scholarly journals Understanding The Use Of Feature Films To Maximize Student Learning

2012 ◽  
Vol 5 (5) ◽  
pp. 563-574
Author(s):  
Charles S. Mathews ◽  
Charles J. Fornaciari ◽  
Arthur J. Rubens
Keyword(s):  
Student Learning ◽  
Management Education ◽  
Leadership Skills ◽  
Personal Lives ◽  
Feature Films ◽  
Pedagogical Guide ◽  
Classroom Use ◽  
Management Educator ◽  
Actual Selection ◽  
Selection Of

Feature films, old and new, have been used for many years to teach management education in general and leadership skills in particular. Films are often able to affect not only our emotional responses and perceptions of events, but they can also have an impact on our personal lives over long periods of time. Although anecdotal evidence (primarily based upon Social Learning Theory) has generally supported the use of feature films to teach management education, the paper draws upon theoretical advances in universalistic self-theory as part of cognitive-experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions management educators should use feature films to maximize student learning. From this reasoning, the paper proposes that management educators apply contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. In addition, the paper highlights the importance of how the management educator needs to look at other factors, such as the age and cultural background of students, as important considerations for the selection and use of feature films in the classroom.

Biochemistry instructors’ use of intentions for student learning to evaluate and select external representations of protein translation

2019 ◽  
Vol 20 (4) ◽  
pp. 787-803
Author(s):  
Thomas J. Bussey ◽  
MaryKay Orgill
Keyword(s):  
Student Learning ◽  
Visual Cues ◽  
Bond Formation ◽  
Protein Translation ◽  
Peptide Bond ◽  
External Representation ◽  
External Representations ◽  
Peptide Bond Formation ◽  
Scientific Phenomena ◽  
Selection Of

Instructors draw on their intentions for student learning in the enactment of curriculum, particularly in the selection and presentation of external representation of scientific phenomena. These representations both create opportunities for students to experience non-experiential biochemical phenomena, such as protein translation, and constrain the possibilities for student learning based on the limited number of features depicted and the visual cues used to draw viewers attention to those features. In this study, we explore biochemistry instructors’ intentions for student learning about protein translation and how those intentions influence their selection of external representations for instruction. A series of instructor interviews were used to identify information that students need to know in order to develop a biochemically accurate understanding of protein translation. We refer to this information as the “critical features” of protein translation. Two dominant themes of critical features were identified: (1) components/structures of protein translation and (2) interactions/chemistry of protein translation. Three general components (the ribosome, the mRNA, and the tRNA) and two primary interactions (base pairing and peptide bond formation) were described by all instructors. Instructors tended to favor simpler, stylized representations that closely aligned with their stated critical features of translation for instructional purposes.

Getting to Know Your Students and an Educational Ethic of Care

2017 ◽  
Vol 41 (5) ◽  
pp. 669-686 ◽  
Author(s):  
Thomas F. Hawk
Keyword(s):  
Student Learning ◽  
Ethic Of Care ◽  
Management Education ◽  
Relational Learning ◽  
Classroom Setting ◽  
Per Se ◽  
Student Relationship

In the 10 years since Hawk and Lyons published, “Please Don’t Give Up on Me: When Faculty Fail to Care” in Journal of Management Education, much has changed about the nature of pedagogical caring, relational learning, and the instructor–student relationship per se. The landscape of expectations for the type and depth of relationships faculty will have with students has shifted toward a blurring of relational boundaries and roles. Chory and Offstein’s article in the first Journal of Management Education issue of 2017, “‘Your Professor Will Know You as a Person’: Evaluating and Rethinking the Relational Boundaries Between Faculty and Students” draws on Hawk and Lyons and critically examines the advisability of extending an ethic of care to situations outside the classroom setting. In this essay, I engage with Chory and Offstein’s work and the three rejoinders that accompanied it in Journal of Management Education, Volume 41, Issue 1, and share specific ways in which faculty can “get to know their students” that directly benefits student learning.

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Geri Mason ◽  
Al Rosenbloom
Keyword(s):  
Student Learning ◽  
Management Education ◽  
Future Research ◽  
Threshold Concepts ◽  
Content Type ◽  
Business Context ◽  
Threshold Concept ◽  
Cognitive Frames ◽  
Constructive Alignment ◽  
Responsible Management

Purpose This paper aims to discuss the consequences for responsible management education and learning (RMEL) as an enduring feature of the post-COVID-19 world: increased inequality and increased vulnerable individuals living in poverty. Because of this, responsible management education and learning (RMEL) must integrate poverty as a threshold concept on which students’ cognitive frame is built. Design/methodology/approach This paper advocates for poverty to be taught as a multidimensional threshold concept that encompasses a person’s freedoms and capabilities, in addition to their income (Sen, 1999). Further, this paper provides a framework for integration into all curricula grounded in RMEL’s unique domain of inquiry and study: the integration of ethics, responsibility and sustainability. Findings Threshold concepts transform student learning in durable, immutable ways. When poverty is taught as such, students develop more elaborate poverty cognitive frames that they can apply across their entire course of study. This paper describes how to: (1) reframe poverty as a threshold concept; (2) apply Biggs’ (2003) framework of constructive alignment to assure the integrity of course learning objectives and the curriculum; (3) create poverty-related assignments that are emotionally engaging and relevant for students (Dart, 2008); and (4) use this proposed framework of including poverty in business classes. Research limitations/implications Without an integrated multidimensional understanding of poverty, students will not emerge as managers competent in addressing these critical issues from within a business context (Grimm,2020). It will be imperative in future research to evaluate the outcomes of doing so and to determine whether this solution creates responsible managers more competent in addressing poverty-rooted issues. Originality/value This paper brings together two elements of student learning central to understanding poverty: threshold concepts and cognitive frames. This paper also uses Biggs’ (2003) constructive alignment framework to assure that curricular and course changes have both internal coherence and explicit learning outcomes.

Becoming an Activist

2018 ◽  
Author(s):  
Jonathan S. Coley
Keyword(s):  
Direct Action ◽  
Leadership Skills ◽  
Political Campaigns ◽  
Religious Institutions ◽  
Personal Lives ◽  
Christian Colleges And Universities ◽  
Lgbt Community ◽  
Educational Groups ◽  
To Come ◽  
Activist Groups

This chapter analyses the post-graduation political, career, and family plans of students who participate in LGBT activist groups at Christian colleges and universities. Graduates of direct action groups are, perhaps not surprisingly, the most likely to pursue future involvement in social movements and political campaigns, as they have gained skills in organizing and mobilizing other people. Graduates of educational groups tend to pursue humanistic careers, especially religious institutions, because they have gained leadership skills useful for creating change within existing institutions. Graduates of solidarity groups most commonly report changes in their future family plans, such as desires to enter into more equitable marital partnerships and raise tolerant and accepting children, because their organizations have provided them opportunities to reflect on their personal lives. Finally, graduates of all types of LGBT activist groups report immediate changes in their existing relationships with family members and friends, stating that they have found the courage to come out as members of the LGBT community and to discuss LGBT rights issues in their everyday conversations. The chapter contributes new insights on the biographical consequences of activist groups.

Engineering to Management Transition

2021 ◽  
pp. 105-123
Author(s):  
Leonidas Efthymiou ◽  
Epaminondas Epaminonda ◽  
Despo Ktoridou
Keyword(s):  
Mixed Methods ◽  
Focus Groups ◽  
Management Education ◽  
Leadership Skills ◽  
Cross Cultural ◽  
Management Theory ◽  
Cultural Understanding ◽  
Managing Diversity ◽  
Case Based Learning ◽  
Case Based

This chapter identifies the main challenges in the transition from engineering to management and discusses how management education may assist in this transition. Mixed methods were used to achieve the above. Initially, two focus groups were conducted, and at a later stage, 126 engineers reported through a questionnaire the most common challenges in the transition from engineering to management and then a few were also interviewed. Results demonstrate that skills such as delegation, communication, convincing, coaching, and guiding others pose important challenges. In relation to the second inquiry, it is proposed that, other than management theory, offering examples, opportunity to practice with feedback, and case-based learning can help minimise the challenges. Also, leadership skills, such as delegation, developing personality, cross-cultural understanding, and managing diversity, can be strategically used to facilitate learning in the field of engineering and better prepare engineers in their transition to management.

scholarly journals A Diagnostic Assessment for Introductory Molecular and Cell Biology

2010 ◽  
Vol 9 (4) ◽  
pp. 453-461 ◽  
Author(s):  
Jia Shi ◽  
William B. Wood ◽  
Jennifer M. Martin ◽  
Nancy A. Guild ◽  
Quentin Vicens ◽  
...  
Keyword(s):  
Student Learning ◽  
Cell Biology ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Basic Knowledge ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Statistical Parameters ◽  
Reliable Instrument ◽  
Selection Of

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology.

Facilitating Transfer of Learning in Professional Development Programs: A Cognitive-Behavioral Tool

2020 ◽  
pp. 237929812095353 ◽  
Author(s):  
Lisa A. Burke-Smalley ◽  
Mark E. Mendenhall
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
Management Education ◽  
Learning Transfer ◽  
Leadership Skills ◽  
Cognitive Behavioral ◽  
Development Programs ◽  
Primary Research ◽  
Behavioral Theories ◽  
Professional Development Programs

Cognitive-behavioral theories offer a long-standing theoretical approach in clinical psychology that has wide-ranging implications for management education. We designed a cognitive-behavioral–based learning transfer tool for executives to enhance their application of leadership skills from professional development programs. We summarize the primary research-based principles underlying this transfer tool for leadership development, provide a template, describe how the tool is used, and offer evidence of executives’ reactions to the tool at the beginning and end of a 9-month program.

Dorsal Light Response as an Index of Prey Preference in Bluegill (Lepomis macrochirus)

1975 ◽  
Vol 32 (10) ◽  
pp. 1860-1863 ◽  
Author(s):  
Gary L. Vinyard ◽  
W. John O’brien
Keyword(s):  
Lepomis Macrochirus ◽  
Light Response ◽  
Prey Preference ◽  
Planktivorous Fish ◽  
Experimental Conditions ◽  
Comparison Of Results ◽  
Prey Length ◽  
Actual Selection ◽  
Selection Of

An apparatus utilizing the variation in the dorsal light response of sight-feeding planktivorous fish when exposed to prey of various lengths, was used to measure the predator’s interest in particular prey. Comparison of results with actual selection of prey by fish under experimental conditions confirms the importance of prey length in determining the preference of these predators.

scholarly journals Biochemistry instructors' perceptions of analogies and their classroom use

2015 ◽  
Vol 16 (4) ◽  
pp. 731-746 ◽  
Author(s):  
MaryKay Orgill ◽  
Thomas J. Bussey ◽  
George M. Bodner
Keyword(s):  
Student Learning ◽  
Classroom Instruction ◽  
Molecular Processes ◽  
Cellular Energy ◽  
Reaction Coupling ◽  
Classroom Use

Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

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