Evolution and expansion of a resident teaching and learning program sponsored by a school of pharmacy

2018 ◽  
Vol 75 (19) ◽  
pp. 1478-1485 ◽  
Author(s):  
Erika L. Kleppinger ◽  
Kristen L. Helms ◽  
Channing R. Ford ◽  
Allison Chung ◽  
Amy R. Donaldson
Keyword(s):  
Teaching And Learning ◽  
Learning Program ◽  
Resident Teaching

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

scholarly journals Concentration on Learning Program Development in Islamic Education

2018 ◽  
Vol 2 (2) ◽  
pp. 213
Author(s):  
Dalmeri Mawardi ◽  
Supadi Supadi
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
Islamic Education ◽  
Learning Approach ◽  
New Paradigm ◽  
Learning Program ◽  
Global Era ◽  
Contextual Teaching ◽  
Good Relation ◽  
Character Building

An effort to educate learner in Islamic education as an order to the learner be able to change character and behavior. For Islamic education, learner hoped to be able to understand whole Islamic teachings and comprehend the aim of Islamic education entirely. Islamic subject Learning system has planned systematically and referred to learning components which have oriented to the new paradigm and the application of contextual teaching and learning approach; the class condition will be conducive and comfortable for the learner to be motivated to learn Islamic subject. In contextual teaching and learning approach be able to direct the process of Islamic teaching and learning for growing learner good behavior, character building, and moral values that will become human who has proper responsibility, emotional, intellectual, and human who has emotional intelligence in developing the learner potency in applying of Islamic educational making good relation between God with human being and doing whole Islamic teachings in Global Era. How the learner knows about Islamic teachings, but it discusses what has known and realized by learner after learning.? Learner hoped to be able to have a strong desire and a high commitment to understand and apply Islamic teachings.Suatu upaya mendidik peserta didik dalam pendidikan Islam agar siswa dapat mengubah karakter dan perilaku. Melalui pendidikan Islam, pelajar berharap dapat memahami seluruh ajaran Islam dan memahami sepenuhnya tujuan dari pendidikan Islam. Sistem pembelajaran mata pelajaran pendidikan Islam harus direncanakan secara sistematis dan harus mengacu pada komponen pembelajaran yang berorientasi pada paradigma baru dan penerapan pendekatan pembelajaran kontekstual, kondisi kelas akan kondusif dan mudah bagi peserta didik untuk termotivasi belajar Islam objek kajiannya. Tentunya pendekatan pembelajaran kontekstual dapat mengarahkan proses pembelajaran dan pembelajaran keislaman untuk menumbuhkan perilaku baik peserta didik, pembentukan karakter, dan nilai-nilai moral yang akan menjadi manusia yang memiliki tanggung jawab baik, emosional, intelektual, dan manusia yang memiliki kecerdasan emosional dalam mengembangkan potensi pelajar dalam menerapkan pendidikan Islam membuat hubungan yang baik antara Tuhan dengan manusia dan melakukan seluruh ajaran Islam di Era Global. Bagaimana pelajar tahu tentang ajaran Islam, tetapi membahas tentang apa yang telah diketahui dan disadari oleh pelajar setelah belajar? Setiap peserta didik dapat termotivasi serta memiliki keinginan yang kuat dan komitmen yang tinggi untuk mewujudkan dan menerapkan ajaran Islam.

Study Abroad in Graduate Adult Learning Curriculum

2016 ◽  
pp. 215-232
Author(s):  
Robin Rimmer Hurst
Keyword(s):  
Adult Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Global Perspectives ◽  
Virginia Commonwealth University ◽  
Changing Demographics ◽  
Study Abroad Program

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

Cognitive Processes in Fashion Design

2017 ◽  
pp. 205-222
Author(s):  
Geraldo Coelho Lima Júnior
Keyword(s):  
Learning Environment ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
The Body ◽  
Fashion Design ◽  
Key Factors ◽  
Learning Program ◽  
Design Students ◽  
Visually Handicapped

This chapter is concerned with the teaching and learning of modelling in fashion design courses. Following a series of observations, it was found that fashion design students, with normal sight, have difficulties in fully understanding how an item of clothing can be transposed to a modelling display bust, which represents the body of the wearer. The same obstacle affects visually-handicapped students. This study seeks to explore ways of overcoming this problem. It involves seeking to introduce features into teaching that can allow a comprehensive learning program to be taught and in particular, to concentrate on certain key factors - cognition, constancy and abstraction - with regard to the information on fashion projects that can be found in the surrounding learning environment.

A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction

2017 ◽  
pp. 198-225
Author(s):  
Hsiu-Jen Cheng
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Performance ◽  
Learning Program ◽  
Teacher Training Program ◽  
Chinese Learners ◽  
Chinese Learning ◽  
Pre Service Teacher

This chapter aims to introduce the integration of TPACK into a Chinese pre-service teacher training program and discuss its outcomes and challenges. First, the concept of TPACK was introduced and relevant TPACK research and its constraints in the previous studies were discussed. Through the partnership between a Chinese pre-service teacher training program in Taiwan and a Chinese learning program in the States, the author developed a Teaching and Learning Model, entitled TL-TPACK model, integrating practicum, course design, advisors, peer cooperation, and reflections—five training strategies to ensure the training and learning outcome. At the end of the chapter, an empirical Chinese pre-service teacher training study applying the TL-TPACK model was conducted to investigate pre- service teachers' seven TPACK competences and Chinese learners' learning performance. Finally, research implications and suggestions for future studies were discussed.

scholarly journals A “Pedagogy of Discomfort”? Experiential Learning and Conflict Analysis in Israel-Palestine

2019 ◽  
Vol 21 (1) ◽  
pp. 78-96
Author(s):  
Naomi Head
Keyword(s):  
Experiential Learning ◽  
International Relations ◽  
Social Transformation ◽  
Teaching And Learning ◽  
Olive Tree ◽  
Conflict Analysis ◽  
Learning Program ◽  
Pedagogy Of Discomfort ◽  
Affective Dimensions

Abstract A “pedagogy of discomfort” (Boler 1999) recognizes the degree to which epistemology, emotions, and ethics are closely entwined both within and beyond our classrooms shaping who, what, where, why, and when we can see. It recognizes not only the intellectual and cognitive focus of education but also its embodied and affective dimensions. A pedagogy of discomfort which engages with the historically, politically, and ideologically contested and the emotionally invested subject of Israel/Palestine offers one way to engage in the teaching and learning of conflict analysis, and to support the development of active and critical student-citizens. This article suggests that experiential learning can support the development of pedagogical discomfort and explores this in the context of the Olive Tree Initiative, a narrative-based and experiential learning program for undergraduate politics and international relations students that focuses on Israel/Palestine. Drawing on student testimony, this article explores the ways in which the program plays a role in challenging dominant social, political, and emotional beliefs in order to create possibilities for individual and social transformation. It also reflects on some of the challenges and limitations posed by this approach, and engages with questions of emotions, vulnerability, and ambiguity in and beyond the classroom.

Active Teaching and Learning: The State of the Literature

2010 ◽  
Author(s):  
Jeffrey S. Lantis ◽  
Kent J. Kille ◽  
Matthew Krain
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Role Playing ◽  
Knowledge Retention ◽  
International Studies ◽  
Student Interest ◽  
Learning Approaches ◽  
Learning Program ◽  
Educational Objectives ◽  
Active Teaching

The literature on active teaching and learning in international studies has developed significantly in recent decades. The philosophy behind active teaching approaches focuses on the goal of empowering students and promoting knowledge retention through engagement and experiential learning. Teacher-scholars in many different disciplines have contributed to a wide and increasingly deep literature on teaching with purpose. They identify best practices, including the importance of designing exercises that have clear educational objectives, exploring examples and alternative ways of engaging students, detailing clear procedures, and implementing assessment protocols. Examples of popular and successful active teaching and learning approaches include teaching with case studies and problem-based learning in international studies, where students confront the complexities of an issue or puzzle, and reason through potential solutions. Other instructors employ structured debates in the classroom, where students are assigned common reading materials and then develop arguments on one side or another of the debate in order to critically examine issues. More teachers are engaging students through use of alternative texts like literature and films, where reading historical narratives, memoirs, or even graphic novels may help capture student interest and promote critical thinking and reflection. In addition, simulations and games remain very popular—from simple in-class game theory exercises to semester-long role-playing simulations of international diplomacy. Studies show that all of these approaches, when implemented with clear educational objectives and intentionality, can promote student learning, interest, and retention of knowledge and perspectives. Finally, teacher-scholars have begun to embrace the importance of assessment and thoughtful reflection on the effectiveness of active teaching and learning techniques for the international studies classroom. Evidence regarding the achievement of learning outcomes, or potential limitations, can help inform improvements in experiential learning program design for future iterations.

scholarly journals Reflections on a bilingual peer assisted learning program

2015 ◽  
Vol 29 (3) ◽  
pp. 284-297 ◽  
Author(s):  
Jin Cui ◽  
Tairan Kevin Huang ◽  
Corinne Cortese ◽  
Matthew Pepper
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Academic Staff ◽  
Structured Interviews ◽  
Learning Program ◽  
Peer Assisted Learning ◽  
Content Type ◽  
Bilingual Teaching ◽  
Starting Point ◽  
High Level

Purpose – The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/methodology/approach – A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings – Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/value – Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

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