scholarly journals Development of a Certification Exam to Assess Undergraduate Students’ Proficiency in Biochemistry and Molecular Biology Core Concepts

2021 ◽  
Vol 20 (2) ◽  
pp. es6
Author(s):  
Quira Zeidan ◽  
Jennifer Loertscher ◽  
Adele J. Wolfson ◽  
John T. Tansey ◽  
Erika G. Offerdahl ◽  
...  
Keyword(s):  
Molecular Biology ◽  
Student Learning ◽  
Undergraduate Students ◽  
Evidence Based ◽  
Core Concept ◽  
Certification Exam ◽  
Learning Aids ◽  
Core Concepts ◽  
Assessment Of Student Learning ◽  
American Society

Assessment of student learning aids in evidence-based decisions about educational efforts. This Essay describes the development of an annual certification exam offered by the American Society for Biochemistry and Molecular Biology and supported by a community of volunteers that assesses undergraduate students’ proficiency in core concept areas.

Chemistry as if students matter: From student to student’s learning outcomes

2021 ◽  
Author(s):  
Leah Martin-Visscher ◽  
Kristopher Ooms ◽  
Peter Mahaffy
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Chemistry Education ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Assessment Of Student Learning ◽  
Senior Students

As a tribute to the legacy of Dr. Margaret-Ann Armour, we report on an initiative that involves university undergraduate students directly and meaningfully in the articulation and implementation of student learning outcomes for their chemistry programs. Student learning outcomes describe what a student should know, do and value at the end of a learning experience. The initiative was carried out over several years at the King’s University in Edmonton, a small undergraduate liberal arts and science institution with a Chemical Institute of Canada accredited B.Sc. chemistry program. Senior students were involved in articulating their own learning outcomes for their chemistry program and mapping them onto the courses in the program. The resultant heat map provided an interesting visual tool to help the learning community assess strengths and gaps in coverage, as perceived by students. The authors then led a workshop at the Chemistry Education program of a Canadian Society for Chemistry national chemistry meeting to share experiences among Canadian chemistry programs on the diverse ways faculty and programs articulation, implementation, and assessment of student learning outcomes. We conclude with suggestions for steps that departments and programs can take to meaningfully implement student learning outcomes in the design, review, and modification of chemistry programs, including benchmarking those learning outcomes with international outcomes published as a result of an IUPAC project.

scholarly journals Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education

2016 ◽  
Vol 16 (4) ◽  
pp. 75-91 ◽  
Author(s):  
Christine Luce ◽  
Jean P Kirnan
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Undergraduate Students ◽  
Indirect Method ◽  
Direct Method ◽  
Perceived Knowledge ◽  
Indirect Measure ◽  
Course Content ◽  
Course Grades ◽  
Assessment Of Student Learning

Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and multi-instructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The indirect method measured student perceived knowledge and abilities on course topics, while the direct method measured actual knowledge where students answered test questions or solved problems reflecting course content. Both measures independently demonstrated increases from pretest to posttest; however the indirect measure did not correlate with final course grades. Results also showed respondents scoring lower on the direct measure were overconfident (as measured by indirect score) in their perceived knowledge and ability, the Dunning-Kruger Effect. Based on our findings, we concluded that the indirect method was not an accurate measure of student learning, but may have benefits as an instructional tool.

Adding to the pedagogical portfolio: Launching a student business in a semester course

2013 ◽  
Vol 16 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Elizabeth A. McCrea
Keyword(s):  
Student Learning ◽  
Case Studies ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Business Plan ◽  
Qualitative Assessment ◽  
Pedagogical Techniques ◽  
Assessment Of Student Learning ◽  
Pedagogical Approaches

Common pedagogical approaches to entrepreneurship education include business plan writing, case studies, consulting, and simulations. Yet, in effect, these learning vehicles are simply proxies for the venture launch process. Operating under the assumption that learning entrepreneurship is a complex endeavor best addressed by a portfolio of pedagogical techniques, some instructors have experimented with launching student businesses in addition to traditional approaches.The challenge is how to do this with inexperienced undergraduate students within the confines of a 15-week semester. Included in the article are an outline of the process, a qualitative assessment of student learning, and suggestions for further research.

scholarly journals PEMANFAATAN TEKNOLOGI INFORMASI DALAM PEMBELAJARAN PAI DI SD NEGERI CANDIREJO

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Bekti Taufiq Taufiq Ari Nugroho ◽  
Mustaidah .
Keyword(s):  
Information Technology ◽  
Instructional Technology ◽  
Student Learning ◽  
Learning Outcomes ◽  
Religious Education ◽  
Student Learning Outcomes ◽  
Technology Learning ◽  
Learning Aids ◽  
Learning Conditions ◽  
Assessment Of Student Learning

AbstracUtilization of Information Technology for Learning Islamic Education (PAI) in SD Negeri Candirejo can be grouped into three functions, namely: a) Independent / classical learning media; 2) InformationTechnology that is used for learning aids; 3) Information Technology relatedas a source of learning (learning resurces). Development of learningprograms at SD Negeri Candirejo, namely: a) Behavioral technologyprogram stage; b) Stage instructional technology; c) Stage performancetechnology. SD Negeri Candirejo, needs to use and maximize learning mediathat can support the development of Islamic religious education itself. PAIteachers at Candirejo Public Elementary School will play a role inmanaging the entire learning process by creating learning conditions in sucha way that each child can learn effectively and efficiently. Starting fromchoosing materials, theories, methods, techniques, strategies and learningmedia. As an assessment of student learning outcomes (evaluator of studentlearning), teachers are required to play a role in continuously following thelearning outcomes achieved by students from time to time. As a director oflearning (teacher of learning), the teacher has a role to always generate,maintain, and increase the motivation of students to learn and as a guide inlearning.Keywoard: Utilization of Information Technology, Learning PAIAbstrakPemanfaatan Teknologi Informasi untuk Pembelajaran PendidikanAgama Islam (PAI) di SD Negeri Candirejo dapat dikelompokkan ke dalamtiga fungsi, yaitu: a) Media Pembelajaran mandiri/klasikal; 2) TeknologiInformasi yang dimanfaatkan untuk alat bantu pembelajaran; 3) TeknologiInformasi yang terkait sebagai sumber belajar (learning resurces). Pengembangan program belajar di SD Negeri Candirejo yaitu: a) Tahap programbehavioral technology; b) Tahap instructional technology; c) Tahapperformance technology.PROGRESS – Volume 7, No. 1, Juni 2019 1Jurnal Pendidikan Agama Islam Universitas Wahid HasyimSD Negeri Candirejo, perlu menggunakan dan memaksimalkan mediapembelajaran yang dapat menunjang terhadap pengembangan pendidikanagama Islam itu sendiri. Guru PAI di SD Negeri Candirejo akan berperanmengelola seluruh proses pemeblajaran dengan menciptakan kondisi-kondisibelajar sedemikian rupa sehingga setuiap anak dapat belajar secara efektifdan efisien. Mulai dari memilih materi, teori, metode, teknik, strategimaupun media pembelajaran. Sebagai penilai hasil belajar siswa (evaluatorof student learning), guru dituntut untuk berperan secara terus-menerusmengikuti hasil-hasil belajar yang dicapai oleh siswa dari waktu ke waktu.Sebagai pengarah belajar (director of learning), guru berperan untuk senantiasa menimbulkan, memelihara, dan meningkatna motivasi siswa untuk belajar dan sebagai pembimbing dalam belajar.Kata Kunci: Pemanfaatan Teknologi Informasi, Pembelajaran PAI

The Combined Use of Video and One-Way Broadcast Technology to Deliver Baccalaureate Education: A Comparative Assessment of Student Learning in a School of Social Work

1998 ◽  
Vol 4 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Helen E. Petracchi
Keyword(s):  
Social Work ◽  
Student Learning ◽  
Undergraduate Students ◽  
Social Work Education ◽  
Teaching Method ◽  
Face To Face ◽  
Assessment Of Student Learning ◽  
Face To Face Instruction ◽  
School Of Social Work ◽  
Work Education

Face-to-face instruction remains the dominant teaching method in undergraduate social work education today. However, the technological explosion of the 1980s and 1990s has provided the opportunity to expand our thinking beyond these traditional methods. An increasingly popular method of social work education utilizes various technological media to offer courses that serve students at a distance from the instructor. This article describes a post-hoc assessment of student learning conducted after a course was offered by a school of social work to 462 baccalaureate students. Approximately half of the students were enrolled in the course when it was delivered in a large lecture class format during the standard 15 week term. The remaining students (‘distant’ students) viewed videotapes of studio-filmed broadcasts of the same 15 week course. This assessment addresses the question, “Can undergraduate students learn as well by viewing videotapes of a broadcast course as from face-to-face instruction?”

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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