Motivating and Engaging Student Pharmacists

2021 ◽  
Author(s):  
Cindy Leslie A. Roberson
Keyword(s):  
Engaging Student

scholarly journals Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

2019 ◽  
pp. 304-324
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Learning Performance ◽  
Control Group ◽  
Inquiry Based Learning ◽  
Web Programming ◽  
Experimental Group ◽  
Engaging Student

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

scholarly journals Teaching Ethics In The Financial Planning Curriculum: A Case Study

2011 ◽  
Vol 4 (3) ◽  
Author(s):  
Rosilyn H. Overton
Keyword(s):  
Financial Planning ◽  
Teaching Method ◽  
Ethical Standards ◽  
Student Interest ◽  
Teaching Ethics ◽  
Font Size ◽  
Planning Program ◽  
Engaging Student

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">A financial planning program should inform about ethical regulations and inspire students to internalize ethical standards so they become trustworthy. This case study discusses one teaching method for engaging student interest.</span></span></p>

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

Maintaining a Socially Just Classroom

2019 ◽  
pp. 196-211 ◽  
Author(s):  
Jose W. Lalas ◽  
Joanna Linda Lalas
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Cultural Capital ◽  
Ethical Decision Making ◽  
Funds Of Knowledge ◽  
Research Literature ◽  
Sociocultural Factors ◽  
Related Research ◽  
Situated Perspective ◽  
Engaging Student

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

Engaging student pharmacists to improve Hospital Consumer Assessment of Health Care Providers and Systems scores

2020 ◽  
Vol 12 (3) ◽  
pp. 297-301
Author(s):  
Corinne A. Allen ◽  
Petra T. Schultz ◽  
Marc L. Rivo ◽  
Jennifer L. Tharp ◽  
Cathy L. Lawson ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Care Providers ◽  
Hospital Consumer Assessment ◽  
Improve Hospital ◽  
Consumer Assessment ◽  
Engaging Student

scholarly journals Re-thinking employability with a literacies lens

2018 ◽  
Vol 8 (2) ◽  
pp. 164-178
Author(s):  
Alexandra Kendall ◽  
Amanda French
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Literacy Practices ◽  
Social Activity ◽  
Approaches To Learning ◽  
Self Esteem ◽  
Content Type ◽  
Social Theories ◽  
Funded Project ◽  
Engaging Student

Purpose The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning. Design/methodology/approach L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular. Findings This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace. Originality/value The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

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