scholarly journals Oral Reviews: Retaining STEM Majors

2014 ◽  
Vol 6 ◽  
Author(s):  
Stephen Liddle
Keyword(s):  
Small Group ◽  
Environmental Science ◽  
Stem Majors ◽  
Letter Grade ◽  
Group Sessions ◽  
Written Test

Oral reviews are 60-minute ungraded, voluntary small group sessions in which a facilitator asks scripted conceptual questions, which are the basis of the content to be covered on an upcoming written test. Students are asked to explain concepts and draw representations. The objective is to get students to negotiate meaning and make important connections. These sessions have been used in math, biology, engineering, and environmental science and have shown course grade improvements of about one letter grade for students participating in three orals over the course of the semester.

scholarly journals Increasing Medical Student Exposure to Pathology by Creating an Integrated Rotation During Surgery Clerkship

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Madelyn Lew
Keyword(s):  
Small Group ◽  
Healthcare Delivery ◽  
University Of Michigan ◽  
Clinical Experiences ◽  
Michigan Medical School ◽  
Fast Pace ◽  
Contact Hours ◽  
Group Sessions ◽  
Preclinical Curriculum ◽  
The University

Following a nationwide trend, the University of Michigan Medical School has restructured its curriculum to facilitate integration of basic science curricula and early inclusion of clinical experiences, resulting in a truncation of a 19-month didactic-based preclinical curriculum to 13 months. Because preclinical didactic and lab sessions formed the bulk of pathology contact hours, the curriculum overhaul significantly reduced student exposure to pathologists. This reduction in exposure may decrease student understanding of how pathology integrates into the larger picture of healthcare delivery and could also decrease the pipeline of students interested in pursuing pathology as a career choice. To ameliorate these concerns, a mandatory 1-week rotation through the Pathology Department was integrated into the surgery clerkship. This brief report outlines the process of creating a new, unique pathology rotation for surgery clerkship students that includes observation in autopsy and surgical pathology sign-out, small group sessions focused on foundational concepts in microbiology, chemistry, and transfusion medicine, and access to online case-based modules. Available qualitative student feedback indicates that students appreciate how this rotation granted them a “behind the scenes” look at pathology but also noted that the fast pace of clinical sign-out sessions and length of small group sessions were suboptimal for student learning. This feedback and future survey data will serve as a platform on which curricular improvements can be made to enhance the learning environment for both learners and educators.

The Small Groups

2019 ◽  
pp. 73-78
Author(s):  
Con Chapman
Keyword(s):  
Small Group ◽  
Black Community ◽  
Small Groups ◽  
Upper Class ◽  
Group Sessions ◽  
Own Name

The chapter describes the small groups formed from Ellington’s orchestra. Hodges did not have a hit under his own name until Ellington was persuaded by Helen Oakley, a young jazz promoter and publicist, that he could release records by subgroups of his orchestra without tarnishing his own reputation. Hodges hit it big with “Jeep’s Blues,” which rang out from jukeboxes all over Harlem. Some of Hodges’s small-group numbers, including “The Jeep Is Jumping” and “Good Queen Bess,” named after his mother, are among his most memorable. The small-group sessions followed a pattern: a slow blues tune, two pop ballads, and a mid-tempo dance tune. They also kept Hodges connected to his roots in the blues and the black community from which he sprang, at a time when Ellington’s music was increasingly viewed as entertainment for whites and upper-class blacks.

Teachers' Rejoinders to Students' Responses in Reading Lessons

1988 ◽  
Vol 20 (4) ◽  
pp. 285-299 ◽  
Author(s):  
Rose-Marie Weber ◽  
Mary C. Shake
Keyword(s):  
Small Group ◽  
Reading Ability ◽  
Second Grade ◽  
Response Repetition ◽  
Individual Preferences ◽  
Explicit Evaluation ◽  
Group Sessions

The rejoinders that teachers give to students' responses in the questioning phase of comprehension lessons were examined with respect to their type and their function. Thirty-seven lessons taught by six second-grade teachers conducting small group sessions organized by students' reading ability (high, average, and low) were transcribed and analyzed. Eight types of rejoinders appeared: the null rejoinder, as well as explicit evaluation of the students' response, repetition of it, elaboration of it, and combinations of these three. The null rejoinder predominated; types involving repetition were the next most favored. The teachers showed individual preferences in choosing one type over another, lending varying movement to the quality of the questioning sessions, but as a group showed negligible differences with respect to readers of varying abilities.

scholarly journals The Impact of Applied Research: Student Research as a High Impact Practice in Freshman Environmental Science

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Billy Morris
Keyword(s):  
Applied Research ◽  
Environmental Science ◽  
Research Question ◽  
High Impact ◽  
Stem Majors ◽  
Research Questions ◽  
And Performance ◽  
Science Major ◽  
High Impact Practice ◽  
The Impact

Abstract: Non-STEM-majors in a freshman elective Science course, Environmental Science 1, were given the opportunity to identify a research question using the course objectives as a guideline. Their research questions and investigations served to fulfill the lab component of the course in lieu of a lab manual. Students were asked to choose a question of interest that could be researched on campus. Student partnerships were encouraged, and a class of 17 students produced 11 research projects. Frequent interactions with the Instructor and peers resulted in lively discussions, new questions, and high levels of student engagement and performance. This approach to laboratory work in a non-science major course can be duplicated when access to resources and instructor/student ratio allows.

scholarly journals Training Alabama Garden Center Employees

1996 ◽  
Vol 6 (1) ◽  
pp. 48-53
Author(s):  
Mary B. Musgrove ◽  
J. David Williams ◽  
Bridget K. Behe ◽  
Kenneth M. Tilt
Keyword(s):  
Small Group ◽  
Work Performance ◽  
Job Training ◽  
Full Time ◽  
Job Responsibilities ◽  
Primary Survey ◽  
Part Time ◽  
Group Sessions ◽  
Written Description

Before analyzing the responses of Alabama garden center employees about the training they had received, we determined how satisfied 100 Alabama Master Gardeners were with the employee-s who helped them in the store from which they most often purchased plants for their homes, landscapes, or gardens. We mailed the primary survey to 472 employees of 130 retail garden center businesses in Alabama to determine the percentage of employees who received job training and the amount, frequency, and methods of training they received while working for their current employers (37% responded). Employees were categorized as managers (28%) or subordinate employees (72%) and full-time (72%) or part-time (28%). Forty-four percent of the employees had received some training at the time they were hired. Training continued for 68% of the respondents. Only 39% of the employees had a written description of their job responsibilities discussed with them. Most (85%) believed the training they received had prepared them to do their jobs well, but 82% said more training would increase their confidence in their work performance. Most employees were trained by one-on-one instruction (60%) and small-group sessions (5 or fewer persons) (65%). Few employees received training from videotapes (5%) or educational seminars (26%), and most that did were managers and full-time employees.

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

2016 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Renu Agarwal ◽  
Nafeeza Mohd Ismail
Keyword(s):  
Small Group ◽  
Teaching Methods ◽  
Practice Teaching ◽  
Case Based Learning ◽  
Group Sessions ◽  
Computer Aided Learning ◽  
Self Learning ◽  
Self Administered Questionnaire ◽  
Future Practice ◽  
Case Based

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

scholarly journals Men on the Move–Nashville: Feasibility and Acceptability of a Technology-Enhanced Physical Activity Pilot Intervention for Overweight and Obese Middle and Older Age African American Men

2016 ◽  
Vol 12 (4) ◽  
pp. 798-811 ◽  
Author(s):  
Donnatesa A. L. Dean ◽  
Derek M. Griffith ◽  
Sydika A. McKissic ◽  
Emily K. Cornish ◽  
Vicki Johnson-Lawrence
Keyword(s):  
Physical Activity ◽  
African American ◽  
Small Group ◽  
Physical Activity Intervention ◽  
African American Men ◽  
Text Messages ◽  
Fat Percentage ◽  
Physically Active ◽  
Activity Trackers ◽  
Group Sessions

Men on the Move–Nashville was a quasi-experimental, 10-week pilot physical activity intervention. A total of 40 overweight or obese African American men ages 30 to 70 (mean age = 47) enrolled in the intervention. Participants attended 8 weekly, 90-minute small group sessions with a certified personal trainer. Each session consisted of discussions aimed to educate and motivate men to be more physically active, and an exercise component aimed to increase endurance, strength, and flexibility. Throughout each week, men used wearable activity trackers to promote self-monitoring and received informational and motivational SMS text messages. Of the 40 enrolled men, 85% completed the intervention, and 80% attended four or more small group sessions. Additionally, 70% of participants successfully used the activity tracker, but only 30% of men utilized their gym memberships. Participants benefited from both the small group discussions and activities through increasing social connection and guidance from their trainer and group members. These African American men reported being motivated to engage in physical activity through each of these technologies. Men reported that the activity trackers provided an important extension to their social network of physically active people. The intervention resulted in significant increases in men’s self-reported levels of light, moderate, vigorous, and sports-related physical activities, and high-density lipoprotein cholesterol levels, and significant decreases in weight and body fat percentage with small, moderate and large effects shown. Including technology and didactic components in small group-based interventions holds promise in motivating African American men to increase their physical activity.

Predicting Small Group Behavior with the Self-Disclosure Inventory

1964 ◽  
Vol 15 (1) ◽  
pp. 77-78 ◽  
Author(s):  
Bernard Lubin ◽  
Roger L. Harrison
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Behavior ◽  
The Self ◽  
Point Scale ◽  
Self Disclosure ◽  
Group Sessions

In an attempt to predict self-disclosure behavior in small groups from a previously administered Self-disclosure Inventory, 68 participants were rated at the end of 20 group sessions on a 9-point scale of self-disclosure (reliability = .69). Inventory score did not predict rated behavior ( r = .13, p < .05). Additional attempts at validation of the inventory are described.

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