scholarly journals Entrepreneurial Pathways in Art: An Introductory Course for Undergraduate Students in Arts Entrepreneurship

2021 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Scott Benzenberg ◽  
Kaisu Tuominiemi
Keyword(s):  
Undergraduate Students ◽  
Introductory Course

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

scholarly journals Teaching and Learning Without a Textbook

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Hong Lin
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Course Design ◽  
Self Regulation ◽  
Cost Savings ◽  
Open Educational Resources ◽  
Instructional Materials ◽  
Introductory Course ◽  
Internet Connections ◽  
Study Participants

Given the upsurge of textbook costs, college students increasingly expect universities and instructors to offer alternatives to traditional textbooks. One textbook alternative is using open educational resources (OER). While OER unquestionably save students money, the question remains whether the adoption of OER (instructional materials) is aligned with open pedagogy (methods). This study investigated 46 undergraduate students’ perceptions of using only OER in an introductory course in a large American public university. As reported by study participants, advantages of using OER include textbook cost savings, access to dynamic and plentiful OER materials, that OER enabling mobile learning, and that OER foster the development of self-directed skills and copyright guidelines. Challenges reported include lacking a tactile sense with OER, slow Internet connections, unclear instruction and guidance, and insufficient self-regulation skills. Course design and implementation considerations were discussed.

Sonification and Science Pedagogy: Preliminary Experiences and Assessments of Earth Science Data Presented in an Undergraduate General Education Course

2018 ◽  
Author(s):  
Mark Ballora ◽  
Christopher Roman ◽  
Robert Pockalny ◽  
Karen Wishner
Keyword(s):  
Science Education ◽  
General Education ◽  
Rhode Island ◽  
Undergraduate Students ◽  
Earth Science ◽  
Science Data ◽  
Science Pedagogy ◽  
Introductory Course ◽  
Earth Science Data ◽  
The University

This paper describes preliminary investigations into how sonifications of scientific graphs are perceived by undergraduate students in an introductory course in oceanography at the University of Rhode Island. The goal is to gather data that can assist in gauging students’ levels of engagement with sonification as a component of science education. The results, while preliminary, show promise that sonified graphs improve understanding, especially when they are presented in combination with visual graphs.

A Problem-Solving Approach to the Introduction to Ordinary Differential Equations for Undergraduate Students at an American Two-year College

2019 ◽  
pp. 183-188
Author(s):  
John Gordon
Keyword(s):  
New York ◽  
Problem Solving ◽  
Differential Equations ◽  
Ordinary Differential Equations ◽  
Undergraduate Students ◽  
Homogeneous Equation ◽  
Introductory Course ◽  
Two Year College ◽  
Course Material ◽  
And Mathematics

Undergraduate students in STEM (Science, Technology, Engineering, and Mathematics) at City University of New York (CUNY)-Queensborough Community College (QCC) working toward a baccalaureate degree at one of CUNY’s senior colleges are required to take an introductory course in ordinary differential equations (ODE). Faculty in the Mathematics Department at QCC are experimenting with a problem-solving approach to this course in which students engage in learning course material through the development of mathematical models of real-world problems. The results seem promising and we outline them in this paper. Key-Words: First-order, linear system, integrating factor, homogeneous equation, research-based.

Constructing an Introductory Course on Diffusion

2018 ◽  
Vol 383 ◽  
pp. 3-9
Author(s):  
Richard Ghez
Keyword(s):  
Diffusion Equation ◽  
Undergraduate Students ◽  
Diffusion Coefficients ◽  
Diffusion Theory ◽  
Theory And Practice ◽  
Diffusion In Solids ◽  
Introductory Course ◽  
Diffusion Phenomena ◽  
And Mathematics ◽  
Interdisciplinary Courses

In most schools of engineering, this is among the first interdisciplinary courses that third-year undergraduate students are likely to attend. This presents formidable challenges because any discussion of diffusion phenomena draws heavily on prior knowledge of physics, chemistry, and mathematics. In our traditionally inadequate way of teaching, these disciplines are presented as self-contained, autonomous units. Yet it should be the purpose of any instructor of diffusion theory and practice to show how they may be integrated. Heuristic arguments are certainly appealing — thus recommended — but the methods and tools to be developed must be robust enough to not immediately crumble with use. In that connection, attention to a known and consistent notation is vital. Furthermore, one cannot expect these students to be fully familiar with partial differential equations, and yet, that’s the very nature of the diffusion equation. Its properties must be explained. Finally, diffusion in solids suffers from a bewildering variety of “diffusion coefficients." These must be carefully defined and distinguished. A version of my class-notes will be included in my web-site within a few weeks (just type my name in Google). You are most welcome.

Facilitating Critical Reflections About Disability Among Students in Speech-Language Pathology

2011 ◽  
Vol 14 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Betty Yu ◽  
Laura Epstein
Keyword(s):  
Undergraduate Students ◽  
Medical Model ◽  
Communication Disorders ◽  
Critical Examination ◽  
Speech Language Pathology ◽  
Persons With Disabilities ◽  
Introductory Course ◽  
Communicative Disorders ◽  
Language Pathology ◽  
Alternative Discourses

Disability scholars argue that it is crucial for clinical professionals to critically examine the dominant and alternative discourses about disability, reflect on their own assumptions about disability, and contemplate the different roles they might take in relation to their patients. To date there are few studies examining how disability is conceptualized by speech-language pathologists (SLPs), or how those ideas affect their approach to working with persons with disabilities. The purpose of this study is to investigate whether shifts in the teaching approaches along medical, social, and experiential continua had an impact on how students in a Communicative Disorders course conceptualized the nature of developmental communicative disorders and the roles of the SLP in working with children with developmental communicative disorders. Reflective essays were collected and analyzed for 22 graduate and 38 undergraduate students in an introductory course on developmental communication disorders where different ways of thinking about disability were introduced over the course of a semester. The findings showed that most students at the start of the class held beliefs that were strongly aligned with the medical model of disability. It also showed that being introduced to different disability frameworks led them to reconceptualize both the notion of developmental communication disorders and SLP roles vis-à-vis children with communication disorders. Finally, the findings highlighted complexities and tensions involved in issues of disability in the clinical context. These results support the need for a systematic infusion and critical examination of disability perspectives in Communicative Disorders curricula.

THREE PATHWAYS FROM ACHIEVEMENT GOALS TO ACADEMIC PERFORMANCE IN AN UNDERGRADUATE STATISTICS COURSE

2019 ◽  
Vol 18 (1) ◽  
pp. 94-105
Author(s):  
DANIEL LALANDE ◽  
MICHAEL CANTINOTTI ◽  
ALEXANDRE WILLIOT ◽  
JOEL GAGNON ◽  
DENIS COUSINEAU
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Structural Equation ◽  
Statistics Education ◽  
Equation Modeling ◽  
Introductory Course ◽  
Research Journal ◽  
Statistics Course ◽  
Performance Results

The purpose of this study was to test three pathways from achievement goals to academic performance in statistics classes. Participants were 247 undergraduate students in psychology taking an introductory course on statistics. They completed questionnaires shortly after the mid-term, and their final grades were provided by their professors at the end of the semester. Structural equation modeling results reveal three distinct paths from achievement goals to academic performance. Results suggest that the more participants adopted mastery goals in the context of their statistics course, the less they experienced anxiety and the better they performed in the course at the end of the semester. First published May 2019 at Statistics Education Research Journal Archives

scholarly journals Design and implementation of a student-taught course on research in regenerative medicine

2018 ◽  
Vol 42 (2) ◽  
pp. 360-367 ◽  
Author(s):  
Daniel Naveed Tavakol ◽  
Cara J. Broshkevitch ◽  
William H. Guilford ◽  
Shayn M. Peirce
Keyword(s):  
Regenerative Medicine ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Biomedical Sciences ◽  
Undergraduate Major ◽  
Early Introduction ◽  
Introductory Course ◽  
Scientific Papers ◽  
The University

In the Undergraduate School of Engineering and Applied Sciences (SEAS) at the University of Virginia (UVa), there are few opportunities for undergraduate students to teach, let alone develop, an introductory course for their major. As two undergraduate engineering students (D. N. Tavakol and C. J. Broshkevitch), we were among the first students to take advantage of a new initiative at UVa SEAS to offer student-led courses. As part of this new program, we designed a 1000-level, 1-credit, pass-fail course entitled Introduction to Research in Regenerative Medicine. During a student’s first year at the University, opportunities to build research skills and gain exposure to topics within the field of the biomedical sciences are relatively rare, so, to fill this gap, we focused our course on teaching primarily freshman undergraduate students how to synthesize and contextualize scientific literature, covering both basic science and clinical applications. At the end of the course, students self-reported increased confidence in reading and discussing scientific papers and review articles. The critical impact of this course lies not only in an early introduction to the popularized field of regenerative medicine, but also encouragement for younger students to participate in research early on and to appreciate the value of interdisciplinary interactions. The teaching model can be extended for implementation of student-taught introductory courses across diverse undergraduate major tracks at an institution.

scholarly journals Evaluation of Students Scientific and Medical Literacy After Performing Laboratory Exercises in a Microbiology Laboratory for Non-Majors

2018 ◽  
Vol 6 (2) ◽  
pp. 124-143
Author(s):  
Vijay Sivaraman ◽  
Erika Janelle Baker
Keyword(s):  
Undergraduate Students ◽  
Health Science ◽  
Collaborative Group ◽  
Human Immune System ◽  
Spring Semester ◽  
Introductory Course ◽  
Disease Biology ◽  
Scatter Plots ◽  
Biological Concepts ◽  
Post Assessment

Introduction to Microbes and Disease was designed to introduce students to the field of Microbiology, with a focus on medicine and disease. In this course, students develop a comprehensive understanding of the structure of biology of microbes and how the human immune system interacts with them to fight disease. All undergraduate students directed on a health science course path will benefit from this introductory course, but this course does not fulfill requirements for Biology majors. The newly developed course was developed in 2013 and was first offered in the fall semester of 2014. Pre-assessment and post-assessment exams were used in the Microbes and Disease - Biology 2510 (Introduction to Microbes and Disease) for the spring 2017 semester in which the total enrollment was 140 students. In this study, the assessments were used to examine the confidence and competence in biological concepts and lab techniques in the biology lab course for non-majors. The assessments were evaluated quantitatively and qualitatively. Lab experiment reports were used to examine the collaboration and student-learning occurring in lab. Grades for individual assessments and laboratory reports were collected, and analyzed using Microsoft Excel.             Scatter plots illustrated the grade distribution of 98 pre and post assessments representing all students enrolled in BIOL 2510 for the 2017 spring semester. Differences between pre and post assessment grades and laboratory report grades are indicated by line charts These graphs also provided comparisons between the different lab sections.            This science education project addressed active learning themes, the importance of weekly lab write ups, collaborative group work and confidence and competence of biological concepts and laboratory techniques.

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