Undergraduate University Education Research Articles

Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana

This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.

2340. COVID-19 Vaccine Hesitancy among Faculty Members, College Students and Health Care Workers in Lebanon

Abstract Background The COVID-19 pandemic has caused significant morbidity, mortality, and economic losses worldwide. Despite the efficacy of several vaccines in reducing SARS-CoV-2 infections, vaccination hesitancy remains a challenge. This study aimed to examine COVID-19 vaccination perceptions, beliefs, attitudes, and knowledge in Lebanon and identify unique predictors of vaccine hesitancy. Methods We conducted a cross-sectional online survey between March and June 2021 at the American University of Beirut and its Medical Center targeting faculty members, students, and healthcare workers. The survey included four sections, covering socio-demographics, COVID-19 perceptions, attitudes, and knowledge, with a primary focus on vaccination intent. We used a multivariate logistic regression model to investigate potential determinants of vaccine hesitancy. Results We had 422 respondents with an overall response rate of 94%. A large proportion of the study population were females (69%) and individuals with at least undergraduate college education (93%). Healthcare workers comprised 29.4% of all survey respondents. Of the respondents, 368 (87%) were definitely willing to take the COVID-19 vaccine, and 13% expressed various forms of vaccine hesitancy (1% definitely not willing; 8% undecided likely; 4% undecided unlikely). The most important independent predictors of vaccine hesitancy were the perception that the COVID-19 vaccine is more dangerous that the COVID-19 infection, that the vaccine development was rushed, and being a healthcare worker. Knowledge about COVID-19 infection, level of education, age, and recommendation from the respondent’s healthcare provider were negatively correlated with vaccine hesitancy. The multivariable analysis is shown in the Table. Conclusion We found a high COVID-19 vaccine acceptance rate and some of the factors associated with hesitancy were modifiable, including knowledge and perceptions about the disease and the vaccine, and healthcare provider recommendation. Addressing these factors is crucial for successful vaccination programs, as combatting vaccine hesitancy may be as crucial as developing a safe and effective vaccine. Disclosures All Authors: No reported disclosures

Științe ale educației fără … pedagogie ?!…

The text reveals certain considerations/reconsiderations regarding the formulas „sciences of education”/” sciences of education” and „pedagogical sciences” in university undergraduate education and through the evolution of the doctorate, but also in the system of continuous training of teaching staff in the Republic of Moldova.The author’s views lend themselves to the clarification, interpretation and reconsideration of the formula „sciences of education” through the concise and clear delimitation between „authentic sciences of education” and „pseudosciences of education”, which, in its absence, favors and encourages the tendency to multiply numerous „sciences and mini sciences of education”.

Addressing HIV Misconceptions among Heterosexual Black Men and Communities in Ontario

Black males accounted for 19.7% of all the new HIV diagnoses in Canada in 2020, yet Black people make up only 4.26% of the population. Persistent misconceptions about modes of HIV transmission need to be addressed to reduce the relatively high HIV prevalence among Black men. We described the HIV misconceptions held by some HBM in Ontario. We also identified the social determinants that are protective versus risk factors for HIV misconceptions among heterosexual Black men (HBM) in Ontario with a view to building evidence-based strategies for strengthening HIV prevention and stigma reduction among HBM and their communities in Ontario. We report quantitative findings of the weSpeak study carried out among HBM in four cities (Ottawa, Toronto, London, and Windsor) in Ontario. Sample size was 866 and sub-samples were: Ottawa (n = 210), Toronto (n = 343), London (n = 157), and Windsor (n = 156). Data were collected with survey questionnaire. The outcome variable, HIV misconception score ranging from 1 to 18, was measured by the number of statements on the HIV Knowledge Questionnaire with incorrect answers. We included three categories of independent variables in the analysis based on a stepwise and forward model selection approach. The variable categories include (i) sociodemographic background; (ii) personalised psychosocial attributes (levels of HIV misconceptions, negative condom attitude, age at sexual debut, and resilience); and (iii) socially ascribed psychosocial experiences (everyday discrimination and pro-community attitudes). After preliminary univariate and bivariate analyses, we used a hierarchical linear regression model (HLM) to predict levels of HIV misconceptions while controlling for the effect of the city of residence. More than 50% of participants in all study sites were aged 20-49 years, married, and have undergone a college or university undergraduate education. Yet, a significant proportion (27.2%) held varying levels of misconceptions about HIV. In those with misconceptions, the two most common misconceptions were: (i) people are likely to get HIV by deep kissing, putting their tongue in their partner's mouth, if their partner has HIV (40.1%); and (ii) taking a test for HIV one week after having sex will tell a person if she or he has HIV (31.6%). Discrimination (β = 0.23, p < 0.05, 95% CI = 0.01, 0.46), negative condom attitudes (β = 0.07, p < 0.05, 95% CI = 0.01, 0.12), and sexual debut at an older age (β = 0.06, p < 0.05, 95% CI = 0.01, 1) were associated with more HIV misconceptions. Being born in Canada (β = -0.96, p < 0.05, 95% CI = -1.8, -0.12), higher education (β = -0.37, p < 0.05, 95% CI = -0.52, -0.21), and being more resilient (β = -0.04, p < 0.05, 95% CI = -0.08, -0.01) were associated with fewer HIV misconceptions. HIV misconceptions are still common, especially among HBM. These misconceptions are associated with structural and behavioural factors. We recommend structural and policy-driven interventions that promote more accessible and equity-driven healthcare, education, and social integration of HBM in Ontario. We also recommend building capacity for collective resilience and critical health and racial literacy as well as creating culturally safe spaces for intergenerational dialogues among HBM in their communities.

STUDY ON THE INFLUENCE OF INTELLIGENT TEACHING MODE BASED ON EMOTION REGULATION ON THE TEACHING QUALITY OF AGRICULTURAL METEOROLOGY

BackgroundThe traditional teaching mode ignores the dominant position of students' learning and damages students' learning initiative. In addition, students have rich knowledge acquisition channels, the traditional way of knowledge transfer can not meet the needs of students, and the traditional teaching effect is not obvious. Therefore, a new teaching mode is urgently needed to improve this situation. The emergence of intelligent teaching mode improves the disadvantages of traditional teaching mode to a certain extent, effectively realizes the flipped classroom, and better reflects the status of students as learning subjects. At the same time, teaching must help students adjust their emotions.Research Objects and MethodsInvestigate the impact of intelligent teaching mode on the teaching quality of agrometeorology, and analyze the achievements in forestry, ecology, soil and water conservation and desertification control. This paper analyzes the plant protection under the traditional classroom teaching mode and the plant protection under the intelligent teaching mode. In terms of scientific teaching methods, intelligent teaching tools are combined with rainy day classroom and pad classroom (demonstration, assimilation and discussion). Then investigate students' cognition of intelligent teaching mode. In order to verify that teaching can only affect students' emotional aher behavior, this paper will also use and evaluation methods to evaluate the Cognitive Emotion Regulation Questionnaire. The questionnaire revised by Dong guangheng and others is adopted, with a total of 36 items. The five-level scoring method is adopted, and 1-5 points are given successively from “completely inconsistent” to “fully consistent”. It includes 9 subscales (4 items each), which are divided into adaptive cognitive emotion regulation strategies (acceptance, active Refocus, refocus planning, positive reappraisal and rational analysis) and non adaptive cognitive emotion regulation strategies (self blame, meditation, disaster and blame others), The higher the score of each subscale, the more individuals tend to use this cognitive emotion regulation in the face of negative events.ResultsThe intelligent teaching mode is helpful to improve the teaching quality of agricultural meteorology and effectively make up for the shortcomings of the traditional classroom teaching mode. The final paper score, experimental score and final total score are higher than those in traditional classroom; 83.04% of the students affirmed the application of intelligent teaching mode in agrometeorology teaching. The post hoc comparison of negative emotion regulation strategies found that for cognitive reappraisal, the high group was significantly higher than the subthreshold (P <. 05) and (P <. 001), but there was no significant difference between the subthreshold low group and the high group (P >. 05); For cognitive immersion, the high group was significantly lower than the subthreshold low group (P < (P <. 001), and the subthreshold was also significantly lower than that of depressed adolescents (P <. 05).ConclusionThe intelligent teaching mode constructs an interdisciplinary teaching platform for interactive teaching, maximizes students' learning time, enables students to make full use of their spare time to find academic literature and deepen their understanding of the classroom. Students listen and interact in a prepared, purposeful and confident way, which has greatly mobilized students' enthusiasm and initiative in learning and greatly improved classroom efficiency. Intelligent teaching mode can improve students' innovative ability, fully stimulate students' divergent thinking, improve students' awareness of autonomous learning, and promote mutual learning and friendship among students. It provides a platform for learning style ideas. It is a teaching mode that makes students have a real sense of acquisition and is actively recognized by students. Intelligent teaching mode realizes the information transmission and curriculum resource sharing among students, and changes the current situation of low utilization efficiency of information resources in traditional teaching. Strengthen the communication between students, enhance the sense of teamwork, and promote their cooperation and common learning. Intelligent teaching mode not only improves the teaching quality, but also enriches the teaching content, increases the amount of learning knowledge, improves students' learning initiative, meets students' thirst for knowledge, and can better transport learning talents for the society. Promote students' anxiety regulation in life events and cultivate students' all-round development.AcknowledgementThis research has been financed by Fujian Agriculture and Forestry University undergraduate education reform key project in 2020 “Reconstruction of teaching organization and reform of talent training mode of agriculture specialty under the background of new agriculture construction” (111420001) and Fujian provincial education reform project in 2021“Evaluation reformation of faculty teaching quality based on ‘PACD’ closing loop” (FBJG20200250).

Money isn't everything: Compensation of locally educated executives

We identify the location of an executive's undergraduate university education as a proxy for their geographic preference. Executives whose university education took place near a firm's headquarters are paid 4.40% to 11.01% less than their peers, suggesting the transparency of university education allows firms to use the location of their headquarters as a form of intangible compensation. This geographic preference discount persists across all levels of the C-Suite, corporate governance quality, time periods, and after controlling for opaque measures of where the executive grew up. Our study shows the location of an executive's undergraduate university is a consequential component of his or her geographic preference, and that such preference has meaningful implications for his or her compensation.

Vaccination coverage among COVID-19 prevention and control management teams at primary healthcare facilities in China and their attitudes towards COVID-19 vaccine: a cross-sectional online survey

ObjectiveTo investigate the COVID-19 vaccination coverage rate and differences among various COVID-19 prevention primary healthcare (PHC) facilities in China and understand their attitudes towards COVID-19 vaccine. These findings are helpful...

Sustainable development goals and capability-based higher education outcomes

The paper explores the contributions of undergraduate university education to the Sustainable Development Goals (SDGs)’ goals and development outcomes, proposing a normative capability-based approach oriented to human development. The approach is aligned with a developmental model of the university and development policy in sub-Saharan Africa and South Africa, where the study is located. It draws empirically from a four and a half year mixed-methods research project conducted with low-income, mostly rural students at five historically diverse universities in South Africa. The paper presents a justification for using the capability approach, and outlines the rationale and methodology for synthesising a specific capability set generated by theorising and empirical data. A set of corresponding functioning indicators offers an expansive approach to understanding ‘learning outcomes’ in contrast to dominant neoliberal approaches that seek quantification and efficiency, overlooking what cannot be easily measured. An indicative sketch of university arrangements required to advance and evaluate each functioning for development outcomes is then outlined.

Effect of Premarital Counseling Regarding Consanguineous Marriage on Nursing Student's Perception and Satisfaction

Context: Consanguineous marriage is a traditional habit in Arab countries leading to higher autosomal recessive genetic disorders.‎&#x0D; Aim: To study the effect of premarital counseling regarding consanguineous ‎marriage on nursing students' perception and satisfaction.&#x0D; Methods: A quasi-experimental design‎ was used to achieve the aim of this study. The study was conducted in the Faculty of Nursing, Ain Shams University, on all third-year unmarried students (178 students). Three data collection tools were used: An Arabic structured interviewing questionnaire, an attitude assessment Likert scale, and a student's satisfaction assessment questionnaire.&#x0D; Results: The study indicated that nearly three-fourths of the studied sample had total correct knowledge and a positive attitude regarding consanguineous marriage post-intervention. Also, the majority of them satisfied with the application of counseling sessions regarding consanguineous marriage.&#x0D; Conclusions: A significant improvement of student's perception after counseling sessions was revealed. All students were satisfied with the clarity of the guidelines and teaching methods, and media used. Based on this finding, the study recommended integrating premarital counseling concepts regarding consanguineous marriage at undergraduate university education curriculum.

Undergraduate University Education in Internet of Things Engineering in China: A Survey

To address the problem of a serious Internet of Things (IoT) talent shortage, the Chinese government is encouraging universities and institutions to establish a major in IoT Engineering to train high-level IoT talent. Since 2011, 700 Chinese universities and institutions have established IoT Engineering undergraduate programs. We surveyed the history, status, curriculum, and problems of IoT undergraduate degree programs in China. Based on data collected from faculties, students, and graduates, we found that the IoT Engineering curriculum was an unsystematic patchwork and was deficient in practical platforms. We then provide suggestions for further development and exploration of IoT education by presenting a Technical Knowledge Map of IoT Engineering. This survey work on Chinese IoT education can prompt Chinese educators to reflect on its achievements and problems, which will contribute to IoT talent cultivation worldwide.

Charging for Higher Education: Estimating the Impact on Inequality and Student Outcomes

Abstract Over the last two decades, undergraduate university education in England moved from being state-funded and free for students, to costing all students substantial amounts in tuition fees. In this paper, using detailed administrative longitudinal microdata that follow all students attending state schools in England (approximately 95% of student population), we causally show that, despite the substantial reforms, enrollment fell only by 0.5 percentage points, where the effect is largely borne by those in wealthier groups, reducing the enrolment gap across socio-economic groups. Since tuition fees were introduced in conjunction with the government offering generous means-tested maintenance (cash) grants, as well as loans, our results highlight the importance of reducing financing constraints. Beyond enrollment, we find that the reforms have limited impact on students’ higher education choices, such as relocation decisions, university choice, and field of study. Finally, by tracking the students after graduation, we show similarly small effects on labor market outcomes.

Η βιοηθική στην εκπαίδευση

During recent years, bioethics have become increasingly important as it has become clear that citizens of all ages will be called upon to take ethical decisions about the use of science and technology at some stage of their lives. Research shows that there is a global agreement on the need to teach more of these ethical and social issues related to science and technology at all levels of education.This article attempts to investigate the importance and role of bioethics in secondary and undergraduate university education. Examples of primary and secondary education curricula, their goals and their contribution to improving students' understanding of the different aspects of bioethics are presented. Then, it is attempted to review the situation of bioethics in universities curricula. The article analyzes the different philosophies of approaching bioethical education, its relation with human rights and compares the advantages and disadvantages of the teaching strategies of integration and specialization.In conclusion, it seems that bioethics is worthwhile being joined together with other disciplines and integrated into a wider framework of effective and informed decision-making skills, whether the person is a health professional or a modern citizen.

Emerging Trends and Future Directions of Enabling Education

In December 2017, the 6th Biennial National Association of Enabling Educators of Australia (NAEEA) Conference was hosted by Southern Cross University at the Gold Coast, Australia. The Biennial NAEEA Conference brings together educators and practitioners to collaborate on issues of relevance to enabling pathway programs leading to undergraduate university education. In this special issue of the Student Success Journal, the NAEEA conference’s top ranked research papers, as selected via a blind peer review process, have been included for publication.

Lexical diversity and the use of academic and lower frequency words in the academic writing of EFL students

AbstractThis study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and lower frequency words and make more diverse choices in their writing after one year of undergraduate university education in English. The study also compares essays written by EFL students and NS (native speaker) students to determine inter-language differences. Essays written by 62 EFL students and 198 NS students at Years 1 and 2 were analyzed for this study. The findings showed no statistically significant difference between the essays written by EFL students in Year 1 and those written in Year 2, either in terms of lexical diversity or in terms of the use of academic and lower frequency words. EFL students in both year levels had a preference for highly frequent words (words in the 1k frequency band). This is in contrast to the NS students, whose use of academic and some lower frequency words improved in Year 2. The findings also showed a statistically significant difference between the essays written by the EFL and the NS students in both year levels. The EFL students made less diverse lexical choices and used fewer words in various frequency bands than the NS students. Findings are discussed and recommendations are offered to EFL students and their educators on how to focus on these aspects of academic writing.

Patient Preferences for Primary Care Provider Roles in Breast Cancer Survivorship Care.

Purpose Prior studies have suggested a need for greater clarity about provider roles in team-based cancer care; however, little is known about patients' preferences regarding which providers handle their care needs after primary cancer treatment. Methods We surveyed women with newly diagnosed stages 0 to II breast cancer who were treated in 2014 and 2015 as reported to the Georgia and Los Angeles SEER registries (N = 2,372; 68% response rate). Patient preferences regarding which provider handles the following care needs after treatment were ascertained: follow-up mammograms, screening for other cancers, general preventive care, and comorbidity management. Associations between patient demographic factors with preferences for provider roles-oncology-directed care versus primary care provider (PCP)-directed care-were assessed by using multivariable logistic regression. Results The majority of women preferred that their PCPs handle general preventive care (79%) and comorbidity care (84%), but a notable minority of women preferred that their oncologists direct this care (21% and 16%, respectively). Minority women-black and Asian versus white-and women with a high school education or less-versus undergraduate college education or more-displayed greater odds of preferring oncology-directed care-versus PCP-directed care-for their general preventive care (black odds ratio [OR], 2.01; 95% CI, 1.43 to 2.82; Asian OR, 1.74; 95% CI, 1.13 to 2.69; high school education or less OR, 1.51; 95% CI, 1.10 to 2.08). Similar variations existed for comorbidity care. Conclusion In this sample, minority women and those with less education more often preferred that oncologists direct certain aspects of their care after breast cancer treatment that are normally delivered by a PCP. Efforts to clarify provider roles in survivorship care to patients may be effective in improving team-based cancer care.

An online readability analysis of pathology-related patient education articles: an opportunity for pathologists to educate patients

Information for patients regarding their clinical conditions and treatment options is widely available online. The American Medical Association and National Institutes of Health recommend that online patient-oriented materials be written at no higher than a seventh-grade reading level to ensure full comprehension by the average American. This study sought to determine whether online patient-oriented materials explaining common pathology procedures are written at appropriate reading levels. Ten pathology procedures that patients would likely research were queried into Google search, and plain text from the first 10 Web sites containing patient education materials for each procedure was analyzed using 10 validated readability scales. We determined mean reading levels of materials grouped by readability scale, procedure, and Web site domain, the overall average reading level of all resources, and popular Web site domains. One hundred Web sites were accessed; one was omitted for short length (<100 words). The average reading grade level of the 99 materials, none of which met national health literacy guidelines (range, 7.3-17.4), was 10.9. Twenty-nine articles (29%) required a high school education for full comprehension, and 4 (4%) required an undergraduate college education. Most frequently accessed Web site domains included medlineplus.gov, webmd.com (both accessed 7 times), and labtestsonline.org (accessed 6 times). Average reading levels of the 11 most commonly accessed Web sites ranged from 8.25 (patient.info) to 12.25 (mayoclinic.org). Readability levels of most online pathology-related patient education materials exceeded those recommended by national health literacy guidelines. These patient education materials should be revised to help patients fully understand them.

Modelling success networks to improve the quality of undergraduate education

Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms.

Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England

This paper investigates the impact of changes in the funding of higher education in England on students' choices and outcomes. Over the last two decades - through three major reforms in 1998, 2006 and 2012 - undergraduate university education in public universities moved from being free to students and state funded to charging substantial tuition fees to all students. This was done in conjunction with the government offering generous means-tested maintenance grants and loans. Using detailed longitudinal micro-data that follows all students attending state schools in England (more than 90 percent of all school-aged children) from lower education to higher education, we document the socio-economic distributional effects of the 2006 and 2012 policy reforms on a comprehensive set of outcomes, including enrolment, relocation decisions, selection of institution, program of study, and performance within university. For a subset of students, we track them after completing higher education, allowing us to study the labor market effects of the policy reforms. Despite the substantial higher education funding reforms, we do not find large aggregate effect on student enrolment or on other margins. Moreover, the small negative impacts found on the enrolment were largely borne on those in higher parts of the wealth distribution â?“ reducing the enrolment gap across socio-economic groups.

The Undergraduate College Education in USA: Schools with Best and Worst ROI

This study examined the ROI, total 4-year education cost, graduation rate and average loan amount for undergraduate education across schools in USA. The results indicate that students from Southwest region of USA enjoyed highest mean ROI (6.69%) along with highest median ROI (6.50%) with minimum standard deviation of 2.03% among all five regional analyzed over 20-yeasr period. Yale University reports the highest graduation rate of 98 percent in the nation. Georgia Institute of Technology (In-state) enjoyed highest ROI of 12.30 percent over 20-years period of study

Radiation Oncology Teaching Programmes as Part of the Undergraduate Degree in Medicine in Spanish Universities: the Need for an Update of the Contents and Structure.

The relevance of radiation oncology (RO) teaching in the Faculty of Medicine Degree Plan is justified by the high number of cancer patients who will require it at some point in their evolution of radiotherapy (RT). About 40% of the population who will suffer cancer will be cured by RT alone or other related treatment modalities. Therefore, cancer education and RT teaching needs to have an in depth impact in the undergraduate medicine programmes. This education component is highly variable, not only among countries but also within each country, in terms of content (theory and practical training), number of credits and departmental affiliation of the teachers. Our aim is to take a snapshot of the situation of the teaching of RO in undergraduate university education in Spain. We have analysed 40 Spanish universities about specific aspects related to the teaching of RT. Information was obtained by mail or telephone contact throughout 2015. We have analysed the elements involved in teaching performance. In universities with various instructional units, we have taken the average of them. Among the Universities consulted in Spain, during the period of the medical degree, the average time allocated to RT lectures is 12h (range, 0-36), the mean time allocated to seminars is 4h (range, 0-22), and the mean time assigned to practices is 11h (range, 0-38). The subject is mainly taught by a radiation oncologist and 80% of Spanish universities have at least one radiation oncologist on staff. Undergraduate radiation oncology teaching in Spain shows structural heterogeneity. The Spanish Society of Radiation Oncology (SEOR) University Forum has identified new opportunities and elaborated a proposal to improve undergraduate education in oncology.