Week Of Class Research Articles

Are college campuses superspreaders? A data-driven modeling study

The COVID-19 pandemic continues to present enormous challenges for colleges and universities and strategies for save reopening remain a topic of ongoing debate. Many institutions that reopened cautiously in the fall experienced a massive wave of infections and colleges were soon declared as the new hotspots of the pandemic. However, the precise effects of college outbreaks on their immediate neighborhood remain largely unknown. Here we show that the first two weeks of instruction present a high-risk period for campus outbreaks and that these outbreaks tend to spread into the neighboring communities. By integrating a classical mathematical epidemiology model and Bayesian learning, we learned the dynamic reproduction number for 30 colleges from their daily case reports. Of these 30 institutions, 14 displayed a spike of infections within the first two weeks of class, with peak seven-day incidences well above 1,000 per 100,000, an order of magnitude larger than the nation-wide peaks of 70 and 150 during the first and second waves of the pandemic. While most colleges were able to rapidly reduce the number of new infections, many failed to control the spread of the virus beyond their own campus: Within only two weeks, 17 campus outbreaks translated directly into peaks of infection within their home counties. These findings suggests that college campuses are at risk to develop an extreme incidence of COVID-19 and become superspreaders for neighboring communities. We anticipate that tight test-trace-quarantine strategies, flexible transition to online instruction, and–most importantly–compliance with local regulations will be critical to ensure a safe campus reopening after the winter break.

“I am emailing to inform you that another member of my family has passed away”: A Response to Restoration’s Special Issue on COVID/Defoe

“I am emailing to inform you that another member of my family has passed away”: A Response to Restoration’s Special Issue on COVID/Defoe Al Coppola I began teaching Daniel Defoe’s Journal of the Plague Year at the start of the pandemic, because I didn’t know what else to do. On March 10, 2020, when the reports coming out of Wuhan and Lombardy were terrifying, and I already had students missing weeks of class because of a lingering, pernicious flu, I spent my Tuesday classes getting students to download Slack and Zoom onto their phones and practicing how to use them. I told them we’d likely have to shift to remote instruction if the coronavirus situation got any worse. I thought we’d have a little more time to prepare, but I was wrong. CUNY went online the very next day, as one by one the businesses and institutions of New York City went into lockdown. I was teaching a 300-level general education literature course on crime and punishment in eighteenth-century London at John Jay College. The students had just spent six weeks researching cases in the Old Bailey online, and we were slated to start reading Moll Flanders the following week. Only there was no way in hell any of my students—or, if I am being honest, even myself—were going to be able to think about anything except the pandemic as COVID-19 scorched a horrendous path of fear, suffering and death through the New York City communities where my students were sheltering in place when they weren’t venturing out as “essential workers.” I threw the syllabus out the window and decided that for the rest of the semester we’d just read Defoe’s Journal and try to survive. Drawing from the Project Gutenberg files, I quickly assembled an etext of the Journal on CUNY Manifold, a Mellon-funded open educational resource publishing platform that produces clean, easy-to-navigate, web-accessible etexts that work great on the mobile [End Page 77] phones my students would be depending on to stay connected.1 Assuming that the shift to remote learning was going to raise serious technological barriers, I polled my students and the results were just as grim as you’d expect from an urban, public, Hispanic-Serving Institution where 64% of the students receive Pell grants. Barely half of respondents said they had access to a laptop/PC for their sole use, 50% didn’t have high speed internet at home, and just 20% reported they had a “comfortable private space in [their] house, no significant distractions.” I went with Manifold because our etext would be freely and easily accessible to all, and I would be able to set up a private reading group where students could collaboratively annotate the text in a space that was only viewable by others in the class. I also “improved” Defoe’s text like some smug Victorian with artificial chapter breaks—“Theft at His Brother’s House,” “The Poor Piper,” “H. F.’s Experience as a Plague Visitor”—because in that moment my allegiance could not be to Fredson Bowers. I knew my gen ed students would need some guideposts in the unwieldy text. From an “outcomes assessment” perspective, I don’t think we accomplished much of anything the rest of that spring semester. But I kept holding Zoom sessions and reaching out on Slack to let them know that we were still a community who cared for each other. And the work was there for those who had the ability—the time, the space, the technology, the quiet, the viral load—to take refuge in it. What my students had to say about their lives, and about how they could see their lives reflected in Defoe’s Journal, will always haunt me.2 “Thanks professor, I’ve been on bed rest. If things don’t get better by tomorrow I will be going to the ER.” –DU, March 12, 2020 “My father and I have been sick for over a week and I am not sure what it is we have, the COVID- 19 test won’t be done until the...

Community College: The Great Equalizer?

Community College: The Great Equalizer? Mike Rose (bio) Click for larger view View full resolution (Photo by Tai's Captures/Unsplash) [End Page 62] As we were putting the final edits into this essay, we received news that Mike Rose had died at the age of seventy-seven. During his forty-year teaching career, he wrote movingly about his students and their experiences in the classroom. His empathy and insights were informed by his background as a child of working-class immigrants. We were proud to publish a number of his essays and to work with him in 2011 on a special section he co-edited for Dissent on “Re-imagining Education Reform.” —The Editors In the American consciousness, education is, in Horace Mann’s words, the “great equalizer” of class differences. Through schooling, students can ascend the social-economic ladder. The journey of first-generation community college students provides one way to consider this belief. As inequality widens and rigidifies, what economic barriers to success do such students face? Let us begin with the basic objects it takes to go to school: books, paper, notebooks, pens and pencils, calculator, computer, cell phone, tools, and supplies. Some of these items might be covered by financial aid awarded to needy students, though that aid can be late in coming. It is not uncommon for students to be in the second or third week of classes without books. For students in occupational programs—from construction trades to cosmetology—tools and kits of supplies are essential. If they are damaged or stolen, students have to divert money from other necessities or cast about for an emergency loan. Unless students are in an unusually well-funded program, they are typically on their own for computers and other electronic devices. Inequality is not only material but also spatial. To be a successful student takes a place to study, to read those books, to write, to practice the skills and routines of a trade. Though COVID-19 closed down many buildings, there are usually designated spaces on campus for those whose family and work commitments and transportation arrangements permit their use. Otherwise, one hopes for a room. A nook. A corner of an apartment—not [End Page 63] always possible if one lives in close quarters with family or friends. One student I mentored read his books with a flashlight on the front steps of his parents’ apartment. Another student I interviewed set a little table in one of her halfway house’s bathrooms—a table of her own. Some students have no stable place to lay that book at all. According to the #RealCollege Survey of the Hope Center at Temple University in 2020, 52 percent of students at two-year colleges reported being “housing insecure.” They are short on rent, close to eviction, or they have crossed that line, staying temporarily with relatives or friends or couch surfing, one step away from the streets. Another student I mentored slept in his car for six months until one of his instructors secured him Section 8 housing and bought him bedding and towels. A student he knew slept behind the dumpster in the back of the school’s library. They showered in the gym when it opened at 6 a.m. According to the #RealCollege Survey, 39 percent of community college students report worrying about having enough to eat. Food pantries exist at over 700 two- and four-year colleges across the country. The experience of poverty includes several sensations: the gnawing in your stomach, woozy lightheadedness. For students with a family, the gnawing can be psychological as well as physical. They worry that they have failed as a parent. Access to healthcare, let alone quality healthcare, is also a major problem in low-income communities. Students growing up in such communities are generally exposed to environmental toxins and might not have been adequately treated for chronic diseases like diabetes or asthma, or for dental, vision, and hearing problems. Universal standard eyecare alone would have a positive effect on these students’ retention and achievement. For students with ADHD and learning disabilities, the odds are that the treatment they receive is not of the same quality and...

Calouro cidadão: um projeto que tornou possível a cultura do trote não violento nos cursos de graduação da Unifal-MG - Campus Poços de Caldas

Cortes de cabelo e brincadeiras temidas por serem potencialmente perigosas têm sido substituídos por ações solidárias e de integração durante a chegada dos novos alunos (calouros) ao ambiente universitário, desde a primeira turma ingressante em cursos de bacharelado tecnológicos da Universidade Federal de Alfenas/MG – Campus Poços de Caldas, no ano de 2009. Essa postura institucional objetiva coibir a cultura violenta e constrangedora da recepção dos calouros de engenharia pelos veteranos. Nesse sentido, o Projeto de Extensão Calouro Cidadão visa incentivar os discentes a participarem de ações de caráter social e educativo que, de forma prazerosa e construtiva, proporcionam momentos de integração e boas-vindas entre os discentes, além de humanizar o trote na universidade, por meio de atividades de cunho social, filantrópico e educativo, visando uma mudança positiva de atitudes entre calouros e veteranos. O projeto tem suas ações concentradas na primeira semana de aula de cada período do ano. Alguns exemplos de ações são palestras informativas sobre o funcionamento da Universidade, mutirão de arrecadação de alimentos e roupas, ida ao Lar São Vicente de Paulo, ida à APAE, ida ao hemocentro, dentre outras. Este projeto está pautado na indissociabilidade do ensino, pesquisa e extensão e, tendo em vista a aceitação e o interesse dos alunos em dar continuidade ao trabalho e de nunca terem ocorrido denúncias de trote violento dentro ou mesmo fora do campus, é possível perceber que o contexto de trote não violento está se enraizando na cultura do campus.

First-Year Student Transition at the University of the Free State during Covid‑19: Challenges and Insights

First-year seminars and university induction programmes are embedded with academic and social skills required by students to transition into their first year of study. The first-year seminar at the Universityof the Free State is a credit-bearing module called UFS101, and is a prerequisite for degree completion. Students are assessed through summative assessment opportunities throughout the year. In 2020, the UFS101 module embarked on new territory by condensing the contact time for the first semester into a week-long summer school. Furthermore, the summer school was presented a week prior to the start of university, with repeat sessions during the first week of class, and during the March holiday. However, due to national lockdown regulations as a result of Covid-19, a part of the cohort had to self-study the content via an interactive online study guide. This created four distinct groups of students: those who attended face-to-face classes, some face-to-face classes and some self-study, self-study only, and students who could not access the content. In order to measure their transition into university, a questionnaire was distributed to the students, and the results were stratified according to one of the aforementioned categories. Unique similarities and differences were observed in the findings. The results depict that effective content design is at the heartbeat of student transition, but that other factors such as face-to-face interaction with students, and access to resources assist with the transition into university. This study highlighted the need to explore the challenges students experience within their first six months at university, and substantiates that this type of exploration should be routinely conducted to assist with the understanding and implementation of first-year student support.

Using machine learning to identify the most at-risk students in physics classes

Machine learning algorithms have recently been used to predict students' performance in an introductory physics class. The prediction model classified students as those likely to receive an A or B or students likely to receive a grade of C, D, F or withdraw from the class. Early prediction could better allow the direction of educational interventions and the allocation of educational resources. However, the performance metrics used in that study become unreliable when used to classify whether a student would receive an A, B or C (the ABC outcome) or if they would receive a D, F or withdraw (W) from the class (the DFW outcome) because the outcome is substantially unbalanced with between 10\% to 20\% of the students receiving a D, F, or W. This work presents techniques to adjust the prediction models and alternate model performance metrics more appropriate for unbalanced outcome variables. These techniques were applied to three samples drawn from introductory mechanics classes at two institutions ($N=7184$, $1683$, and $926$). Applying the same methods as the earlier study produced a classifier that was very inaccurate, classifying only 16\% of the DFW cases correctly; tuning the model increased the DFW classification accuracy to 43\%. Using a combination of institutional and in-class data improved DFW accuracy to 53\% by the second week of class. As in the prior study, demographic variables such as gender, underrepresented minority status, first-generation college student status, and low socioeconomic status were not important variables in the final prediction models.

People living with dementia and their family carers' adherence to home-based Tai Chi practice.

ObjectivesThe aim of this study was to understand what influenced people living with dementia and their family carers’ adherence to the home-based component of a Tai Chi exercise intervention.MethodDyads, of people living with dementia and their family carers, who participated in the intervention arm of the Tai Chi for people living with dementia trial, were invited to join weekly Tai Chi classes for 20 weeks and practice at home. Semi-structured dyadic home interviews were conducted on average after 16 weeks of classes. The views of 15 dyads with a range of home practice adherence were sought in semi-structured interviews. The interviews were analysed using an inductive thematic approach.ResultsMost participants found time to practise Tai Chi at home and practised for 18 hours on average. Amongst the barriers to adherence were participants’ competing commitments and a booklet not sufficiently conveying the Tai Chi movements. Hence, a video or DVD was requested by participants. Facilitators of their adherence to the home-based component of the intervention were their enjoyment of the practice and the development of a habit, which was supported by their commitment to the study and their willingness to benefit from Tai Chi.ConclusionEnjoyment and perceived benefits had a great impact on participants living with dementia and their carers’ adherence to home-based Tai Chi practice. However, difficulties to perceive the Tai Chi movements through images might be hindering sustained participation. Hence, alternative aids such as videos and DVDs should be explored to facilitate adherence.

Northwestern University Feinberg School of Medicine.

Northwestern University Feinberg School of Medicine.

Placing Elsewhere: Approaches for Physical and Digital Flânerie

This paper will discuss approaches and tools for physical and digital flânerie that emerged within an RMIT second- and third-year Interior Design Studio, during the COVID-19 pandemic. In the third week of classes in March 2020, social distancing measures in Australia led us to transpose urban site-based student projects online. Though unforeseen, this was taken as an opportunity for the interior design studio to explicate modes of physical and digital flânerie, via meandering and looking. We discuss teaching and learning experiences within the digital classroom, which we discovered was a dynamic chat-scape of hyperlinks, fragments, displacements and delays. We discuss how we translated aspects of the philosopher Walter Benjamin’s flaneur with reference to The Arcades Project. The paper is structured as a stroll through key discoveries and works and aims to explicate emerging frameworks for digital flânerie within the teaching and learning of interior design.

TEST OF KNOWLEDGE OF ELEMENTARY VECTORS CONCEPTS AMONG FIRST-SEMESTER BACHELOR OF ENGINEERING AND TECHNOLOGY STUDENTS

Physics, as an academic discipline, has its mathematical language, and vectors are its indispensable constituent, even at the pre-mandatory stage. This study aimed to obtain a clear and deep understanding of the perception of students' cognition about the facets of the vectors that form the basis of Newtonian mechanics. This study not only provides fundamental knowledge about the cognition of theoretical vector constructs among students, but also helps to improve existing pedagogies and, eventually, leading to students' discernment. The author developed a Test of Knowledge of Elementary Vector Concepts (TKEVC) that was delivered to engineering students in the first semester who were starting the required engineering physics course during the 1st week of class, before any instruction on vectors. TKEVC was administered to a sample of 476 students from 7 different engineering colleges and universities in India. The result obtained with this test states that only 37% of students enrolled in the engineering physics course have extensive knowledge of vectors to advance physics topics, specifically mechanics, while almost 67% of students enter the course without a complete understanding of the vector principles in any aspect. These findings have substantial implications for math and physics classes. The researcher discussed the questions asked to the students and their answers, emphasizing the conceptual and methodological errors they made. The results have substantial implications for the teaching of engineering mathematics and physics, the professional development of teachers, and the preparation of teams of teachers for engineering institutions.

Hope and optimism as predictors of academic performance and subjective well-being in college students

ObjectiveSnyder's (1994) hope and Scheier and Carver's (1985) optimism have been shown to independently predict academic performance and changes in subjective well-being. This study seeks to clarify their unique associations. MethodAn undergraduate class (N = 334, 59.6% female, 75.7% Caucasian, M = 19.89 years) was studied at two time points in a semester. Students predicted their expected grade in the course and completed measures of hope, optimism, and subjective well-being (i.e., positive affect, negative affect, and life satisfaction) the first week of classes. The final week of classes, students completed subjective well-being measures and final grades were obtained from the instructor. ResultsPath analysis showed that hope, but not optimism, predicted grade expectancy. Grade expectancy, in turn, predicted final grades, even after controlling for previous academic achievement. Hope did not directly predict final course grade, but had a significant indirect effect through grade expectancy. Path analysis showed that hope significantly predicted increases in positive affect and life satisfaction over the semester; whereas, optimism predicted decreases in negative affect. ConclusionThese findings extend previous research demonstrating that hope and optimism, while conceptually similar, have differential longitudinal associations with academic performance and subjective well-being among college students. Implications for screening for at-risk college students and employing targeted interventions are discussed.

INVESTIGATING DIFFERENCES BETWEEN INSTRUCTOR EXPECTATION AND STUDENT WORKLOAD IN UNDERGRADUATE ENGINEERING

For the past two years at the University of X, first-year engineering undergraduate students have been asked to fill out workload questionnaires. These questionnaires were sent to random samples of the first-year class weekly, where they were prompted to answer questions regarding how much time they devoted outside of the classroom to each particular class. Workload data for 2018 and 2019 showed upward of 30 hours of work outside of the classroom, after the first few weeks of classes once major assignments and examinations began. Evidence in the literature [1,2] suggests that university students face a shortage of time, specifically with first-year students lacking the essential time management skills to be efficient. In the present study, we aim to find a correlation between how long the first-year engineering students spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on their course that week, given what assessments are in that week. Through analyzing multiple courses, we expect to find a relationship that would suggest whether the hours students spend on assignments is less than, equal to, or greater than what instructors expect for first-year engineering students at University of X to spend. The outcome of this analysis would be beneficial to understand the workloads as perceived by professors and experienced by first-year engineering students. Furthermore, it can highlight potential misjudging of difficulty of each course and assignment, helping instructors to update their expectations and propose fair deadlines and grades for assessments. It can also assist program coordinators to distribute major assessments better towards a steadier and more manageable workload for the students. The students can also benefit from the findings to understand their time commitments.

0369 Sleep Disparities are Established by the First Month of College

Abstract Introduction Short and poor quality sleep are particularly common in college students, likely impacting their ability to persist and succeed in difficult courses. In the current study, we investigated demographic-based sleep differences (sleep disparities) and demographic-based academic differences (achievement gaps) in first-semester college students, with the goal of informing whether sleep disparities contribute to achievement gaps. Methods From 2017 to 2018, first-semester undergraduate students at Baylor University completed the New2BU Survey [N=6,048, 61.9% female, 18.7% first-generation, 23.8% underrepresented racial/ethnic minority (URM)]. Data collection occurred within three to five weeks of classes beginning. The survey included self-reported weekday total sleep time (TST), which we classified as short sleep (≤6.9 hours), normal sleep (7-9 hours), or long sleep (>9 hours). Semester GPA data were obtained from university records for students’ first 4 semesters. Results There was evidence for both achievement gaps and sleep disparities. The risk for short sleep was increased in female students (p<.001; OR=1.20, 95%CI: 1.08-1.33), first-generation students (p=.02; OR=1.17, 95%CI: 1.03-1.33), and URM students (p<.001; OR=1.32, 95%CI: 1.16-1.50). The risk for long sleep increased substantially in first-generation students (p=.003, OR=1.92, 95%CI: 1.25-2.97) and URM students (p<.001; OR=2.41, 95%CI: 1.57-3.70), but not in female students (OR=0.88, 95%CI: 0.59-1.30). First-generation and URM students showed a 0.2-0.3 GPA reduction each semester relative to comparison groups (ps<.001), but short sleep and long sleep predicted GPA data up to four semesters later. Sleep-GPA correlations were modest in size (rs=.10-.14), but remained significant even after controlling for numerous demographic variables, high school GPA, and college entrance test scores. Conclusion Sleep disparities are noteworthy within the first month of college, and predictive of academic performance across four semesters. Addressing sleep health in all students—but particularly female, first-generation, and URM students—may increase academic success, bridge achievement gaps, and reduce health disparities. Support National Science Foundation (DRL 1920730)

The role of classroom relationships as sources of academic resilience and hope

ABSTRACT Framed by relationships motivation theory, this study examined students’ interpersonal relationships with instructors and peers as potential sources of support that would inspire academic resilience and hope in the face of an academic challenge. Participants (N = 213) reported on a specific academic challenge they had experienced within the first 10 weeks of class, and reported on instructor rapport, classroom connectedness, academic resilience, and hope. Results revealed that when both instructor and peer relationships were considered together, only peer connectedness was significantly and positively associated with academic resilience and student hope when faced with an academic challenge.

Case Analysis of Music Therapy Courses in Music Productions with Project Based Learning (PBL)

The purpose of this study is to analyze the cases of music therapy application with K University Music Production, a four-year College in Korea, based on Project Based Learning (PBL). To this end, 26 students were asked pre-post questionnaires, team presentations and evaluation of mock session, in-depth interview and evaluation by professors for 16 weeks in class, and the results were examined and analyzed in depth.
 A total of three projects were implemented in this class, and each course consisted of four stages: problem presentation (introduction), planning and exploration (basic cooperative learning), problem resolution (advanced collaborative learning), presentation and evaluation, and designed to enable student-centered self-directed learning to proceed. In addition, for all activities carried out in the process of overall project performance, the process-centered evaluation of the professor evaluation, peer evaluation and self-evaluation was conducted. As a result, learners were able to develop problem solving skills in the process of organizing and collaborating on learning content, and in the activity process of the music therapy session team, favorable result was found for the realization of the field-centered practical ability of music production.

Does Teaching an Etymological Dissection Tool Aid Student Understanding and Retention of Terminology?

Based on the premise that teaching a person a useful skill is ultimately more beneficial than filling a temporary need, we developed a tool for medical students to learn new terminology in embryology. This tool, the etymological dissection approach (EDA), dissects new words using their etymological origins. The goal is to provide students with a tool they can apply, not only for the improved understanding of embryological terminology, but medical terminology in general.After IRB approval (IRB# 1201615‐1), data was obtained from class of 2021 focus groups (Phase I), which guided the development of content, timing, and mode of delivery of an EDA resource for the incoming class of 2023. The data recommended newly admitted students be provided with a pre‐matriculation worksheet and a “hands on” workshop early in their first semester to walk them step‐by‐step through the EDA.In Phase II, we created and delivered a pre‐matriculation EDA worksheet that provided an introduction to word parts and a list of commonly encountered word roots, suffixes and prefixes. This was provided to all incoming students via the Student Academic Success Website. Students were also invited to complete a survey that asked their background in embryology, primary and secondary languages, etc. At the end of the first week of classes, a hands‐on workshop was delivered consisting of EDA exercises outlining the 5 steps for “dissecting” each new term: Connect, Deduce, Confirm, Understand, and Integrate. The exercises were also provided to students via the Academic Success Website, whether they attended the workshop or not. Students were encouraged to use the tool and, at the end of their first semester, complete a survey.Data from the pre‐survey revealed students had little to no prior embryology knowledge (2.323 std. dev. +/− 0.989; 1 = no knowledge; 5 = extremely knowledgeable); only 7% have taken an embryology course and 15% a developmental biology course. While 55% of students reported they were moderate to fluent in Spanish, they reported little to no familiarity with Greek (99%) and or Latin (93%). Interestingly, students reported they sometimes (2.327 std. dev. +/− 1.203; 1 = never; 5 = always) attempt to understand terminology using a technique similar to the EDA, perhaps because 17% have taken a medical terminology course. Those students that reviewed the EDA worksheet prior to the workshop, found it to be moderately useful (3.051 std. dev. +/− 0.972; 1 = not at all useful; 5 = extremely useful).The goal of the post‐survey is to determine if students attended the workshop, found it useful, used the EDA during the semester, and if the EDA technique was efficacious in guiding their understanding and retention of terminology. It is hoped that the EDA will add to a medical student’s skillset and provide a tool that can be used throughout a career requiring life‐long learning.

Современный подход кинезиологии для развития физкультурно-оздоровительной деятельности студенческой молодежи

The article is devoted to the basics of the theory and approaches to defining the concept of kinesiology, current trends in its development and prospects for using the kinesiological approach in the process of students’ recreational activities. Practical aspects in the field of sports kinesiology are presented. The purpose of the article is to consider issues related to the use of kinesiological exercises for the development of students’ recreational activities. During the study the following research methods were applied: analysis, comparison, and observation. The authors conducted a questionnaire on the topic “Why do students attend physical education classes?” and a survey of students of 1-3 courses of FSAEI of HE "Sevastopol State University", during which a deterioration of health and a decrease in the level of students’ physical fitness during study at the university could be observed. Research result. Analysis of the responses showed that students pay more attention to improving their health than getting a credit for physical education classes. The authors also note that many people are skeptical about this innovative method of treatment, and therefore an exemplary set of exercises for restoring and strengthening health has been proposed. According to statistics, the positive effects of exercises from kinesiology can be observed after the first weeks of classes. It is concluded that the body accumulates its strength to fight various diseases through exercise. Kinesiology tools not only relieve pain, but also strengthen and heal the entire body, and help to relieve not only muscle but also mental stress. Kinesiology itself is used at any age and has no counter-indications. In addition to rehabilitation, kinesiology is used to determine the potential capabilities of a person for a specific type of sports activity, to maximize the disclosure of abilities and ensure their greatest implementation, to maintain good shape and ensure prevention of injuries.

Using Open Mind to Foster Intellectual Humility in Teaching Business Ethics

In this study, Open Mind – an interactive learning platform – was introduced as a pedagogical tool in developing students’ intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S.. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were subsequently required to debate a controversial topic during the remaining 11 weeks of the class. Various grading rubrics as well as skill assessment matrix are provided to assist faculty in adopting this learning platform in their classrooms. Initial evidence showed that Open Mind was efficacious in fostering student intellectual humility. Implications for teaching business ethics using Open Mind to cultivate intellectual humility are discussed.

"What Will I Experience in My College STEM Courses?" An Investigation of Student Predictions about Instructional Practices in Introductory Courses.

The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course work, we investigated the extent to which incoming expectations of course activities differ based on student demographic characteristics, as well as how these expectations align with what students will experience. We surveyed more than 1500 undergraduate students in large introductory STEM courses at three research-intensive institutions during the first week of classes about their expectations regarding how class time would be spent in their courses. We found that first-generation and first-semester students predict less lecture than their peers and that class size had the largest effect on student predictions. We also collected classroom observation data from the courses and found that students generally underpredicted the amount of lecture observed in class. This misalignment between student predictions and experiences, especially for first-generation and first-semester college students and students enrolled in large- and medium-size classes, has implications for instructors and universities as they design curricula for introductory STEM courses with explicit retention goals.

INNOVATION: A CASE STUDY OF AN ENGLISH TEACHERS’ INDUCTION

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor’s teaching contract. Consequently, not only the quality of teaching is affected but also the teachers’ motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers’ job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.