Showing papers on "Coursework published in 2002"

Medical student attitudes toward the doctor-patient relationship

Abstract: Context Medical educators have emphasized the importance of teaching patient-centred care. Objectives To describe and quantify the attitudes of medical students towards patient-centred care and to examine: (a) the differences in these attitudes between students in early and later years of medical school; and (b) factors associated with patient-centred attitudes. Methods We surveyed 673 students in the first, third, and fourth years of medical school. Our survey utilized the Patient–Practitioner Orientation Scale (PPOS), a validated instrument designed to measure individual preferences towards various aspects of the doctor–patient relationship. Total PPOS scores can range from patient-centred (egalitarian, whole person oriented) to disease- or doctor-centred (paternalistic, less attuned to psychosocial issues). Additional demographic data including gender, age, ethnicity, undergraduate coursework, family medical background and specialty choice were collected from the fourth year class. Results A total of 510 students (76%) completed data collection. Female gender (P < 0·001) and earlier year of medical school (P = 0·03) were significantly associated with patient-centred attitudes. Among fourth year students (n = 89), characteristics associated with more patient-centred attitudes included female gender, European-American ethnicity, and primary-care career choice (P < 0·05 for each comparison). Conclusion Despite emphasis on the need for curricula that foster patient-centred attitudes among medical students, our data suggest that students in later years of medical school have attitudes that are more doctor-centred or paternalistic compared to students in earlier years. Given the emphasis placed on patient satisfaction and patient-centred care in the current medical environment, our results warrant further research and dialogue to explore the dynamics in medical education that may foster or inhibit student attitudes toward patient-centred care.

The Impact of Call Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education

Abstract: This purpose of this study is to examine how language teachers apply practical experiences from computer-assisted language learning (CALL) coursework to their teaching. It also examines ways in which teachers continue their CALL professional development. Participants in the study were 20 English as a second language and foreign language teachers who had, within the last 4 years, completed the same graduate-level CALL course and who are currently teaching. Surveys and follow-up interviews explored how participants learn about CALL activities; how what they learned in the course interacts with their current teaching contexts; the factors that influence whether or not they use technology in their classrooms; and how they continue to acquire and master new ideas in CALL. The findings support previous research on technology teacher education as it suggests that teachers who use CALL activities are often those teachers who had experience with CALL prior to taking the course; that lack of time, support, and resources prohibits the use of CALL activities in some classrooms; and that colleagues are the most common resource of new CALL activity ideas outside of formal coursework. Implications for teacher education are that teachers learn better in situated contexts, and technology courses should be designed accordingly.

The Effect of Taking Paid Employment During Term-time on Students' Academic Studies

Abstract: The trend for students to combine work and study has been increasing rapidly over recent years. This has raised the question as to whether the students' studies will be adversely affected by their part-time employment. A survey of 359 students at Manchester Metropolitan University was carried out in March 2000. The results indicate that more students are working compared to survey results from one year earlier. There are adverse effects on study in the form of missed lectures, and students' perceptions are that coursework grades are lower than they would have been had they not been working. Nevertheless, students highlight the benefits of working, which are not only monetary but include the development of skills, greater understanding of the world of business and an increase in confidence, all of which are advantageous to their studies, both at the present time and in the future.

The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel

Abstract: Preface. Acknowledgments. 1. The Case for Self-Directed Learning. What Is Self-Directed Learning? How Does Research Support SDL? The Major Principles of an SDL Program. The Essential Elements of SDL. Approaching SDL in Stages. 2. A Framework for Teaching SDL. Defining the Course. Expanding Learning Options and Environments. Building Independent Thinking Skills. Negotiating Student Learning Agreements. Establishing Assessment Processes. 3. Rethinking Student Coursework. Essential Planning Steps. Understanding the Stages of SDL. Linking the Stages to Grade Levels. Designating Course Outcomes. Developing Self-Managed Course Units. Student-Planned Coursework and Projects. Focusing on Competencies and Challenges. 4. Planning Lessons and Projects. Principles for Planning Lessons. Designing Learning Episodes. Creating Experiences. Promoting Study. Encouraging Productivity. Involving Students in Project Planning. 5. Teaching Independent Thinking. Inviting Inquiry and Initiative. Developing Problem-Solving Skills. Using Process Frameworks: Investigation and Action. Cultivating Process Thinking and Attitudes. 6. Negotiating Student Learning Agreements. The Learning Agreement or Contract. The Elements of a Contract. Negotiating Contract Agreements. Sample Contracts. Tracking Student Progress. 7. Motivating and Empowering Students. Encouraging Students to Pursue SDL. Motivating Students to Motivate Themselves. The Working Journal as a Motivational Tool. Dealing with the SDL Crisis. Working with Difficult Students. 8. Assessing Student Achievement. Promoting Student Self-Assessment. Assessing General Skills. Assessing Coursework. Evaluating Projects and Assignments. Portfolios for Personal Learning. Passage and Graduation Criteria. Demonstrations, Celebrations, and Conferences. 9. Pursuing a Path of Excellence. The Teacher Is the Key Person. Making a Difference to the Student. Starting an SDL School. Administrative Support for SDL. Creating a Shared Vision. Resource A: How Much SDL Are You Teaching Now? Resource B: How Self-Directing Are You? A Self-Assessment Instrument. Resource C: The Passage Process. Resource D: The Integrated SDL Unit: The Kinds of Activities Involved. Resource E: Inner States for SDL. Resource F: Sample Process Templates. Resource G: Guidelines, Traps, and Boosters. Resource H: The Support Group or Triad. Resource I: Samples from a Student's Working Journal. Resource J: Some of the Many Ways Students Can Learn. Bibliography. Index. The Author.

Writing For Publication In Nursing

Abstract: The ability to communicate in writing is an essential skill, particularly for nurses at the graduate level. This is a bestselling, comprehensive, and widely used resource on writing for nurse clinicians, faculty, researchers, and graduate students. It covers all kinds of writing that beginning and experienced nurse-authors may be required or choose to undertake: journal articles, book chapters, and preparing manuscripts from coursework. Brimming with helpful examples, the book takes the reader step-by-step through the entire process of writing, from the generation of an idea through searching the nursing literature, preparing an outline, writing and revising a draft, and submitting the finished product for publication. In addition to being extensively updated, the Third Edition features new chapters on writing articles reporting quality improvement studies and on open access publications. New writing samples have been added that illustrate how to present multiple types of research and writing for varying types of journals and other venues. The book describes how to select an appropriate journal and gear the writing for the intended audience, submit a manuscript, and respond to reviewers. It provides strategies for searching bibliographic databases, analyzing and synthesizing the literature, and writing a literature review. Information is included on developing manuscripts from theses and dissertations, writing a paper with multiple authors, and when and how to include tables or figures. Ethical considerations are also addressed. Featured in the Third Edition:* Selecting the right journal for publication using web resources and more* Selecting and searching bibliographic databases for synthesizing literature* Developing literature reviews for target audiences of research versus clinical papers* Disseminating research to researchers versus clinicians* Writing quality improvement reports and EBP articles* Writing papers for clinical journals* Publishing innovations in clinical practice and unit-based initiatives* Publishing in open access journals and important considerations* Turning capstone project, thesis and dissertation into a manuscript* Working with co-authors and student/faculty collaborations* Responding to peer review* Avoiding abuses of authorship and copyright issues

Developing Learners' Academic Writing Skills in Higher Education: A Study for Educational Reform

Abstract: L2 writers are known to face problems in developing their writing skills at the university level. These problems are even more accentuated with L1 Arabic non-native speakers of English in required English composition courses. Some research has shown that with low motivation levels the process can further be a very difficult and unrewarding one for both the learner and the teacher. However, students need to develop their writing skills in order to cope with their university coursework in the medium of English. This necessitates the search for learning tasks that meet student needs in a wider educational context. This paper outlines some of the writing theories proposed by researchers that have contributed to current L2 teaching/learning classroom methodologies. Drawing upon the insights gained from these theories, one EFL freshman composition classroom learning experience in doing practical research with L1 Arabic non-native speakers of English is described. Results indicated that the experience was not on...

The effect of learning style on doctoral course completion in a Web-based learning environment

Abstract: One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolb's Learning Style Inventory (LSI). Due to the type of program, it was hypothesized that students would primarily fall into Kolb's Converger and Assimilator categories, and learning style would predict completion of the required courses. Results indicated 84.3% (n=134) of all students finished the required coursework. One hundred and twenty-four of the students (78%) fell into the predicted categories and, of these, 87.1% (n=108) finished the coursework. Students not falling into the predicted categories (n=35) had a 74.3% (n=26) completion rate. An examination of the means scores for both groups indicated that students with a preference for Conceptualization dropped out of the program at significantly lower rates, t(157)=1.667, p=.045(one-tailed), than students with other preferred learning strategies. The implications are clear. First, students, for the most part, are able to adapt their personal learning styles in order to succeed in a Web-based learning environment. Second, students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students. Institutions offering programs of this type should be prepared to address learning style issues when developing and offering such programs.

Research and Rhetoric on Teacher Certification

Abstract: In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are to be provided with highly qualified teachers.

Handbook of Online Learning: Innovations in Higher Education and Corporate Training

Abstract: From the Publisher: The demand for academic coursework and corporate training programs using the Internet and computer-mediated communication networks increases daily. The development and implementation of these new programs requires that traditional teaching techniques and course work be significantly reworked. This handbook consists of 20 chapters authored by experts in the field of teaching in the online environment to adult students enrolled in graduate university degree programs, corporate training programs, and continuing education courses. The book is organized to first lay a conceptual and theoretical foundation for implementing any online learning program. Topics such as psychological and group dynamics, ethical issues, and curriculum design are covered in this section. Following the establishment of this essential framework are separate sections devoted to the practical issues specific to developing a program in either an academic or corporate environment. Whether building an online learning program from the ground up or making adjustments to improve the effectiveness of an existing program, this book is an invaluable resource.

Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners

Abstract: Students studying the field of instructional design, and soon-tobe practicing instructional designers, often learn about the field through well-planned curricula that is comprised of coursework of theoretical foundation and valuable hands-on experience. What they cannot obtain through this coursework, however, are the challenges today’s instructional designers face in an environment where new media technology changes at a rapid pace and where technology can drive the design. This article reports a study conducted with 11 practicing instructional designers at varying stages of their career in new media development to ascertain (a) what their responsibilities are, (b) what challenges they face, (c) how they meet those challenges, and (d) what skills are important for being an effective instructional designer. This article is intended to bring awareness to not only students, who will soon become instructional designers, and their teachers but also to those in the field who may be confronted with similar challenges.

Grade Expectations and Student Evaluation of Teaching

Abstract: Promotion and tenure decisions are often linked to student evaluations of teaching. Previous studies show that some teachers try to influence student evaluation scores by "watering-down" course content and lowering grading standards. This study examines the links between course rigor and grades to evaluation scores. The results indicate that the level of difficulty does not affect evaluations, but grades and evaluations are positively correlated. Grades were measured as expected grades, which include the students' current grades and expected future grades. By examining both components, grading standards are disentangled from student attitudes. The results show current grades positively affect evaluations, while pessimistic attitudes toward future grades negatively influence evaluations. These results suggest that faculty do not have to "water-down" their courses and that they can positively influence their evaluations by addressing negative student attitudes about forthcoming coursework. ********** Faculty whose teaching effectiveness are measured by student evaluations are often suspicious of the motivations underlying their students' responses. These concerns are evident in Birnbaum's (2000) survey of college faculty. He found that 65 percent of surveyed faculty believed that higher grading standards would have a negative effect on students' evaluations. Seventy-two percent of the survey respondents admitted to "watering down" their courses as an attempt to increase evaluation scores. Goldman's (1985) earlier study of student behavior confirms these perceptions, finding that 70 percent of students indicated that their expected grade influenced teacher evaluations. Researchers have often examined these links between student evaluations of teaching (SETs), course rigor, and grades. While the empirical associations between the level of course difficulty and evaluations are mixed (Cohen, 1981; Sixbury and Cashin, 1995; Clayson and Haley, 1990), the literature indicates that grades and evaluations are consistently positively correlated (Feldman, 1976; Stumpf and Freedman, 1979; Cohen, 1981; Marsh and Dunkin 1992). Although some studies link actual grades earned with evaluations (Marlin and Niss, 1980; Goldman, 1985), others correlate expected grades with evaluation scores (Seiver, 1983; Powell, 1977; Goldberg and Callahan, 1991; Feldman, 1997; Greenwald and Gillmore, 1997). However, both specifications of grades consistently result in a positive correlation between student grades and evaluation scores. Considering that Grimes (2002) found Principles of Economics students consistently overestimated their test performance, one would expect that students' optimism would inflate their teacher evaluation scores. At most colleges and universities, SETs are typically given before all graded assignments for a course have been completed; therefore, in practice student responses take into account their expected grades, which includes both current actual grades and expected performance on remaining work. If students have optimistic (pessimistic) expectations, they may respond with higher (lower) SET scores. In this study, we examine teaching evaluations by college students near the end of a semester prior to the last midterm exam to determine how student expectations influence SET scores. Our empirical model controls for both the grade-to-date and the attitudes of students towards an upcoming test. DATA This study examines student evaluations of a Principles of Macroeconomics section at Mississippi State University (MSU). MSU is a public Land Grant institution; it is the largest university in the state, enrolling over 16,500 full-time students. These students come from all fifty states and 68 foreign countries. Eighteen percent of the student body is African American, 53.5 percent are male, the average age is 23.7 years, the average undergraduate GPA is 2. …

Part-time Research Students: Are they producing knowledge where it counts?

Abstract: Over the past twenty years, in Australia and overseas, there has been a steady growth in the numbers of part-time research students. It is possible to view this as substantially a product of "creeping credentialism" following from the previous growth in part-time coursework Masters degrees. However, research degrees are a different kind of credential and program to coursework degrees. They are not only about research training-- in the sense of teaching people how to conceptualise, plan, undertake, analyse and communicate research--but they are also "tested" by the candidate's production of some new and significant knowledge (especially in doctorates). Therefore, unlike coursework degrees, some new public "good" is created and added to the "stock of knowledge". Common criticisms of the "traditional" PhD research degree, in Australia and overseas, are that it is (now) too narrow and specialised for either the graduate or their research findings to be of utility beyond their specialism, the graduates are lim...

Coursework Marks High, Examination Marks Low: Discuss

Abstract: It is commonly believed that the standard of student performance in coursework tends to be higher than that achieved in formal examinations. This view was tested by analysing undergraduate performances in six subjects at four UK universities. Two measures of relative coursework performance were employed. The first is the difference between the mean coursework and examination marks for each module. The second considers the proportion of students in each module who achieve a higher mark in the coursework than in the examination. The measures showed that in English and History coursework performances are slightly higher, equivalent to one-third of one honours class (or division) while, in Biology, Business Studies, Computer Studies and Law, coursework performances are higher by as much as two-thirds of one honours class (or division). The differences observed in the latter subjects are very significant and have serious implications for parity of treatment in degree programmes where students may choose module...

Community College Leadership Preparation: Needs, perceptions, and Recommendations:

Abstract: This research provides the results of a random survey, administered in 2001, of 128 community college instructional leaders. Respondents rated 48 skills and areas of expertise in effectively fulfilling community college instructional leadership roles. Survey results also suggest respondents recommend a different emphasis in doctoral coursework than they experienced in their doctoral programs of study.

Absent from the Research, Present in Our Classrooms: Preparing Culturally Responsive Chinese American Teachers

Abstract: This article documents the paucity of research on Chinese American teachers and discusses how this dearth contributes to the “invisibility” of Asian Americans as frontline participants in the shaping of children, educators, and educational policy. It explores bilingual Chinese American teachers’perceptions of the multicultural course requirement in their teacher preparation program and examines the content and context in which this course is experienced. The following were found to be significant: understanding the reality and complexity of the implementation of multicultural education, questioning personal K-12 experiences, identifying White teacher resistance as the major barrier to implementation of multicultural education, and recognizing the psychological and academic benefits of ethnic studies. Teachers explained that cultural knowledge gained by personal experience and in ethnic studies may be the “content” they perceived to be needed in, yet missing from, multicultural education coursework. They a...

Cultural Equivalence in the Assessment of Home and International Business Management Students: A UK exploratory study

Abstract: This article explores the cultural equivalence properties of commonly adopted assessment methods by first subjecting multiple-choice tests, coursework assignments and essay response examinations to critical scrutiny for evidence of bias. Then, using data from a large cohort enrolled on a first-year business studies programme in a UK university, a comparative analysis of the academic performance of home and international students reveals considerable differences, with the marks of the latter being substantially lower than those of the former. In order to establish whether a particular assessment method is culturally biased compared to others, following ordinary least squares estimation of regressions on each assessment method for the home and international student subsamples of the cohort, a Chow test is employed. The main finding indicates that assessment by examination penalises international students beyond differences in ability levels, as measured by multiple-choice test and coursework assignment scor...

Seeing the Forest and the Trees: Balancing Functional and Integrative Knowledge Using Large-Scale Simulations in Capstone Business Strategy Classes

Abstract: The purpose of capstone classes in business administration is to integrate prior coursework into a solid foundation from which to begin business careers. This study assesses the extent to which a large-scale simulation pedagogy results in students’ acquisition of an integrative perspective by the end of the course. The authors empirically test three hypotheses that specifically involve the use of either a functional or an integrative lens. The results provide promising evidence that the large-scale simulation approach is effective in helping students recognize the importance of integrating functional knowledge and developing an integrative lens.

A study of academic dishonesty among students at two pharmacy schools

Abstract: Aim. To assess students' attitude, self reported behaviour and belief of prevalence towards common incidents of academic dishonesty occuring within an MPharm degree programme. To investigate if all incidents of "dishonesty" are considered serious by academic staff. Design. Academic focus groups conducted to identify incidents of academic dishonesty. This was used to develop a questionnaire consisting of twelve scenarios of a fictitious students engaging in academically dishonest behaviour. Subjects and setting. Students at two schools of pharmacy in England in a captive situation. A modified version of the questionnaire was sent to all academic staff at the two schools asking them to rank each scenario individually for severity. Results. 50.7% of questionnaires were returned from both schools of pharmacy. 80% of students admitted to at least one incident of academic dishonesty with males more likely to admit to academic dishonesty at both schools. Students at both schools were more likely to participate in scenarios considered by academic staff to be of "lower" severity. Conclusion. Preliminary data suggests that academic dishonesty is as prevalent among pharmacy students as it is in other disciplines. Students have a "hierarchy of values" where examination dishonesty is seen as most serious with low prevalence, whereas coursework dishonesty is considered much less serious and occurs with higher prevalence. Existing definitions of academic dishonesty do not take into account many of the teaching activities that students experience in current undergraduate curricula. More fundamentally, academic staff need to revise their assessment and teaching procedures to ensure that students do not view the undergraduate degree as a barrier to be crossed in any way possible.

The Standardisation of the Ndebele Language Through Dictionary-making

Abstract: This thesis is a product of a University of Zimbabwe-University of Oslo sandwich programme. The fieldwork for the thesis was done at the University of Zimbabwe. The coursework and write-up were done at the University of Oslo.

Reflections on clinical practice by first-year dental students: a qualitative study

Abstract: During the first and second year of the dental curriculum, students have little time to process and learn the didactic material in a meaningful way because of the large number of required courses in the curriculum. If an outcome of dental education is to promote critical thinking, however, methods need to be explored to encourage this process in dental students throughout the curriculum. Reflecting on experience is the way learners "make meaning" out of the information they acquire, and "making meaning" is an integral component in the development of critical thinking. The purpose of this pilot study was to explore how reflection on clinical experiences may facilitate the development of critical thinking in first-year dental students as well as assist them in integrating their didactic coursework with clinical care. I used Luborsky's thematic analysis to analyze semi-structured interviews, clinical observations, and written reflection papers from dental students. The major themes identified from the data were: 1) connections between didactic material and the clinical experience, 2) the students' vision of their future role as dentists, and 3) the nature of the dentist-patient interaction. The data further suggest a process of reflective thinking that begins with students' questioning assumptions about their prior experience and knowledge that leads them to look at things in a new way and ultimately to recognize the need to take some action to provide care to the patient. The findings suggest that encouraging students to keep a clinic journal or write reflection papers about their experience may be a way to enhance student learning and is an area that deserves further research.

Reporting on Teacher Quality: The Politics of Politics.

Abstract: Secretary of Education Rod Paige's report to Congress on the status of teacher quality in the nation, Meeting the Highly Qualified Teachers Challenge, was released to the public in early June 2002 (U.S. Department of Education, 2002). This is the first of the annual reports on teacher quality that are now required as per the reauthorization of Title II of the Higher Education Act (HEA) in 1998, which also requires states to report annually on the quality of teacher preparation programs, which in turn depends on institutional reporting to states on the qualifications of all teacher candidates recommended for certification. Although the report is worth a thorough read, its conclusion is perfectly captured by its heading, "A Broken System," in the executive summary: "Schools of education and formal teacher training programs are failing to produce the types of highly qualified teachers that the No Child Left Behind Act demands" (U.S. Department of Education, 2002, p. viii). The report argues that states' academic standards for teachers are low, whereas the barriers that keep out qualified prospective teachers who have not completed collegiate teacher preparation are high. The report concludes that states must transform certification requirements, "basing their programs on rigorous academic content, eliminating cumbersome requirements not based on scientific evidence, and doing more to attract highly qualified candidates from a variety of fields" (U.S. Department of Education, 2002, p. viii). The report also argues that alternate route programs are the "model" option for fixing the broken system which, if widely implemented, would solve the teacher quality and teacher supply problems simultaneously. There are a number of ways to respond to the secretary's report, some more visceral than others. I suggest in this editorial that four critiques are essential: an empirical critique, a conceptual critique, a social justice critique, and a political critique. An Empirical Critique The secretary's report is clear in its conclusions about what does and does not count in high-quality teaching: "In summary, we have found that rigorous research indicates that verbal ability and content knowledge are the most important attributes of highly qualified teachers. In addition there is little evidence that education school coursework leads to improved student achievement" (U.S. Department of Education, 2002, p. 19). One major problem with the secretary's report is that many of its conclusions differ fundamentally from those of other reviews of research on teacher preparation, including the recent, widely circulated synthesis of research on teacher preparation by Wilson, Floden, and Ferrini-Mundy (2001), which was funded by the U.S. Department of Education through the Center for Teaching and Policy at the University of Washington and summarized in the previous issue of JTE (Wilson, Floden, & Ferrini-Mundy, 2002). Heap (2002) explicitly notes the discrepancy between the secretary's report and the Wilson synthesis. Heap points out that unlike the secretary's report, the Wilson synthesis concludes that: the often-claimed link between college study of subject matter and teaching quality is not so clear; there is evidence that teacher education does contribute to teaching quality; and, alternate route studies are inconclusive because of completely inconsistent definitions of traditional and alternative. The secretary's report also makes no mention of other syntheses and empirical studies (although published in reputable peer-reviewed journals) that conclude that there are teacher qualifications (in addition to subject matter knowledge and verbal ability) that are related to student achievement. These qualifications include: knowledge of teaching and learning gained through teacher preparation courses and experiences, teaching experience, and teacher certification status (e. …

A Framework for the Computer Based Assessment of Diagram Based Coursework

Abstract: This research investigates the feasibility and usefulness of designing an authoring environment for diagram-based Computer Based Assessment (CBA). CBA systems present students with an environment that permits them to solve exercises. Upon completion, solutions to the exercises are marked automatically, and the results, along with instructional feedback, are returned to the students. CBA exercises are authored by educators who gain practical and pedagogic benefits from automating the assessment of their students. Until now, facilities to develop CBA have only been implemented for exercises where the answers are text-based. The deliverables described in this dissertation implement novel solutions to problems in three areas. The first area concerns the customisation of graphic editors to the learning material. The proposed solution is an object-oriented framework for visually specifying and authoring diagram editors. The second area presents techniques for describing the marking criteria of exercises. The proposed solution is a generic marking system designed to support the development of pluggable marking tools for the numerous and inherently different types of diagram domains. The third area is concerned with the integration of the two previous designs with the functions of a CBA system. For this reason provisions were made in the design and implementation of the CourseMaster CBA system. CourseMaster was implemented to improve and replace the Ceilidh CBA system. Ceilidh has been successfully used throughout academia for the assessment of coursework in computer programming. Evaluation results on diagram-based domains, such as circuit design and software design, indicate that the automation of the assessment of diagrams can be as effective and useful as that of programs. CourseMaster has been available within academia since 1999, providing support for the marking of programming coursework. The diagram authoring extension, entitled DATsys, was integrated into CourseMaster in May 2000. Together they provide a novel and realistic foundation towards authoring, running, and administering diagram-based CBA.

Effective Multicultural Curriculum Transformation Across Disciplines

Abstract: Resistance to multicultural curriculum transformation has long been assumed to be a function solely of faculty racism, sexism, classism, and so forth, especially in the fields of "advanced" mathematics and "hard" sciences. Although this may account for a percentage of that resistance, it is a small percentage. In fact, most faculty are interested in multiculturally transforming their curriculum. The problem is that few know how to go about doing it. Until recently, few, if any, doctoral programs included coursework on how to teach one's discipline, much less how to teach it from a multicultural perspective. Faculty need opportunities to learn how to develop multiculturally oriented curricula content, pedagogical approaches, and methods of evaluating student learning and teaching effectiveness. Faculty also need opportunities to learn how to build positive relationships with increasingly diverse bodies of students, and how to create more supportive educational environments for that interaction to occur. Th...

The relationship between premedical coursework in gross anatomy and histology and medical school performance in gross anatomy and histology.

Abstract: Many premedical students enroll in courses whose content will be encountered again during their medical education. Presumably, students believe this practice will lead to improved academic performance in corresponding medical school courses. Therefore, this study was undertaken to determine whether a premedical gross anatomy and/or histology course resulted in increased performance in corresponding medical school courses. A second aim of the study was to examine whether the type of premedical gross anatomy and/or histology course differentially affected medical school performance. A survey that assessed premedical gross anatomy and histology coursework was administered to 440 first-year medical students. The results from this survey showed that students with premedical gross anatomy (n = 236) and/or histology (n = 109) earned significantly more points in the corresponding medical school course than students without the premedical coursework (P < 0.05). Analysis of premedical course types revealed that students who took a gross anatomy course with prosected specimens (n = 35) earned significantly more points that those students without premedical gross anatomy coursework (P < 0.05). The results from this study suggest: 1) premedical gross anatomy and/or histology coursework improves academic performance in corresponding medical school courses, and 2) a premedical gross anatomy course with prosected specimens, a specific type of undergraduate course, significantly improves academic performance in medical gross anatomy. Clin. Anat. 15:160–164, 2002. © 2002 Wiley-Liss, Inc.

Schoolwork as Products, Professors as Customers: A Practical Teaching Approach in Business Education.

Abstract: The common perception is that only hands-on learning can help students understand the interactions between various concepts. In this article, the authors describe a method of teaching the four Ps—product, price, place, and promotion—in a marketing principles course in which the students market their coursework to the professor as the customer. The professor-as-customer paradigm is based on the Japanese Kano model, which identifies and quantifies customer expectations. In a 2-year experiment, they investigated two professors and 357 students and found that progress occurred on several nationally normed learning objectives.

Planning and Delivery of Online Coursework in Special Education.

Abstract: Online instruction is a growing means of delivering coursework in special education programs, especially for distant students. As instructors in higher education begin to experiment and adopt this mode of delivery, issues in planning and delivery need to be considered. Based on the experiences of the authors and a review of the literature, this article addresses issues in three aspects of the planning and delivery of online content: (a) online support services, (b) technology assistance, and (c) course content. In addition, recommendations for administrators and instructors are offered.

Using standardized patients for formative feedback in an introduction to psychotherapy course.

Abstract: Standardized patients (SPs) were used in a 9-week Introduction to Psychodynamic Psychotherapy course for 11 first-year psychiatry residents. After 7 weeks of coursework, each resident conducted a simulated initial psychotherapy session. The SPs used were experienced in simulating psychiatric disorders and were free to use as much or as little personal history as they wished. Session ratings by the SPs afforded written feedback to the residents. The sessions were videotaped and selected segments viewed and discussed by the class. Residents kept their tapes and were encouraged to review them on their own and with their supervisors. Residents, SPs, and class instructor all rated the experience very positively. Standardized patients may be a useful adjunct to psychotherapy education. They can provide valuable learning opportunities without giving rise to concerns that complicate the videotaping of actual patients.