University-based Course Research Articles

Changing epistemic beliefs? An exploratory study of cognition among prospective history teacher

This study explores changing epistemic beliefs in the history domain among 18 prospective history teachers. Drawing data from these college undergraduate history majors who were considering teaching careers, the study traces out an exploration of how epistemic beliefs may change at this crucial developmental point. A likert-scale instrument served as a primary data-gathering tool and it was administered in a pre-post, design. Observational and interview data augmented the scale data. A university-based course served as an educational vehicle designed to influence epistemic beliefs. The results among the prospective teachers were mixed. Some students’ epistemic beliefs remained unaffected by the course, while others changed, some quite dramatically. Reasons for varied influences are the subject of the discussion. Implications of the results are also considered.Keywords: Epistemic Knowledge; Historical Thinking; History Teaching; Prospective Teachers.

A Framework for the Design and Implementation of Service-learning Courses

Within the fields of kinesiology and physical education teacher education, there is a growing number of courses and curricula that utilize service-learning as a pedagogical strategy. However, these courses and curricula are often constructed, implemented, and evaluated without a strong framework based on literature in the field, which has led to questions about whether we are maximizing the benefits to participating students, faculty, institutions, and community partners and members. The purpose of this article is twofold. First, it presents a framework that was developed based on literature in the field of service-learning to provide a foundation for maximizing the benefits to all individuals involved. Second, it describes a specific physical activity program that serves as the community-service component for a university-based service-learning course. Detailed descriptions of the practical strategies implemented by the university professor are included, along with how the course addresses each component of the framework.

Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective

The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University.

Self-preservation and the individualisation of risk in university-based foundation course students

Non-traditional students entering Higher Education (HE) via university-based foundation courses often encounter significant personal risk upon their return to study, and this can be exacerbated by a lack of understanding of the academic demands of HE at the point of entry. As part of a wider qualitative, grounded theory study of the effect of diversity on the student experience on a university-based foundation course, which identified themes related to social interaction theory – competition, camaraderie and self-preservation – this research paper considers the theme of self-preservation and discusses Beck’s ‘individualisation’ theory and the different ‘risks’ evident among foundation course students upon their return to study. The risks highlighted in the narratives related to poverty of time, changing identity and relationships and failure. The effect that these risks had on the learning experience is then considered. University-based foundation courses provide a successful route of entry for a diverse group of students returning to education, yet these courses are currently at risk due to the changing climate of HE. Based upon the findings in this study, recommendations are suggested to help encourage student interaction, reduce student fear of failure and increase their confidence, in order to assist non-traditional students with their transition to university-based foundation courses and their successful progression to degree course programmes.

The Interpretive Approach and Bridging the “Theory-Practice Gap”: Action Research with Student Teachers of Religious Education in England

This article presents action research conducted with student teachers of religious education in England, using theoretical propositions from Robert Jackson's interpretive approach to religious education. In the context of developing a master's-level initial teacher training course and international debate about the role of academic study in teacher education, the research investigated possibilities for using students’ exploration of theory to promote their professional development. Using a theoretical framework influenced by the work of Yrjo Engestrom, the article highlights the importance of peer group exploration in enabling student teachers to use received theory as a stimulus to their own theorizing and of university-based courses in providing opportunities for this.

Seeking the Studio Experience Outside of the Studio Course

Planning students seeking interdisciplinary, skill building experiences with real-life projects may not always be satisfied with university-based studio courses. Studios generally offer limited exposure to project selection, initiation, and task scoping. A student organization at Cornell University is challenging the standard studio format and forcing faculty to reflect on the needs of students who seek experiential learning outside of the studio course and general curriculum. This article examines the activities of an organization called DesignConnect and what growing interest in this club implies. We recommend a methodical evaluation to determine whether such organizations can extend existing curriculum-based learning opportunities.

Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates.

Principles under pressure: student teachers' perspectives on final teaching practice in early childhood classrooms

Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant ‘academic shovedown’ and ‘high stakes’ performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers' experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other.

Framing an Integrative Approach to the Education and Development of Teachers in Canada

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

A Self-Study of the Teaching of Action Research in a University Context

Despite the potential benefits of action research, teaching action research in a university setting can present challenges. Analyzing my own experiences of teaching a university-based course on action research, this self-study investigates what my students (all classroom teachers) did and did not understand about action research and what hindered them from understanding action research. Data were collected over four semesters by analyzing my course materials, my teaching notes, students' work, and students' email messages. Analysis of the data produced three themes: (1) the uniqueness of teacher culture; (2) teachers' assumptions about teaching and learning; and (3) the epistemological ambiguity of action research. The article offers suggestions for how teacher educators can help teachers better understand the concept of action research and help them to design and carry out meaningful action research projects.

Group diversity and inclusion on a university-based foundation course

Group diversity and inclusion on a university-based foundation course

Australian nursing curricula and mental health recruitment

Debate about nursing curricula has been on the forefront of industry and academia in Australia particularly since the shift from the 'apprenticeship style' of training for nurses to a university-based, comprehensive, bachelor's degree. There is the suggestion that university-based courses are rather inflexible and take for granted that the provision of mental health nursing across what is an essentially general course will ultimately attract the numbers of quality staff members required to fill speciality positions in mental health. Recent literature advocates for a direct entry undergraduate mental health programme in Australia, similar to that in the UK. This is suggested as one of many strategies to address the growing disparity between the demand and the supply for effective mental health treatment and care. The support of preceptor staff in the clinical field in terms of workloads, supervision and professional development are also identified as areas for attention. Another strategy that this paper addresses is the increased support of student preceptors in the areas of workload, supervision and professional development, whereas they forge organizational links between the tertiary sector and industry to facilitate enhanced communication channels between the theoretical curriculum (the theory) and the clinical sites (the practice). Additionally, increasing the mental health content in current curricula to a level that reflects hospital-based and community mental health needs is also required.

The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes

The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants (N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.

An evaluation of multi-professional education in diabetes

The role of multi-professional learning in diabetes care has been controversial due largely to the severe practical problems that need to be overcome to allow comparisons with the standard uni-disciplinary approach. We describe the operation and analysis of a unique university-based but community-orientated multi-professional diabetes care course over a four-year period. The analysis is based both on objective assessment of students by the teaching team and by the assessment of the course and the teaching methodology by the students following completion. The results show significant improvements in knowledge, very good perception of quality and usefulness, with a large impact on the students' clinical confidence and perceived clinical practice following completion. Analysis in nine areas of diabetic care is presented with the vast majority of responding students confirming a better community standard of care as a result. We are of the opinion that these results support the application of multi-professional learning to encourage improved community care of diabetes.

Student-teachers’ Dialectically Developed Motivation for Promoting Student-led Science Projects

School science systems tend to emphasize teaching and learning about achievements of science (such as laws and theories) at the expense of providing students with opportunities to develop realistic conceptions about science and science inquiry and expertise they could use to conduct their own science inquiry projects. Among reasons for such an emphasis, teachers’ lack of experiences with realistic science inquiry appears to be particularly problematic. Accordingly, we engaged student-teachers in a university-based course that attempted to balance instruction about science and science inquiry with student-teachers’ own theorization about science and science inquiry. Qualitative data collected mainly from nine student-teachers in four focus groups indicate that these student-teachers’ motivation for promoting student-led science inquiry projects in schools significantly increased by the end of the course. Analyses suggest that this outcome was influenced by changes in their conceptions about the nature of science, changes in how they associated science inquiry with student learning, and the inductive-deductive dialectic immersion that was built into their pre-service methods course. Implications of these findings for science teacher education are explored in this paper.

Training and certification of behaviour analysts in Europe: Past, present, and future challenges

Across many countries in Europe, the last decade has seen a rapid increase in the number of early intervention programmes for children with autism based on applied behaviour analysis, and a related growth in demand for competent behaviour analyst practitioners. There has also been a rapid growth in university-based courses that are focused solely on behaviour analysis, and these have all aligned their curriculum with the Behavior Analyst Certification Board task list. We describe the context of these developments and discuss some of the ways courses have been developed and some of the future challenges to be faced in developing an international profession of behaviour analysis. These have been positive moves for behaviour analysis in Europe. Now there is a solid foundation to continue this work, and to ensure that behaviour analysts play a central role in helping those who need their expertise.

Reclaiming the humanity in personality disorder

This paper provides a commentary upon the nursing care of individuals diagnosed with personality disorder and associated education courses. The discussion focuses upon recent policy trends in the UK as a point of departure. This policy discourse is critical of mainstream mental health services in previously operating to exclude such individuals. One of the consequences has been a recent growth in interest in relevant training courses, many of which devote significant attention to staff attitudes regarding this client group. Various previous researchers and commentators have remarked upon the implications for practice of a perceived negative attitude among care staff. We reflect upon our own anecdotal experience of developing and delivering new university-based courses for practitioners working in the field of personality disorder to offer a particular critique of the UK context, in which this policy, training, and practice is framed. Social constructionist theories are drawn on to offer insights into public and practitioner discourse and the possible effects on therapeutic relationships. The available discourse constructs individuals with a diagnosis of personality disorder as essentially different from other people. We argue that staff training and practice development initiatives are likely to be more successful if such discourse is challenged, and attempts are made in therapeutic encounters to recognize shared characteristics and positive attributes as much as perceived difference and negative attributes. We refer to this as a re-engagement with common humanity. Despite the singular national context, the discursive themes explored are not necessarily restricted to the UK.

Transportation Asset Management in For-Credit Higher Education Course Offerings

Transportation asset management is a systematic process of operating, maintaining, and upgrading transportation facilities cost-effectively. It combines engineering and mathematical analyses with business practice and economic theory. Asset management systems are goal driven and include components for data collection, strategy evaluation, program selection, and feedback. The asset management model explicitly addresses integration of decisions made across all program areas. The purpose is simple: to maximize the benefits of a transportation program to its customers and users, on the basis of well-defined goals within available resources. This concept is emerging prominently in several state and local transportation agencies. In 2005 a study was commissioned by the Michigan Asset Management Council and the FHWA to develop a thorough catalog of existing training opportunities in the field of transportation asset management. Part of that effort included an analysis of university-based courses or programs reflecting the elements of transportation asset management. This paper reflects the university-level analysis and presents nine common elements among the various courses embracing the current state of the practice in transportation asset management. The final part of this analysis compares the National Highway Institute's (NHI) professional development–training short course modules with the common elements of the university-based programs. It is contended that there are gaps in the information presented in existing university courses and the NHI-sponsored effort. That may complicate the adoption of transportation asset management.

Transportation Asset Management in For-Credit Higher Education Course Offerings

Transportation asset management is a systematic process of operating, maintaining, and upgrading transportation facilities cost-effectively. It combines engineering and mathematical analyses with business practice and economic theory. Asset management systems are goal driven and include components for data collection, strategy evaluation, program selection, and feedback. The asset management model explicitly addresses integration of decisions made across all program areas. The purpose is simple: to maximize the benefits of a transportation program to its customers and users, on the basis of well-defined goals within available resources. This concept is emerging prominently in several state and local transportation agencies. In 2005 a study was commissioned by the Michigan Asset Management Council and the FHWA to develop a thorough catalog of existing training opportunities in the field of transportation asset management. Part of that effort included an analysis of university-based courses or programs refl...

Development of a Curriculum for Foreign-trained Pharmacists Seeking Licensure in Canada

Demand for well-qualified health care professionals (including pharmacists) is projected to increase over the next ten to twenty years. In many jurisdictions, immigration will become an increasingly important human resource to replace aging, retiring workers and drive ongoing economic prosperity and growth. A lack of a systematic professional development and enculturation program for immigrant-professionals may result in unnecessary barriers. Bridging education provides a structured system for continuing professional development of professionals educated outside North America to acquire competencies and meet domestic standards of practice. The International Pharmacy Graduate Program in Ontario (Canada) has developed a model that has been recognized by the provincial government as “best- practice” for bridging education. This model consists of five elements: prior learning assessment and recognition, individualized learning plans, mentorship, distance learning opportunities, and peer-network formation. In particular, individualized learning plans link to a series of university-based courses (Canadian Pharmacy Skills I and II) benchmarked to B.Sc.Pharm educational outcomes. This paper describes development of these courses and results on candidates’ success rates in national licensing examinations.