Setting the Stage for Professionalism

2011 ◽  
pp. 147-160
Author(s):  
Lynn Hanson ◽  
Meredith A. Love
Keyword(s):  
Role Playing ◽  
Disruptive Innovation ◽  
Professional Writing ◽  
Writing Classroom ◽  
Student Survey ◽  
Advanced Students ◽  
Writing Students ◽  
Professional Self ◽  
Upper Level ◽  
Survey Responses

This chapter discusses the problem of professional writing students transitioning from an academic environment to a work environment. Even the best students struggle in their upper-level courses as instructors expect a higher level of professionalism from their more advanced students. The authors argue that the conflict between the “student” identity and the “professional” identity should be made explicit in the writing classroom. Students can learn to develop and perform new professional roles by employing a theatrical approach, a disruptive innovation that adopts Constantin Stanislavsky’s system to the professional writing classroom. Although the approach begins as role-playing, the emphasis is on becoming the professional self. Specific assignments, projects, and student survey responses are discussed.

scholarly journals Educated Choices Program: An Impact Evaluation of a Classroom Intervention to Reduce Animal Product Consumption

2020 ◽  
Author(s):  
Christopher John Bryant ◽  
Courtney Dillard
Keyword(s):  
Educational Intervention ◽  
Student Attitudes ◽  
Large Scale ◽  
Comprehensive Evaluation ◽  
Cost Effective ◽  
Educational Interventions ◽  
Student Survey ◽  
Strong Basis ◽  
Effective Interventions ◽  
Survey Responses

In this comprehensive evaluation of Educated Choices Program’s educational intervention, we report on our analysis of 95,241 student survey responses. We are excited to share these findings for a number of reasons. First and foremost, our analysis clearly demonstrates the effectiveness of this educational intervention in positively impacting student attitudes, behavioral intentions and self-reported behaviors in regard to their food choices. The scale of the dataset and the comprehensive nature of the analyses conducted provides a strong basis for funding considerations for educational interventions. This is particularly heartening because similar impacts have been difficult to find in other consumer-facing advocacy interventions. As will be highlighted later in the report, ECP’s model of intervention is both high quality and cost effective, allaying some fears about the feasibility of deploying effective interventions of this nature on a large scale.

The Importance of a Collaboratory

2018 ◽  
pp. 492-506
Author(s):  
George P. Banky
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Student Survey ◽  
Post Intervention ◽  
Computer Laboratory ◽  
Group Problem Solving ◽  
The Mean ◽  
Software Utility ◽  
Survey Responses

Researchers have identified active collaborative learning and membership in learning communities as factors that facilitate the engagement of learners. In the reported student engagement study, a commercially available software utility was used to establish such an environment in a computer laboratory. This chapter addresses the following issues: will collaborative learning result in more student engagement and what type of software will support such activity? The collected data includes anonymous survey responses, mean marks for assessable components, and tutorial attendance figures for 2011 (pre-intervention) and 2012 (post-intervention) and 2013 (modified content with post-intervention style delivery). Freeform responses in the anonymous student survey were positive towards the experience. In 2012 with respect to those of 2011, mean assignment and tutorial participation marks for the students improved, while those for other assessable components appeared to have worsened. Student engagement, as reflected in tutorial attendance and assignment marks, were better in 2012. In 2013, the study was repeated with the focus of the tutorials changed to group problem solving with the tutorial participation reflecting student contributions during such sessions. The mean marks for the exam, the laboratory participation and for the course improved over those for 2012 and 2011, respectively. The other means slightly improved over those for 2011 but were slightly worse for those for 2012.

scholarly journals Transitional Writing and "Third Space" Learning: Professional Writing Students and the Work Experience

1969 ◽  
Vol 23 (1) ◽  
Author(s):  
Diana Wegner
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Activity Theory ◽  
Work Experience ◽  
Third Space ◽  
Weak Links ◽  
Professional Writing ◽  
Long Term Study ◽  
Writing Students ◽  
Problem Solve

This paper is based on a long-term study of professional writing students in an internship, "work experience" course. Building upon work theorizing the problematic gap between classroom instruction and workplace practice, this study extends analysis to explore the role of transitional pedagogy in the learning dynamics that populate the "space between" the classroom and the workplace. It shows how students use both their acquired strategic resourcefulness and tools such as transitionally located scaffolding structures to facilitate workplace participation. The analysis is framed largely by learning community theory and activity theory, with emphasis on the concepts of developmental transfer and consequential transition, which prove productive for elucidating the nature of transformative learning and for assessing the effects of transitional pedagogy. I examine both conventional on-site work placements and the additional challenges that off-site internships present. The evidence here suggests that an effective transitional writing pedagogy should aim to create a transitional community of practice, a "back region" or "third space" where students and mentors can problem-solve and share resources. Findings support recent elaborations of activity theory in contexts of transitional learning and educational reform, and reinforce the need to strengthen weak links in school-employer work experience collaborations.Key words: internship, learning community, activity theory, developmental transfer

scholarly journals Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lisa B. Limeri ◽  
Nathan T. Carter ◽  
Jun Choe ◽  
Hannah G. Harper ◽  
Hannah R. Martin ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Growth Mindset ◽  
Academic Experiences ◽  
Five Factors ◽  
Stem Students ◽  
Upper Level ◽  
Survey Responses

Abstract Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.

scholarly journals A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

2018 ◽  
Vol 17 (2) ◽  
pp. ar31 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Lu Ding ◽  
Michelle D. Stephens ◽  
Michelene T. H. Chi ◽  
Sara E. Brownell
Keyword(s):  
Grade Point Average ◽  
Science Studies ◽  
Crossover Design ◽  
Student Survey ◽  
Grade Point ◽  
Prior Literature ◽  
Unexplored Area ◽  
Large Enrollment ◽  
Survey Responses ◽  
The Impact

Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. We compared videos featuring only an instructor (instructor-only videos) with videos featuring an instructor tutoring a student (instructor–tutee videos). We analyzed student survey responses and weekly physiology quiz scores and found that students preferred, enjoyed, and valued the instructor-only videos significantly more than the instructor–tutee videos. In contrast to prior literature, students with a grade point average (GPA) below the median (3.49) performed significantly better on physiology quizzes after watching instructor-only videos compared with instructor–tutee videos. Students with a GPA at or above the median performed equivalently on physiology quizzes after watching instructor-only or instructor–tutee videos. We present this study as an example of bringing cognitive science studies into the context of a real physiology classroom.

scholarly journals A New EHR Training Curriculum and Assessment for Pediatric Residents

2017 ◽  
Vol 08 (04) ◽  
pp. 0994-1002 ◽  
Author(s):  
Kathryn Stroup ◽  
Benjamin Sanders ◽  
Bruce Bernstein ◽  
Leah Scherzer ◽  
Lee Pachter
Keyword(s):  
Clinical Education ◽  
Self Efficacy ◽  
Phase 1 ◽  
Role Playing ◽  
Training Curriculum ◽  
Before And After ◽  
Time Required ◽  
Conventional Classroom ◽  
Proficiency Scores ◽  
Survey Responses

Background Conventional classroom Electronic Health Record (EHR) training is often insufficient for new EHR users. Studies suggest that enhanced training with a hands-on approach and closely supported clinical use is beneficial. Objectives Our goals were to develop an enhanced EHR learning curriculum for Post Graduate Year 1 (PGY1) residents and measure changes in EHR skill proficiency, efficiency, and self-efficacy. Methods A novel three-phase, multimodal enhanced EHR curriculum was designed for a cohort of PGY1 residents. After basic training, residents began phase 1 of enhanced training, including demonstrations, live practice, and order set review. Phase 2 involved skills-oriented assignments, role playing, and medication entry. Phase 3 included shadowing, scribing histories, and supervised order entry. Residents' EHR skills and attitudes were measured and compared before and after the enhanced curriculum via proficiency test and a survey of efficiency and self-efficacy. Results Nineteen of 26 PGY1 residents participated in the study (73%). There was significant improvement in mean proficiency scores and two of the five individual proficiency scores. There were significant improvements in most efficiency survey responses from pre- to postintervention. For the self-efficacy presurvey, many PGY1s reported to be “very” or “somewhat confident” performing each of the five tasks, and perceptions did not improve or worsened on most postsurvey responses. The greatest resource was the time required to design and deliver the enhanced training. Conclusion An enhanced training curriculum along with a proficiency assessment was developed and described here. An enhanced training curriculum significantly improved PGY1 EHR efficiency and some measures of proficiency but not self-efficacy. This intervention may support improved EHR-related clinic workflows, which ultimately could enable residents and preceptors to prioritize patient care and time for clinical education.

scholarly journals Students’ Multilevel Artistic and Pedagogical Communication Mastering

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Lidiia Ivanivna Lymarenko ◽  
Nataliia Hunko ◽  
Tetiana Kornisheva ◽  
Mykola Pichkur ◽  
Olena Shevtsova ◽  
...  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Role Playing ◽  
Future Teachers ◽  
Self Sufficiency ◽  
Self Development ◽  
Professional Self ◽  
Multi Level ◽  
Theatre Pedagogy ◽  
Characteristic Features

The article substantiates the feasibility of introducing student theatre in the professional training of future teachers on the basis of generalizing the experience of theatre pedagogy. The student theatre is considered as a form of art and pedagogical activity, oriented on personal development, self-development, and improvement of creative abilities of future teachers, formation of professional self-sufficiency by means of multilevel artistic and pedagogical communication in the system of higher pedagogical education. The characteristic features of the phenomenon of “artistic and pedagogical communication” are analysed and considered in two conceptual meanings: artistic and pedagogical. The multi-level artistic and pedagogical communication of the student theatre is defined as the interdependent process of professional training of future teachers, which integrates the internal and external interaction of subjects of artistic and creative activity. In this regard, the multi-level artistic and pedagogical communication of the students' theatre participants is presented as a consistent acquirement of role-playing in the process of certain levels of artistic and pedagogical communication. The characteristics of the levels of artistic and pedagogical communication are divided into: contemplative-oriented, creative-performing, artistic-active, and art studies. The article gives a determination of criteria and corresponding levels of mastering of multilevel artistic and pedagogical communication by future teachers.

scholarly journals Developing a Co-Curricular Activity to Introduce Student Pharmacists to the Cultural Proficiency Continuum Framework

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Edgar S. Diaz-Cruz ◽  
Angela M. Hagan
Keyword(s):  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Cultural Proficiency ◽  
The United States ◽  
Self Awareness ◽  
Student Survey ◽  
Patient Centered ◽  
Centered Care ◽  
Curricular Structure ◽  
Survey Responses

Background: As the United States becomes more culturally diverse, health professionals must be able to demonstrate competency in caring for a multitude of diverse patients. The cultural proficiency continuum has proven to be an effective framework to assess where individuals and institutions are on the continuum of cultural sensitivity and competence in educational settings. Innovation: A co-curricular activity was developed as an exercise in self-awareness to allow first year pharmacy students the opportunity to explore potential biases by evaluating comfort in both social and patient care settings. The 90-minute activity employed a lecture, followed by both small and large group discussions and a debriefing session. Findings: Student survey responses showed their appreciation of this framework and its application to patient-centered care. Student self-rated knowledge increased by 3 points on a 10-point scale after completion of the activity. Students agreed that their level of cultural awareness would lead them to respond appropriately in cross-cultural situations, and that the provision of care is dependent on approaches that are culturally proficient. Conclusion: This activity dismantles the misconception of cultural competence as an attainable finite skill, but instead presents it as an ongoing process of self-awareness. The co-curricular activity offers an easy to implement model of education that could potentially fit the needs of pharmacy programs searching for ideas to teach cultural competency and social determinants of health, while circumventing the need to affect curricular structure.   Article Type: Note

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