Studies on visual health features of luminous environment in college classrooms

Morality-based interventions designed to promote academic integrity are being used by educational institutions around the world. Although many such approaches have a strong theoretical foundation and are supported by laboratory-based evidence, they often have not been subjected to rigorous empirical evaluation in real-world contexts. In a naturalistic field study ( N = 296), we evaluated a recent research-inspired classroom innovation in which students are told, just prior to taking an unproctored exam, that they are trusted to act with integrity. Four university classes were assigned to a proctored exam or one of three types of unproctored exam. Students who took unproctored exams cheated significantly more, which suggests that it may be premature to implement this approach in college classrooms. These findings point to the importance of conducting ecologically valid and well-controlled field studies that translate psychological theory into practice when introducing large-scale educational reforms.

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A mobile technology‐based cooperative learning platform for undergraduate biology courses in common college classrooms

Biochemistry and Molecular Biology Education ◽

10.1002/bmb.21496 ◽

2021 ◽

Author(s):

Chun Zhou ◽

Matthew Lewis

Keyword(s):

Cooperative Learning ◽

Mobile Technology ◽

Undergraduate Biology ◽

College Classrooms ◽

Learning Platform ◽

Biology Courses

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Eating Disorders: Identification and Management in General Medical and Psychiatric Settings

Journal of the American Psychiatric Nurses Association ◽

10.1177/1078390321999713 ◽

2021 ◽

pp. 107839032199971

Author(s):

Rebecca A. Owens ◽

Evelyn Attia ◽

Joyce J. Fitzpatrick ◽

Kathryn Phillips ◽

Stephanie Nolan

Keyword(s):

Health Care ◽

Eating Disorders ◽

Assessment Tool ◽

Psychiatric Morbidity ◽

Clinical Settings ◽

Life Saving ◽

Treatment Plans ◽

Receive Treatment ◽

Health Features ◽

Care Costs

OBJECTIVE Eating disorders (EDs) are serious, complex illnesses with both behavioral and physical health features. EDs have high rates of medical and psychiatric morbidity, and a 6% mortality rate, the highest of any mental illness. Early detection of EDs offers the best opportunity for recovery; yet, estimates are that as few as one in 10 individuals with an ED receive treatment. The purpose of this article is to provide an ED identification and management overview for inpatient nurse clinicians in general psychiatric and medical settings, helping to facilitate timely recognition and care. METHOD An overview of ED diagnostic criteria and two evidence-based ED tools are introduced for consideration. RESULTS Opportunities to identify and help manage an ED are numerous. Most individuals with an ED make several health care visits in either medical or psychiatric settings without ever being screened for an ED. General ED screening and assessment tool familiarization can facilitate a treatment trajectory for these patients, improve overall quality of life, and may potentially result in a life-saving intervention for this often-deadly cluster of medical and psychiatric disorders. CONCLUSION Screening and assessment in general clinical settings, identifying patients with undiagnosed EDs, beginning basic treatment plans, and referrals for appropriate follow-up care, have the potential to reduce ED recidivism and related health care costs. Simultaneously, and most important, long-term outcomes for patients with EDs may improve.

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Soaring with Scope-on-a-Rope at LSU: Development of Innovative Microscopy Technology for K-16 Classroom use

Microscopy and Microanalysis ◽

10.1017/s1431927600038344 ◽

2000 ◽

Vol 6 (S2) ◽

pp. 1170-1171

Author(s):

M. C. Henk ◽

H. Silverman

Keyword(s):

Classroom Teachers ◽

Classroom Setting ◽

College Classrooms ◽

Industrial Inspection ◽

K 12 ◽

Classroom Use

LSU began introducing a prototype SCOPE-ON-A-ROPE (SOAR) to selected teachers in Louisiana and Tennessee three years ago as part of our K-12 outreach activities. It proved to be an invaluable aid to all K-12 classrooms as well as to college classrooms or laboratories in several disciplines. The SOAR is extremely easy to use in the normal classroom setting, but can also introduce sophisticated concepts usually possible only through complicated microscopy exercises with specialized instrumentation.The professional microscopist who occasionally teaches students how to use microscopes can only begin to appreciate the position of classroom teachers who are routinely faced with inadequate, insufficient microscopes for classes of 20- 30 students at a time. This SOAR, inspired by industrial inspection devices, aids the teacher in introducing valuable concepts in microscopy and scale while easily serving the functions of many different microscopes and accessories. It is a comfortably hand-held device that can be used capably even by a five-year-old to provide excellent,

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Has Lightning Struck Twice? Use of PSI in College Classrooms

Teaching of Psychology ◽

10.1207/s15328023top1303_14 ◽

1986 ◽

Vol 13 (3) ◽

pp. 149-151 ◽

Cited By ~ 7

Author(s):

Margaret E. Lloyd ◽

Kenneth E. Lloyd

Keyword(s):

Personalized System Of Instruction ◽

College Classrooms ◽

Personalized System ◽

Classroom Use

Classroom use of the Personalized System of Instruction (PSI) was investigated by sending questionnaires to three groups, early (before 1975) users of PSI, recent (after 1975) users, and current chairpersons of psychology departments. Data from all three sources suggest that fewer PSI courses are being taught, and that many depart substantially from the original PSI format.

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Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

Psychological Reports ◽

10.2466/pr0.1994.74.3.1035 ◽

1994 ◽

Vol 74 (3) ◽

pp. 1035-1040 ◽

Cited By ~ 1

Author(s):

Ashton D. Trice

Keyword(s):

Art History ◽

Women's Colleges ◽

Introductory Courses ◽

Short Term ◽

Scientific Content ◽

College Classrooms ◽

Course Syllabi ◽

Institutional Selectivity ◽

And Mathematics ◽

Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

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