scholarly journals Instructional Design for an Undergraduate Laboratory Course in Molecular Biophysics

2021 ◽  
Vol 2 (3) ◽  
pp. 41-54
Author(s):  
Monica D. Rieth
Keyword(s):  
Molecular Biophysics ◽  
Learning Goals ◽  
Topic Area ◽  
Problem Solving Skills ◽  
Course Content ◽  
Undergraduate Laboratory ◽  
Course Material ◽  
General Topic ◽  
Course Outcomes ◽  
Teaching Modality

ABSTRACT In this article, an approach to teaching molecular biophysics is described. The organization and course content has been carefully chosen and curated so that fundamental ideas in molecular biophysics can be taught effectively to upper classmen in higher education. Three general topic areas are introduced along with accompanying experiments that illustrate major principles related to each topic area. This article outlines an approach to organizing chosen course material and suggests multiple teaching activities within each major topic area: thermodynamics, kinetics, and structural biology. Subtopics are presented along with suggested laboratory experiments. The experiments are outlined in a way that they can be readily adopted by educators teaching a biophysical chemistry lab. The accompaniment of workshop exercises as an additional teaching modality is a component of the course intended to enhance the development of important problem-solving skills and comprehension of new content. Finally, a reflection on student feedback and course outcomes along with targeted learning goals is discussed.

scholarly journals ANALISIS KEMAMPUAN PEMECAHAN MASALAH PADA SOAL CERITA MATEMATIKA BERDASARKAN TEORI POLYA DITINJAU DARI ADVERSITY QUOTIENT

2020 ◽  
Vol 2 (1) ◽  
pp. 105-128
Author(s):  
Novita Nurul Aini ◽  
Mohammad Mukhlis
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Mathematical Reasoning ◽  
Linear Equations ◽  
Learning Goals ◽  
Problem Solving Skills ◽  
Data Presentation ◽  
Validity Test ◽  
Descriptive Research ◽  
Qualitative Descriptive

One of the studen learning goals mathematics is mathematical reasoning for outcomes training student to solve the problems. One of the problems faced by students is word questions. There are several students responses in dealing with word question which is known as Adversity Quotient. This research aims to describe the students' problem solving skills in system of three-variable linear equations subject based on Polya's theory in terms of Adversity Quotient. This is a qualitative descriptive research with three subjects of students class X IPA 1 SMAN Arjasa Jember, there are one climber student, one camper student and one quitter student. These subjects took purposive sampling with consideration according to the results of questionnaire scores that meet each of the criteria of Adversity Quotient. Data collection techniques used were questionnaires, tests, interviews and observations. The validity test used is technical triangulation. Data analyzed through data condensation, data presentation and conclusion drawing. The results showed that student with the type of climber was able to meet all the indicators of problem solving in the problem of the word questions which included indicators of understanding the problem, planning the solution, carrying out the plan of solving and re-checking. Camper type student met all indicators of problem solving except at the re-checking stage. Quitter type student in completing word questions met the stage of understanding the problem and planning the solution, while the stage of carrying out the plan and re-checking is not fulfilled by the quitter student.

scholarly journals Creating gameful experience in the object-oriented programming classroom: A case study

2018 ◽  
Vol 6 (1) ◽  
pp. 30-53
Author(s):  
Mathupayas Thongmak
Keyword(s):  
Extrinsic Motivation ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Card Game ◽  
Classroom Activity ◽  
Group Discussions ◽  
Problem Solving Skills ◽  
Course Content ◽  
Assessment Activity ◽  
Main Construct

Gamification has become popular in education. However, gamified classroom activity together with assessment activity are not yet much explored. In this study, the gamification was tested by assigning students enrolling in a programming concept class (object-oriented programming using Java) to play a simple card game and contest their programs involving the card game with others. The simple card games are chosen to decrease an instructor’s burden. The results of the focus group discussions show that gamified classroom activity could enhance students’ problem solving skills, engagement, attention to the course content, enjoyment and friendship, understanding, and creativity. The gamified assessment activity also lets students have more time to solve problems, clearly understanding the problems, increasing their confidence, decrease recitation, and reduce their stress. Intrinsic motivation is the main construct driving students to engage in gamification, supported by students’ extrinsic motivation.

Question Development in Two Online Graduate Teacher Education Courses

2013 ◽  
Vol 3 (4) ◽  
pp. 68-84
Author(s):  
Lynda R. Wiest ◽  
Eleni Oikonomidoy
Keyword(s):  
Teacher Education ◽  
Course Content ◽  
Sociocultural Perspectives ◽  
Self Study ◽  
Decision Making Processes ◽  
Course Material ◽  
Graduate Teacher Education ◽  
Question Development ◽  
Student Discussion ◽  
Education Courses

The authors conducted a self-study of the questions they developed for student discussion in their respective fully online graduate teacher education courses. Through individual and joint analyses of their decision-making processes and the resulting question content, the authors found that they had used both similar and different approaches to question development, influenced in part by their differing course content. Their deliberate decisions in developing questions for student discussion at times served, but in some cases constrained, course goals to have students address equity/diversity content candidly and in sufficient complexity. The authors found participating in a self-study with a colleague who had similar sociocultural perspectives useful for helping them undertake more exacting self-analyses that could lead to greater change in future development of course material.

An International Perspective on Risk Communications: Adapting to Safety Demands in the Emerging Global Economy

2007 ◽  
Vol 51 (20) ◽  
pp. 1403-1405
Author(s):  
Michael J. Kalsher ◽  
Freija van Duijne
Keyword(s):  
Risk Communication ◽  
Global Economy ◽  
Panel Discussion ◽  
International Perspective ◽  
Discussion Session ◽  
Topic Area ◽  
Risk Communications ◽  
Ways Of Thinking ◽  
General Topic ◽  
New Research

The purpose of this session is to explore alternative ways of thinking about risk communication in an effort to spark new research that will be responsive to the increasingly complex safety demands of the new millennium in a rapidly shrinking world. To accomplish these objectives, we have assembled a group of international scholars and practitioners who have published and/or worked extensively in the general topic area. One feature of this panel discussion session that is unique is that each participant will present data relevant to a particular set of risk communication issues in their respective countries. A synopsis of this work is outlined in the summary that follows.

Assessing Student Learning Outcomes in the Introductory Accounting Information Systems Course Using the AICPA's Core Competency Framework

2007 ◽  
Vol 21 (1) ◽  
pp. 149-169 ◽  
Author(s):  
Ronald J. Daigle ◽  
David C. Hayes ◽  
K. E. Hughes
Keyword(s):  
Student Learning ◽  
Core Competency ◽  
Competency Framework ◽  
Learning Goals ◽  
University Administrators ◽  
Accounting Information Systems ◽  
Course Content ◽  
Indirect Measures ◽  
Self Assessments ◽  
College Of Business

This paper describes a unique learning outcome process for the assessment of an undergraduate course in AIS. Learning expectations targeted for assessment are the “functional competencies” promulgated in the AICPA's Core Competency Framework for Entry into the Accounting Profession (Framework) (1999). This paper first frames the importance of assessment for motivating faculty to foster “continuous improvement” in student learning, as well as demonstrating accountability to public officials, accreditation bodies, and university administrators. The paper then focuses on a specific example (case study) of AIS course assessment. Evidence of student learning is observed, albeit imperfectly, through triangulation of multiple direct measurements, supplemented by indirect measures such as student self-assessments. Results indicate that students became more competent in certain functional competencies and also reflect that the expected emphasis on certain competencies to be gained in the AIS course required modification to the assessment plan. AIS instructors were also able to leverage assessment information for improving the consistency of course content and pedagogy in future semesters. Triangulation, therefore, provides evidence that the AIS course achieved its student learning goals while meeting departmental objectives, including successfully supporting the AACSB's maintenance of accreditation review for the College of Business.

How an entry-level, interdisciplinary sustainability course revealed the benefits and challenges of a university-wide initiative for sustainability education

2015 ◽  
Vol 16 (5) ◽  
pp. 729-747 ◽  
Author(s):  
Nicholas C Coops ◽  
Jean Marcus ◽  
Ileana Construt ◽  
Erica Frank ◽  
Ron Kellett ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Learning Goals ◽  
First Year ◽  
Content Type ◽  
Course Content ◽  
Entry Level ◽  
Early Entry ◽  
Informal Assessment ◽  
Ready Availability ◽  
Sustainability Curriculum

Purpose – Delivery of sustainability-related curriculum to undergraduate students can be problematic due to the traditional “siloing” of curriculum by faculties along disciplinary lines. In addition, while there is often a ready availability of courses focused on sustainability issues in the later years of students’ programs, few early entry-level courses focused on sustainability, broad enough to apply to all disciplines, are available to students in the first year of their program. Design/methodology/approach – In this paper, we describe the development, and preliminary implementation, of an entry-level, interdisciplinary sustainability course. To do so, the authors describe the development of a university-wide initiative designed to bridge units on campus working and teaching in sustainability areas, and to promote and support sustainability curriculum development. Findings – The authors describe the conceptual framework for organising course content and delivery. The authors conclude with an informal assessment of the successes and challenges, and offer learning activities, student assessments and course administration recommendations for consideration when developing courses with similar learning goals. Originality/value – The positive and negative experiences gained through developing and offering a course of this nature, in a large research-focused university, offers knew insights into potential barriers for implementing first-year cross-cutting sustainability curriculum.

scholarly journals Beyond lecture capture: Creating digital video content for online learning - a case study

2019 ◽  
Vol 16 (1) ◽  
pp. 98-108
Author(s):  
Stuart Dinmore ◽  
Keyword(s):  
Teaching And Learning ◽  
Digital Video ◽  
Production Equipment ◽  
Media Production ◽  
Skill Sets ◽  
Minimum Requirement ◽  
Course Content ◽  
Usage Patterns ◽  
Course Material

Use of multimedia for teaching and learning, particularly digital video, has become ubiquitous in higher education. This is driven in part by the growth in blended pedagogies and an increase in students learning solely or partly online. It is also influenced by relatively inexpensive media production equipment, faster internet speeds, student access to mobile devices and a rise in media production skill sets. Where students are studying solely online, this content becomes essential as it replaces the traditional lecture in the design of the course (“course” refers to individual course, subject or unit of study). Digital video can be an extremely effective way to reach students with course content. One of the main benefits is the flexibility it affords. Students can view the course material when and where they like, on multiple devices. They can rewind, slow down or speed it up – they can revisit particular videos prior to assessments. There have been two primary drivers of the development process of this content. Firstly, a focus on high quality, and secondly, a focus on accessibility. Videos have the potential to be more inclusive as they are accessible to students with a range of disabilities. We have included subtitles with all videos as a minimum requirement. What follows is a case study on the creation and distribution of a large volume (around 6000 items) of digital content designed to support teaching and learning in a newly created suite of completely online undergraduate degrees. This case study will outline the various challenges which are presented by creating and supporting this volume of material and is informed by the results of a survey of students, detailing their usage patterns and habits.

scholarly journals Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance

2019 ◽  
Vol 18 (2) ◽  
pp. ar12 ◽  
Author(s):  
James E. Cooke ◽  
Laura Weir ◽  
Bridgette Clarkston
Keyword(s):  
Student Performance ◽  
Two Stage ◽  
Course Content ◽  
High Performing ◽  
Number Of Factors ◽  
Time Period ◽  
Long Time ◽  
Course Material ◽  
Time Periods ◽  
Content Retention

Multistage collaborative exams are implemented to enhance learning and retention of course material. However, the effects of multistage collaborative exams on retention of course content are varied. These discrepancies may be due to a number of factors. To date, studies examining collaborative exams and content retention have used questions that all, or mostly, require students to select an answer, rather than generate one of their own. However, content retention can improve when students generate their own responses. Thus, we examined the effect of collaborative exams with open-ended questions on retention of course content. Retention was measured at two time periods; one relatively shortly (9 days) following a collaborative exam and another over a longer time period (23 days). Furthermore, we examined whether content retention differed for low-, mid-, or high-­performing students. Our results suggest that collaborative exams offer retention benefits at relatively long time periods between pre- and posttests, but not over shorter time periods. Retention varied across students in different performance categories. Our study, the first to use only open-ended questions, showed relatively small effects compared with studies using multiple-choice or fill-in-the-blank format, but still suggest that collaborative exams can aid in content retention.

The practice of professional skills and civic engagement through service learning

2018 ◽  
Vol 8 (4) ◽  
pp. 422-437 ◽  
Author(s):  
Shuhui Sophy Cheng
Keyword(s):  
Service Learning ◽  
Digital Media ◽  
Interpersonal Communication ◽  
Traditional Learning ◽  
Community Service Learning ◽  
Problem Solving Skills ◽  
Content Type ◽  
Course Material ◽  
Service Learning Projects ◽  
Learning Projects

Purpose The purpose of this paper is to explore the community service learning initiative among Taiwanese communication students by examining the link between the value of work-based learning and learning outcomes from the applied classroom projects. Design/methodology/approach This study involves the applied classroom projects. Data are captured in both quantitative (i.e. survey) and qualitative methods (i.e. reflective papers). The survey is designed to measure general attitudes and perceptions of service learning students. The reflective papers focus on the participants’ expectations of the service learning outcome. Findings The findings suggest that work-based and service learning projects are beneficial for the students, faculty, university and community partners. As an extension of experiential learning, students acquire a deeper understanding of the course material, gain practical expertise in the real world, develop interpersonal communication skills and engage in civic responsibility. Practical implications This study supports the notion that service learning engagements help students develop problem-solving skills. It is suggested that since the content of traditional learning in the discipline of communication has changed extensively over the past decades (i.e. from traditional media to new digital media), service learning can be a complimentary tool to not only broaden students’ learning, but to also expand their professional horizons and opportunities. Originality/value The current study expands existing theory and advances our understanding of service learning in the discipline of communication in a Taiwanese context. With practical roots embedded in Western educational initiatives linking service learning to higher education, this paper reveals that service learning does work across cultures as well.

scholarly journals Musings of a student librarian: a case report of taking a course in health librarianship

2014 ◽  
Vol 31 (3) ◽  
pp. 95
Author(s):  
Lina Ma
Keyword(s):  
Case Report ◽  
Student Learning ◽  
Reflective Practice ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Health Sciences ◽  
Course Content ◽  
Class Environment ◽  
Course Material ◽  
Student Reflections

One student's experience with taking a course in health librarianship at the graduate level is presented. Reflective practice is used to discuss course content, instructional methods, student learning outcomes, and the challenges presented by the course material and in-class environment. Student reflections are combined with a discussion of relevant issues in health sciences librarianship.

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