Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

Beyond the lab: Virtual reality for undergraduate Anatomy and Physiology students

Current teaching practice in undergraduate higher education anatomy and physiology courses incorporates the use of various instructional methodologies to reinforce the anatomical relationships between structures.1,2 These methods can include basic hands-on physical models, human and animal dissection labs, and interactive technology. Technological advances continue to drive the production of innovative anatomy and physiology electronic tools, including:virtual dissection in 3-D (e.g., Virtual Dissection Boards from Anatomage, 3D4Medical, and Anatomy.TV),augmented reality (AR) (e.g., Human Anatomy Atlas),mixed reality (e.g., Microsoft HoloLens Case Western Reserve Medical School and Cleveland Clinic digital anatomy app), and3-D virtual reality (VR) (e.g., 3D Organon VR Anatomy and YOU by Sharecare apps).

Educational Leadership

Leadership is a field studied considerably since ancient years. Leadership scholars concentrate on the innate traits that born leaders have, while others focus on the traits attained throughout a person's life. Another common notion is that mainly individuals in higher positions in organizations practice leadership. Although students of leadership mainly study it during their university years, the plethora of leadership educational programs often teach on a theoretical basis leading to partial application to real-world cases. Recent research has surfaced the need to enrich primary and secondary education and curricula with instructional methodologies, which instill leadership qualities to students, like ethos, empathy, and compassion, while providing students with skills and capabilities essential to develop effective leaders of tomorrow. Additionally, educating young students to become accountable, compassionate, and kind while enriching their learning with service mindedness and the cultivation of belonging, collaboration, and interaction builds character and leadership qualities.

Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students

This paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation.

Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria

The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.

Plagiarism vs. Pedagogy

Plagiarism research has demonstrated the prevalence of this practice as well as its relationship to various individual and contextual factors. This research has been conducted in traditional educational contexts emphasizing teacher authority and knowledge acquisition with limited student autonomy, voice and choice. In this chapter, the authors explore the possibility of changing the educational context in order to diminish plagiarism. Project-Based Learning (PBL) is suggested as a way not only to reduce plagiarism, but to also teach for deep understanding and promote students' acquisition of 21st Century Skills. PBL emphasizes building a team-centered learning culture, using authentic and creative projects presented to an audience, and changing classroom norms to encourage positive student behavior. We discuss the implications for the classroom roles of staff and students, and the need for preparing teachers to use PBL instructional methodologies in their classrooms.

Simplifying Instructional Methodology Through Meta-Practices

Choosing appropriate instructional methodologies when designing a course is challenging. The variety of options available magnify this difficulty. For good reasons, educators may be reluctant to implement new instructional methodologies, even when they are interested in doing so. We propose a potential solution based on the findings of a recent research study that identified instructional meta-practices (i.e., fundamental course activities shared by many different instructional methods) and their effects on a variety of student outcomes. We summarize the research findings and build on them to suggest how meta-practices may simplify the challenge of choosing an instructional methodology. Our suggestions include specific examples for a variety of teaching situations and a summary of one educator’s experience.

Faculty Motivation in Management Education

It is often observed that some institutions though better endowed in terms of, the management, leadership style, qualification and experience of the faculty and staff, the availability of material resources, yet do not fare well as compared to those where there exists motivated faculty. This is because motivated faculty can drive excellence in institutions though quality teaching and research. Management Educational institutions are no exception. Management education has undergone radical changes in last few decades. The content, instructional methodologies and facilities are among the key indicators of change as is the background and motivation of people who choose to become management teachers. Moreover, in the light of higher education becoming more complex and institutions becoming social undertakings globally, what is it about teaching management education that makes outstanding teachers love their jobs? The chapter delves into these issues and focuses on faculty motivation in management education.