effectiveness of single debriefers versus interprofessional co-debriefers. Conclusion Drawing on our experiences and the best available evidence, interprofessional co-debriefing is not a necessity for effective interprofessional learning in simulation-based education. However, when utilized with skilled and trained faculty, we consider it to be an extremely powerful technique for interprofessional debriefing. This may be especially applicable for undergraduate learners who will likely have limited experience of working together with other healthcare professions. Further research is urgently needed to explore multiple aspects of interprofessional co-debriefing, including faculty and participant perceptions and expectations, and comparative studies assessing the effectiveness of debriefings led by single versus multiple debriefers.

Enhancing data pipelines for forecasting student performance: integrating feature selection with cross-validation

Educators seek to harness knowledge from educational corpora to improve student performance outcomes. Although prior studies have compared the efficacy of data mining methods (DMMs) in pipelines for forecasting student success, less work has focused on identifying a set of relevant features prior to model development and quantifying the stability of feature selection techniques. Pinpointing a subset of pertinent features can (1) reduce the number of variables that need to be managed by stakeholders, (2) make “black-box” algorithms more interpretable, and (3) provide greater guidance for faculty to implement targeted interventions. To that end, we introduce a methodology integrating feature selection with cross-validation and rank each feature on subsets of the training corpus. This modified pipeline was applied to forecast the performance of 3225 students in a baccalaureate science course using a set of 57 features, four DMMs, and four filter feature selection techniques. Correlation Attribute Evaluation (CAE) and Fisher’s Scoring Algorithm (FSA) achieved significantly higher Area Under the Curve (AUC) values for logistic regression (LR) and elastic net regression (GLMNET), compared to when this pipeline step was omitted. Relief Attribute Evaluation (RAE) was highly unstable and produced models with the poorest prediction performance. Borda’s method identified grade point average, number of credits taken, and performance on concept inventory assessments as the primary factors impacting predictions of student performance. We discuss the benefits of this approach when developing data pipelines for predictive modeling in undergraduate settings that are more interpretable and actionable for faculty and stakeholders.

Association of Vital Pulp Therapy Outcomes with Tooth Type, Arch Location, Treatment Type, and Number of Surfaces Destroyed in Deciduous Teeth: A Retrospective Study.

There is a paucity of information concerning vital pulp treatment outcomes in the undergraduate teaching setting. This study aimed to determine which type of deciduous molar, arch location, type of vital pulp therapy, and the number of carious surfaces involved had a better prognosis when carried out by undergraduate dental students. The method used was the review of clinical records of 590 patients with 600 deciduous molars, that visited the outpatient undergraduate dental clinics for vital pulp therapy. Statistical analysis used to determine the associations of tooth type, arch location, treatment type, and the number of carious surfaces involved in successful outcomes was logistic regression analysis with significance set at p < 0.05. According to the regression analysis model results, there was a significant association based on tooth type (p < 0.05) and arch location (p = 0.003). In addition, there was a significant association based on the type of treatment performed (p = 0.036). However, there was no significant association in success rates based on the number of carious surfaces involved (p = 0.873). In conclusion, second deciduous molars and maxillary deciduous molars had a better overall prognosis, and indirect pulp therapy was revealed to be more highly associated with successful treatment outcomes in comparison to ferric sulfate pulpotomy in our setting.