scholarly journals Considering Cornerstones for Student and Faculty Development

2013 ◽  
Vol 5 ◽  
Author(s):  
John O'Connor ◽  
Julie Owen ◽  
Lisa Gring-Pemble ◽  
Elizabeth Freeman ◽  
Paul Gorski ◽  
...  
Keyword(s):  
Experiential Learning ◽  
General Education ◽  
Research Collaboration ◽  
First Year ◽  
Student Agency ◽  
Integrative Learning ◽  
First Year Students ◽  
Critical Issues ◽  
Competency Based ◽  
Interdisciplinary Study

Cornerstones is an alternative interdisciplinary general education program forhigh-achieving first-year students. It consists of four 6-credit courses taught insequence. Some of the hallmarks of the program are experiential learning (2-3field trips in each course), information literacy and technology across the courses,an emphasis on inquiry and research, collaboration by both students and faculty,an introduction to competency-based education, and student agency in responseto critical issues (e.g, sustainability). In this session, we will discuss constructingassignments that encourage reflective, integrative learning; incorporatingand assessing experiential learning; implementing our OSCAR "discovery ofscholarship" project; and developing faculty for interdisciplinary study. Throughthis interactive discussion, participants in the session will explore how they mightadopt some of these practices in their own courses. In addition, participants willhave an opportunity to enhance the Cornerstones curriculum and pedagogy bydescribing their own courses and practices. There will also be an opportunity toask about teaching in the Cornerstone program.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

scholarly journals Designing for Students: Creating a Robust Interdisciplinary First Year Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah E. Bordelon ◽  
Colleen M Sexton ◽  
Ann M Vendrely
Keyword(s):  
General Education ◽  
Course Design ◽  
Natural World ◽  
Assessment Process ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Underserved Students ◽  
General Education Curriculum

Building a general education program from scratch for a population of first generation and underserved students provided both a challenge and opportunity. Faculty who had limited previous experience teaching and assessing first year students engaged in study of the best practices and research. Faculty designed a four-year general education curriculum that began with a robust First Year Seminar (FYS) course, the focus of this study. This required three-credit hour interdisciplinary humanities course (FYS) was designed to embrace the understanding of what it means to be human, including understanding oneself in relation to the natural world and to others. Full time faculty from all disciplines were selected through a competitive process to teach the FYS course with embedded High Impact Practices (HIPs). Four years of teaching FYS has provided qualitative and quantitative data on the effectiveness of the design, the role of faculty, and application of HIPs. Through the course assessment process and data analysis, faculty have expanded their repertoire of pedagogical strategies to engage the first year student, and as a result, positively influenced teaching in their other courses. This report offers insights on strategies for course design, the role of faculty, and the power of selected HIPs that may be replicated at other institutions.

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

The basics of the Latin language with medical terminology

2020 ◽  
Author(s):  
Oksana Kupcova
Keyword(s):  
General Education ◽  
Medical Professional ◽  
Federal State ◽  
Laboratory Diagnostics ◽  
First Year ◽  
Medical Terminology ◽  
First Year Students ◽  
Latin Language ◽  
State Educational ◽  
Independent Work

The textbook on the discipline "Fundamentals of the Latin language with medical terminology" contains lexical and grammatical exercises, control and measurement exercises, a Glossary and appendices aimed at developing grammatical, lexical and terminological knowledge and skills, and mastering the basic word-forming models of chemical, pharmaceutical and clinical terminology to the extent necessary for further educational activities. The materials of the manual are suitable both for classroom work under the guidance of a teacher, and for independent work of students during extracurricular time. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-year students on the basis of secondary General education and second-year students on the basis of basic General education of secondary medical professional educational organizations studying in the specialties "Nursing", "Medical care", "Midwifery", "Laboratory diagnostics". It can also be used for organizing and conducting classes in clubs or elective courses for students of the 10th and 11th grades of medical and biological-chemical profile in schools, lyceums, gymnasiums.

scholarly journals ANALYSIS OF THE TRAINING LEVEL FROM THE GENERAL COURSE OF PHYSICS OF THE FIRST COURSE STUDENTS BY ENTRANCE CONTROL RESULTS

2020 ◽  
Vol 1 (46) ◽  
pp. 128-135
Author(s):  
Ishchenko R ◽  
◽  
Isaienko G ◽  
Keyword(s):  
General Education ◽  
Academic Discipline ◽  
Educational Process ◽  
First Year ◽  
Training Level ◽  
First Year Students ◽  
General Physics ◽  
Object Of Study ◽  
In The Beginning ◽  
Forecast Assumptions

According to the results of the entrance control, the training level from the general course of physics of the first year students studying in technical specialties was analyzed. The object of the study - the training level of the general course of physics of the first year students, studying in technical specialties. Purpose of the study - analyze the level of general education in physics of the first year students, studying in technical specialties with the help of entrance control, whose tasks represented the problems of the specified academic discipline. Method of the study - for the purpose of the study, the following methods were used: analysis, synthesis, generalization, formulation of conclusions. In this paper, the results of entrance control of knowledge from the physics of the first year students studying in technical specialties that was carried out in the beginning of 2018-2019 academic year are presented. The tasks of the entrance control were the problems, the complexity of which did not go beyond the limits of the program of physics for general-education institutions of the standard level. The analysis of the entrance control results revealed a rather low level of general education from the physics in most students. On the basis of the performed analysis of the entrance control results, it was concluded that the existing level of general education on the physics in most of the first-year students is not sufficient for the successful study of the specified academic discipline of the technical university level. The results of the article can be introduced into the educational process while teaching the general physics course to students of technical and pedagogical universities. Forecast assumptions about the object of study - consideration of scientific methods that enhance the motivation of students of technical universities to study the course of general physics. KEY WORDS: ENTRANCE CONTROL OF PHYSICS, PROBLEMS OF PHYSICS, TRAINING LEVEL OF STUDENTS, GENERAL COURSE OF PHYSICS, TECHNICAL SPECIALTIES.

Pre-Service Teachers’ Knowledge, Misconceptions and Gaps About Autism Spectrum Disorder

2017 ◽  
Vol 40 (3) ◽  
pp. 212-224 ◽  
Author(s):  
Pilar Sanz-Cervera ◽  
María-Inmaculada Fernández-Andrés ◽  
Gemma Pastor-Cerezuela ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
First Year ◽  
First Year Students ◽  
University Preparation ◽  
Knowledge Questionnaire

The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers’ knowledge, misconceptions, and gaps about autism in their first and final year at university, using the Autism Knowledge Questionnaire. The results show that fourth-year students obtained higher levels of knowledge and fewer gaps than the first-year students, although they also had more misconceptions. Special education specialists obtained significantly more knowledge and fewer misconceptions than the general education pre-service teachers. Specific training and experience had a significant influence on the knowledge and gaps, but it had no influence on the number of misconceptions. These results suggest that university preparation in autism spectrum disorder (ASD) might not adequately train all future teachers.

scholarly journals Importance of sociology of sport in education of future professors of physical education and coaches

Sociologija ◽  
2018 ◽  
Vol 60 (3) ◽  
pp. 670-690
Author(s):  
Sandra Radenovic ◽  
Branka Savovic
Keyword(s):  
Physical Education ◽  
General Education ◽  
Technological Development ◽  
First Year ◽  
First Year Students ◽  
Sociology Of Sport ◽  
Second Year ◽  
The Republic ◽  
The University ◽  
Professional Studies

In the first part of the paper, the authoresses consider the importance of the sociology of sport as a special sociological discipline and general education subject for the education of future professors of physical education and coaches. In this part of the paper will be considered the thematic units that are being studied within the sociology of sport as an obligatory subject at the faculties in the Republic of Serbia and some countries of the region. Special attention will be paid to the sociology of sport that is being studied as an obligatory subject in the first year of basic academic studies and at the second year of professional studies at the Faculty of Sport and Physical Education of the University of Belgrade. In the second part of the paper, the authorsesses expose the answers of the first year students of the basic academic studies and the second year students of professional studies at the Faculty of Sport and Physical Education of the University of Belgrade regarding the perception of the importance of studying sociology of sport as a special sociological discipline and general education subject. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. III 41004: Rare Diseases]

scholarly journals A Study Assessing the Potential of Negative Effects in Interdisciplinary Math–Biology Instruction

2011 ◽  
Vol 10 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Andreas Madlung ◽  
Martina Bremer ◽  
Edward Himelblau ◽  
Alexa Tullis
Keyword(s):  
Test Performance ◽  
Math Anxiety ◽  
Biology Education ◽  
Data Interpretation ◽  
First Year ◽  
Integrative Learning ◽  
Negative Effects ◽  
First Year Students ◽  
Biology Students ◽  
Biological Concepts

There is increasing enthusiasm for teaching approaches that combine mathematics and biology. The call for integrating more quantitative work in biology education has led to new teaching tools that improve quantitative skills. Little is known, however, about whether increasing interdisciplinary work can lead to adverse effects, such as the development of broader but shallower skills or the possibility that math anxiety causes some students to disengage in the classroom, or, paradoxically, to focus so much on the mathematics that they lose sight of its application for the biological concepts in the center of the unit at hand. We have developed and assessed an integrative learning module and found disciplinary learning gains to be equally strong in first-year students who actively engaged in embedded quantitative calculations as in those students who were merely presented with quantitative data in the context of interpreting biological and biostatistical results. When presented to advanced biology students, our quantitative learning tool increased test performance significantly. We conclude from our study that the addition of mathematical calculations to the first year and advanced biology curricula did not hinder overall student learning, and may increase disciplinary learning and data interpretation skills in advanced students.

Strategies and Effectiveness of Experiential and Service Learning Towards Mission Achievement

2019 ◽  
pp. 161-192
Author(s):  
Francis Wamukota Wambalaba ◽  
Juliana Mulaa Namada ◽  
Paul Katuse
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
General Education ◽  
Student Learning ◽  
Learning Process ◽  
Analytical Framework ◽  
Learning Approaches ◽  
Value For Money ◽  
Integrative Learning ◽  
Learning Engagement

At a time when student stakeholders are demanding value for money, experiential service learning is expected to enrich student learning and also add value to society. To appreciate the context of experiential service learning, this chapter explores the theoretical and conceptual approaches to the learning process including theories, models, and perspectives, as well as derivation of a conceptual analytical framework. Since general education tends to not only embrace integrative learning approaches but also typically conducive to experiential and service learning, it is also covered in this chapter. It is hoped that upon completion of this chapter, the reader would be able to and enthused about repackaging their courses towards experiential learning engagement. Moreover, there will be a strong bias towards engagement of students towards service learning, and thus value addition to their respective communities.

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