scholarly journals Developing a Validity Argument for an Inference-Making and Reasoning Measure for Use in Higher Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Tia Fechter ◽  
Ting Dai ◽  
Jennifer G. Cromley ◽  
Frank E. Nelson ◽  
Martin Van Boekel ◽  
...  
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Inference Making ◽  
Course Enrollment ◽  
Validity Argument ◽  
Stem Majors ◽  
University Personnel ◽  
Education Interventions ◽  
Reasoning Skills ◽  
Measuring Tool

The Inference-Making and Reasoning in Biology (IMRB) measure is an assessment tool intended to 1) aid university personnel in advising students on course enrollment, 2) identify students in need of interventions to increase their reasoning skills and likelihood of completing STEM majors, 3) support instructors in determining growth in students’ reasoning skills, and 4) provide a measuring tool to gauge success of higher-education interventions intended to increase reasoning skills. Validity arguments for these four uses of the IMRB are provided by implementing a validity argument approach. This work exemplifies the advantages of framing validation studies within a validity argument framework.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals Threats and vulnerabilities of the academic profession vs university personnel potential development

2020 ◽  
Vol 47 (5) ◽  
pp. 440-450
Author(s):  
Svetlana V. Lobova ◽  
Keyword(s):  
Higher Education ◽  
Academic Profession ◽  
Academic Community ◽  
Ministry Of Education ◽  
Main Research ◽  
Higher Education System ◽  
University Personnel ◽  
Scientific Periodical ◽  
Analysis And Synthesis ◽  
The University

The formation and development of the university's personnel potential is one of the conditions for joining the project to support higher education organizations announced by the Ministry of Education and Science of the Russian Federation in June 2020. The project is called the Strategic Academic Leadership Program. The fulfillment of this condition cannot be carried out without overcoming the limitations and effective responses to the challenges that are associated with the academic profession. The article is a review. Its purpose is to study threats and barriers to the development of the university’s personnel potential. It is shown that as internal threats one should consider the high stressfulness of faculty activities, violation of their personal safety and low loyalty; the barrier is the vulnerability of the academic profession. The research focuses on the current staff of Russian universities. The main research methods are analysis and synthesis of relevant scientific periodical literature. The main result of the study is the position that the presence of threats and vulnerabilities in the academic profession entails consequences that have a devastating effect not only on the personality of the teacher, the university, the academic community, but also on the higher education system as a whole, catalyze the departure of teachers from the academic profession, and prevent the preservation of and the development of the university personnel potential, ensuring the competitiveness and attractiveness of the university.

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

scholarly journals Emergency care education in South Africa and the unique requirement of physical preparedness: A scoping review

2021 ◽  
Vol 18 ◽  
Author(s):  
Dagmar Muhlbauer ◽  
Craig Vincent-Lambert ◽  
Yoga Coopoo
Keyword(s):  
Higher Education ◽  
Scoping Review ◽  
Emergency Care ◽  
Assessment Tool ◽  
Current Knowledge ◽  
Assessment Tools ◽  
Knowledge Gap ◽  
Care Education ◽  
Narrative Literature Review ◽  
Task Oriented

Introduction The Bachelor Degree in Emergency Medical Care (BEMC) is a unique program in that students operate in both emergency care and rescue contexts, unlike international paramedic degree programs which focus only on emergency care. The learning activities associated with the rescue content are physically strenuous and therefore BEMC students need to be physically and mentally prepared to engage in diverse austere environments. Although South African BEMC programs have a common medical rescue curriculum, approaches to the training and assessment of physical preparedness vary between the institutions. The objective of this research was to explore the knowledge gap through the review of literature that describes the unique physical preparedness requirements in the field of emergency care education. Methods We conducted a scoping review in the form of a narrative literature review. Results Seventy-five (n) articles were initially identified, however, only four were relevant to the objective of this study. This highlighted the paucity of literature describing the unique physical fitness requirements of the BEMC program and the current challenges experienced by educators in the field. Conclusion While physical preparedness training exists in higher education institutes and there are assessments conducted at these higher education institutes, none of these assessment tools have yet been scientifically validated which creates a challenge for educators. The current knowledge gap within EMC education is therefore the absence of a scientifically validated task-oriented physical preparedness assessment tool which addresses the desired physical attributes and abilities of EMC students linked to the BEMC curriculum and associated learning experiences.

A Game-Based Student Response System

2022 ◽  
pp. 903-915
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

HIGHER EDUCATION INTERVENTIONS IN THE EU FUNDING CONTEXT DURING 2007 – 2013 PROGRAMING PERIOD IN BULGARIA

2015 ◽  
Vol 3 ◽  
pp. 313-317
Author(s):  
Peter Ivanov
Keyword(s):  
Higher Education ◽  
Smart Growth ◽  
The European Union ◽  
Structural Funds ◽  
Science And Education ◽  
Education Interventions ◽  
Operational Program ◽  
The Impact ◽  
Program Science ◽  
The Eu

This article presents an analysis of the interventions supporting specific public policies, in the field of higher education, in Bulgaria. These fall within the framework of the European Union structural funds of the 2007 – 2013 program. The paper identifies the types of operations and financial allocations according to their mode of intervention, and reports on the impact of their implementation. It concludes with recommendations for the new operational program, “Science and education for smart growth 2014 – 2020.”

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