scholarly journals Identifying the optimal course delivery platform in an undergraduate animal behavior research course1

2018 ◽  
Vol 2 (3) ◽  
pp. 311-318 ◽  
Author(s):  
Danielle M Arnold ◽  
Christopher J Mortensen ◽  
Andrew C Thoron ◽  
Jon K Miot ◽  
Emily K Miller-Cushon
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Animal Behavior ◽  
Course Delivery ◽  
Santa Fe ◽  
University Of Florida ◽  
Positive Effects ◽  
Delivery Platform ◽  
Student Grades ◽  
The University

Abstract There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (CCTT). Students’ grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.

Using Interactivity to Improve Online Music Pedagogy for Undergraduate Non-Majors

2018 ◽  
pp. 110-135
Author(s):  
Eric James Mosterd
Keyword(s):  
Student Performance ◽  
Music Instruction ◽  
Course Delivery ◽  
Music Pedagogy ◽  
Game Based Learning ◽  
Interactive Music ◽  
Design Considerations ◽  
Online Music ◽  
The University ◽  
Instructional Research

This chapter explores two aspects of online music pedagogy. First, it covers the basic design considerations of offering an interactive music course online. This includes both pedagogical and technological aspects of online music instruction and delivery. After establishing the framework for online music course delivery, the chapter investigates the use of interactivity to improve undergraduate, non-music-major student performance in the author's online-music (jazz) appreciation course at the University of South Dakota (USD). The approach is evidence- and research-based, which is described in greater detail in the chapter. Furthermore, the tools used to enhance the interactivity of the course—specifically, adding game-based learning—are explored and connected to instructional research completed at USD.

scholarly journals Assessing the Dimensional Validity and Reliability of the University of Florida Critical Thinking Inventory (UFCTI) in Chinese: A Confirmatory Factor Analysis

2021 ◽  
Vol 28 (3) ◽  
pp. 41-56
Author(s):  
Matt Baker ◽  
Peng Lu ◽  
Alexa Lamm
Keyword(s):  
Factor Analysis ◽  
Critical Thinking ◽  
Confirmatory Factor Analysis ◽  
Chinese Students ◽  
Measurement Model ◽  
Chinese Version ◽  
Validity And Reliability ◽  
University Of Florida ◽  
Confirmatory Factor ◽  
The University

The importance of assessing critical thinking has been emphasized extensively by numerous administrators and educators in higher education worldwide. In a contemporary agricultural sustainable development environment, agricultural students need to develop critical thinking to manage complex situations and to deal with controversial issues in international agriculture settings. From psychological points of view, thinking varies cross-culturally. In other words, people from different cultures think differently. With the increasing number of Chinese students studying in the U.S., educators need to be aware of the importance of supporting these Chinese students within the intercultural classroom environment. Thus, it is necessary to explore and understand the way Chinese students think to help them more easily adapt to a culturally diverse educational environment. The purpose of this study was to evaluate the validity and reliability of a Chinese version of the University of Florida Critical Thinking Inventory (UFCTI). The UFCTI measures critical thinking styles using two constructs: engagement and seeking information. Confirmatory Factor Analysis (CFA) was applied to examine the hypothesized measurement model based on the theoretical foundations of the original UFCTI (English version). The CFA findings indicated the UFCTI measurement model between the two versions is equivalent. Specifically, the results confirmed the two-factor measurement of critical thinking style: engagement and seeking information. The findings also indicated adequate validity and reliability for the UFCTI Chinese version

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

FloRunTM ‘331’ Peanut Variety

EDIS ◽  
2019 ◽  
Vol 2019 (1) ◽  
Author(s):  
Barry L. Tillman
Keyword(s):  
Seed Size ◽  
Growth Habit ◽  
Yield Potential ◽  
High Yield ◽  
University Of Florida ◽  
High Oleic ◽  
Central Stem ◽  
Research And Education ◽  
The University ◽  
High Yield Potential

FloRunTM ‘331’ peanut variety was developed by the University of Florida, Institute of Food and Agricultural Sciences, North Florida Research and Education Center near Marianna, Florida.  It was released in 2016 because it combines high yield potential with excellent disease tolerance. FloRunTM ‘331’ has a typical runner growth habit with a semi-prominent central stem and medium green foliage.  It has medium runner seed size with high oleic oil chemistry.

2011 BEEF FORAGE SURVEY RESULTS

EDIS ◽  
2016 ◽  
Vol 2016 (7) ◽  
Author(s):  
Sonja C. Crawford ◽  
Christa L. Kirby ◽  
Tycee Prevatt ◽  
Brent A. Sellers ◽  
Maria L. Silveira ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Organizational Development ◽  
Management Practices ◽  
South Florida ◽  
University Of Florida ◽  
Development Unit ◽  
Survey Results ◽  
County Extension ◽  
Ranch Management ◽  
The University

The University of Florida / IFAS South Florida Beef Forage Program (SFBFP) is composed of county Extension faculty and state specialists.  The members, in conjunction with the UF/IFAS Program Evaluation and Organizational Development unit, created a survey in 1982, which is used to evaluate ranch management practices.  The survey is updated and distributed every 5 years to ranchers in 14 South Florida counties: Charlotte, Collier, DeSoto, Glades, Hardee, Hendry, Highlands, Hillsborough, Lee, Manatee, Martin, Okeechobee, Polk, and Sarasota.  The responses are anonymous.  

الجامعة الاسلامية العالمية بماليزيا وودورها فى تعليم اللغة العربية للناطقين بغيرها International Islamic University of Malaysia and Its Role in Teaching Arabic to Non-Native Speakers

2014 ◽  
Vol 10 (2) ◽  
pp. 66
Author(s):  
علاء حسنى المزين (Alaa Hosni)
Keyword(s):  
Distinctive Feature ◽  
Native Speakers ◽  
Arabic Language ◽  
Strong Connection ◽  
Positive Effects ◽  
The World ◽  
Islamic Identity ◽  
Islamic Civilization ◽  
The University ◽  
Scientific Documentation

كان من أهم الآثار الإيجابية للصحوة الإسلامية التى عمت العالم الإسلامى بشكل ملحوظ منذ أوائل السبعينيات فى القرن العشرين زيادة إقبال الشعوب الإسلامية على تعلم اللغة العربية، وبدأ الاهتمام الحقيقى لجامعات العالم الإسلامى بتوفير مساقات متخصصة لهذا الغرض منذ أوائل الثمانينات، وكانت الجامعة الإسلامية العالمية بماليزيا التى أسست سنة 1983 من أنشط الجامعات فى هذا الصدد، وهو نشاط استلفت نظر الباحث إذ وجده يستحق الرصد والتوثيق العلمى، والمراجعة إذا اقتضت الضرورة لا بهدف الإشادة بالتجربة بل رغبة فى الإفادة والاستفادة من قبل المختصين من المهتمين بهذا الميدان الحيوى من ميادين خدمة اللغة العربية بل خدمة الإسلام، وحضارته نظرا للارتباط الوثيق بين اللغة العربية وهذا الدين الحنيف باعتبارها لغة كتابه الخالد، والمعلم الرئيس من معالم الهوية الإسلامية المميزة والصمود الحضارى.*****************************************************One of the most positive effects of the Islamic awakening since the early seventies, in the twentieth century, which spread across the Islamic world in a significant manner, has been the increased Muslims’ interest in learning the Arabic language all over the world. There began a real interest in the universities of the Muslim world for the Arabic language by providing specialized courses for this purpose since the early eighties and  the International Islamic University Malaysia established in 1983 has been the most active university in this regard. And this activity of the university drew the interest of the researcher who found it worthy of investigation and scientific documentation as well as of revision, if necessary, not in order to pay tribute to the experience, but for taking advantage and learning from specialists interested in this vital field of the fields of Arabic language service which is actually service of Islam and its civilization considering the strong connection between Islam and the Arabic language, the language of the Qur’Én , the most distinctive feature of Islamic identity and resilience of Islamic civilization.

Socioeconomic patient benefits of a pediatric neurosurgery telemedicine clinic

2020 ◽  
Vol 25 (2) ◽  
pp. 204-208 ◽  
Author(s):  
Kelsey Hayward ◽  
Sabrina H. Han ◽  
Alexander Simko ◽  
Hector E. James ◽  
Philipp R. Aldana
Keyword(s):  
Travel Time ◽  
Cost Savings ◽  
Transportation Cost ◽  
Pediatric Neurosurgery ◽  
University Of Florida ◽  
Remote Location ◽  
Socioeconomic Data ◽  
The University ◽  
Time Away

OBJECTIVEThe objective of this study was to examine the socioeconomic benefits to the patients and families attending a regional pediatric neurosurgery telemedicine clinic (PNTMC).METHODSA PNTMC was organized by the Division of Pediatric Neurosurgery of the University of Florida College of Medicine–Jacksonville based at Wolfson Children’s Hospital and by the Children’s Medical Services (CMS) to service the Southeast Georgia Health District. Monthly clinics are held with the CMS nursing personnel at the remote location. A retrospective review of the clinic population was performed, socioeconomic data were extracted, and cost savings were calculated.RESULTSClinic visits from August 2011 through January 2017 were reviewed. Fifty-five patients were seen in a total of 268 initial and follow-up PNTMC appointments. The average round-trip distance for a family from home to the University of Florida Pediatric Neurosurgery (Jacksonville) clinic location versus the PNTMC remote location was 190 versus 56 miles, respectively. The families saved an average of 2.5 hours of travel time and 134 miles of travel distance per visit. The average transportation cost savings for all visits per family and for all families was $180 and $9711, respectively. The average lost work cost savings for all visits per family and for all families was $43 and $2337, respectively. The combined transportation and work cost savings for all visits totaled $223 per family and $12,048 for all families. Average savings of $0.68/mile and $48.50/visit in utilizing the PNTMC were calculated.CONCLUSIONSManaging pediatric neurosurgery patients and their families via telemedicine is feasible and saves families substantial travel time, travel cost, and time away from work.

Development of a Student's Critical Thinking during the Course of General Sociology

2020 ◽  
Author(s):  
Е.Е. Луцькая
Keyword(s):  
Critical Thinking ◽  
Social Reality ◽  
School Education ◽  
Development Trends ◽  
Modern Education ◽  
Mass Society ◽  
Modern School ◽  
Key Competencies ◽  
The University

критическое мышление считается одной ключевых компетенций современного образования, и современные студенты безусловно нуждаются в его развитии, поскольку особенности современного школьного образования и тенденции развития массового общества не дают ему развиться адекватно потребностям быстро изменяющейся социальной реальности. В статье на примере курса общей социологии показан процесс развития критического мышления в университете. Для формирования критического мышления привлекаются работы Ч.Р. Миллса, З. Баумана, Х. Ортеги-и-Гассета и др. critical thinking is considered one of the key competencies of modern education, and modern students certainly need to develop it, since the features of modern school education and the development trends of mass society do not allow it to develop adequately to the needs of rapidly changing social reality. This article uses the example of a General sociology course to show the process of developing critical thinking at the University. The works of Ch.R. Mills, Z. Bauman, J. Ortega y Gasset, and others are used to form critical thinking.

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