Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students

2011 ◽  
Vol 35 (2) ◽  
pp. 206-212 ◽  
Author(s):  
Gregory Mulligan ◽  
Nichole Taylor ◽  
Mary Glen ◽  
Dona Tomlin ◽  
Catherine A. Gaul
Keyword(s):  
Student Perceptions ◽  
Exercise Physiology ◽  
Qualitative Evaluation ◽  
Student Interest ◽  
Exercise Science ◽  
Undergraduate Chemistry ◽  
Undergraduate Laboratory ◽  
Open Coding ◽  
Analysis Laboratory ◽  
Laboratory Experiences

Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class ( n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

Undergraduate accounting students’ perception of a course in accounting research and theory

2020 ◽  
Vol 33 (1) ◽  
pp. 217-233 ◽  
Author(s):  
Ron Baker ◽  
Sara Wick
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Academic Career ◽  
Accounting Education ◽  
Accounting Students ◽  
Student Interest ◽  
Faculty Shortage ◽  
Content Type ◽  
Accounting Research ◽  
Accounting Practitioners

Purpose This study aims to measure the response of undergraduate accounting students to a stand-alone course in accounting theory and research. The aim of the study was to gauge students’ perceptions of the usefulness of this course and to determine if exposure to this material would increase student interest in accounting research and in pursuing a career in academia. Design/methodology/approach Three cohorts of students enrolled in the course completed an in-class survey. The study was conducted from 2015 to 2017. Findings The results of the survey show that student interest in accounting research and theory increased substantially as a result of the course. Students felt that learning about accounting research and the theories used in accounting research enhanced their overall understanding of accounting and would be useful to them as accounting practitioners. This study also reports that students interested in pursuing a PhD and/or an academic career also increased. Research limitations/implications Data were only collected at a single university and represent student perceptions only. Practical implications The results of this study and the description of the course design will inform academics seeking to answer the American Accounting Association Pathways Commission’s call to integrate accounting research and education. This study also suggests a pathway towards addressing the chronic academic accounting faculty shortage. Finally, the results will be of interest to those designing undergraduate accounting curriculum. Originality/value This study contributes to the literature on the “teaching-research nexus” in accounting by providing evidence, from the perspective of undergraduate accounting students, of the usefulness of integrating research into undergraduate accounting education. While many accounting researchers view accounting research and teaching accounting as separate activities, the response from students suggests that there is value in fostering a more complementary relationship between these two activities.

Video episodes and action cameras in the undergraduate chemistry laboratory: eliciting student perceptions of meaningful learning

2016 ◽  
Vol 17 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Kelli R. Galloway ◽  
Stacey Lowery Bretz
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Video Recording ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Affective Learning ◽  
The Self ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Affective Experiences

A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N= 13) were observed and video recorded while performing one of their assigned laboratory experiments. Each student wore an action camera as well as a lapel microphone attached to a voice recorder to capture the experiment from the students' perspective. A tripod camera was also placed unobtrusively in the lab to record the student from a third person perspective. Students were interviewed within 48 hours of their video recording and asked to identify specific learning experiences in their laboratory experiment. The self-selected video episodes were shown to the students, and they were asked to describe what they were doing and why they were doing it. The students' descriptions were analyzed using Novak's theory of meaningful learning to characterize their cognitive and affective experiences. The self-identified learning experiences were dominated by descriptions of psychomotor learning with few students discussing cognitive experiences. The limited connections between cognitive and affective experiences revealed missed opportunities for meaningful learning.

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula

2011 ◽  
Vol 35 (3) ◽  
pp. 264-269 ◽  
Author(s):  
David S. Senchina
Keyword(s):  
Professional Ethics ◽  
Teaching And Learning ◽  
Interactive Video ◽  
Human Subjects ◽  
Exercise Physiology ◽  
Group Discussion ◽  
Individual Student ◽  
Exercise Science ◽  
Written Responses ◽  
Large Group Discussion

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

scholarly journals Correlational Study of Student Perceptions of their Undergraduate Laboratory Environment with respect to Gender and Major

2020 ◽  
Vol 9 (1) ◽  
pp. 83-102
Author(s):  
Eva Nyutu ◽  
William W. Cobern ◽  
Brandy A-S. Pleasants
Keyword(s):  
Student Perceptions ◽  
Laboratory Data ◽  
Science Laboratory ◽  
The Usa ◽  
And Gender ◽  
Science Instructors ◽  
Laboratory Survey ◽  
Undergraduate Science ◽  
Laboratory Experiences ◽  
Instructional Laboratory

The science laboratory learning environment has been a distinctive area in science education since the 19th century. Unfortunately, students are generally not aware of what science instructors expect from laboratory experiences, and far too often, the undergraduate science laboratory curriculum lacks explicit, well-defined goals. Science instructors assume that they have created their laboratory curriculum in such a way as to reflect an ideal science instructional laboratory, but students may not recognize this. What previous studies do not indicate is the extent to which students understand the laboratory goals for instruction as intended by the instructors. This study, therefore, using a quantitative design, examined undergraduate science major (biology, chemistry, and physics) and non-major students’, and female and male perceptions of their science instructional laboratory with respect to instructors’ goals for the laboratory. Data was collected via the Student Perceptions of the College Instructional Laboratory Survey (SPCILS) at a Midwestern University in the USA. The findings suggest that, on the whole, students perceive their instructional labs much as intended by their instructors. Female and male students were just as likely to view their instructional laboratories as intended by the instructors. Moreover, the study found no differences between science majors and non-majors. This study provides baseline data for future qualitative studies about how major and gender might be impacting students’ laboratory experiences in ways beyond what was measured on this survey. Our research was done at a teaching-oriented, midsized university. It would thus be appropriate for similar investigations to be carried out at a research-oriented university.

Oxford Textbook of Children's Sport and Exercise Medicine

2017 ◽  
Keyword(s):  
Physical Activity ◽  
Sport Medicine ◽  
Exercise Physiology ◽  
Young Athlete ◽  
Exercise Science ◽  
Contact Sports ◽  
Sport Science ◽  
Exercise Medicine ◽  
Biological Maturation ◽  
Sport And Exercise

Comprehensive and up to date, this textbook on children’s sport and exercise medicine features research and practical experience of internationally recognized scientists and clinicians that informs and challenges readers. Four sections—Exercise Science, Exercise Medicine, Sport Science, and Sport Medicine—provide a critical, balanced, and thorough examination of each subject, and each chapter provides cross-references, bulleted summaries, and extensive reference lists. Exercise Science covers growth, biological maturation and development, and examines physiological responses to exercise in relation to chronological age, biological maturation, and sex. It analyses kinetic responses at exercise onset, scrutinizes responses to exercise during thermal stress, and evaluates how the sensations arising from exercise are detected and interpreted during youth. Exercise Medicine explores physical activity and fitness and critically reviews their role in young people’s health. It discusses assessment, promotion, and genetics of physical activity, and physical activity in relation to cardiovascular health, bone health, health behaviours, diabetes, asthma, congenital conditions, and physical/mental disability. Sport Science analyses youth sport, identifies challenges facing the young athlete, and discusses the physiological monitoring of the elite young athlete. It explores molecular exercise physiology and the potential role of genetics. It examines the evidence underpinning aerobic, high-intensity, resistance, speed, and agility training programmes, as well as effects of intensive or over-training during growth and maturation. Sport Medicine reviews the epidemiology, prevention, diagnosis, and management of injuries in physical education, contact sports, and non-contact sports. It also covers disordered eating, eating disorders, dietary supplementation, performance-enhancing drugs, and the protection of young athletes.

scholarly journals American Society of Clinical Oncology–Sponsored Oncology Student Interest Groups in Latin America

2020 ◽  
pp. 1439-1445
Author(s):  
Andrea Anampa-Guzmán ◽  
Andrea Denise Brito-Hijar ◽  
Cristian Antonio Gutierrez-Narvaez ◽  
Anthony Raul Molina-Ruiz ◽  
Victor Simo-Mendoza ◽  
...  
Keyword(s):  
Latin America ◽  
Interest Groups ◽  
Student Perceptions ◽  
Latin American ◽  
Medical Oncology ◽  
The United States ◽  
Student Interest ◽  
Training Experience ◽  
Cross Sectional ◽  
The Impact

PURPOSE To describe the characteristics of the members of the ASCO-sponsored Oncology Student Interest Groups (OSIGs) in Latin America. METHODS This was a multicenter cross-sectional study. We surveyed 97 OSIG members from three medical schools in Peru and Mexico. We administered a 60-question survey covering topics including personal background, oncology training experience, and professional practice expectations and preferences. RESULTS A little more than one half of the surveyed OSIG members were female. More than one half had a visa to visit the United States and had an advanced level of English. One half of the OSIG members were also ASCO members. Most participants agreed or strongly agreed that participation in their OSIG increased their interest in cancer-related specialties (94%) and provided professional networking opportunities (94%) and that it was accessible to all students (91%). Most participants believed that their OSIG had sufficient resources to carry out its activities. Students were asked to rate their interest when they entered medical school versus at the time of the survey. Most of the members were strongly interested in pursuing surgical oncology. The majority of members were somewhat interested or very interested in palliative care and medical oncology. CONCLUSION To our knowledge, this is the first study that provides data on medical student perceptions of the Latin American OSIGs sponsored by ASCO. Student perceptions of medical oncology and the impact of OSIGs were generally positive. Given the shortages of oncology specialists in Latin American and elsewhere, strategies to engage medical students in the pursuit of cancer-related careers are becoming increasingly essential.

scholarly journals Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

2016 ◽  
Vol 15 (4) ◽  
pp. ar52 ◽  
Author(s):  
Christopher W. Beck ◽  
Lawrence S. Blumer
Keyword(s):  
Instructional Practices ◽  
Student Perceptions ◽  
Liberal Arts ◽  
Student Outcomes ◽  
Liberal Arts Colleges ◽  
Faculty Perceptions ◽  
Future Research ◽  
Laboratory Courses ◽  
Undergraduate Laboratory ◽  
Upper Level

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts.

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