scholarly journals Logic and the Development of Scientific Competencies in First-Year General Education

2021 ◽  
Vol 12 (11) ◽  
pp. 2580-2593
Author(s):  
Mandana Sobhanzadeh ◽  
Karim Dharamsi ◽  
Nicholas Strzalkowski ◽  
Peter Zizler ◽  
Eric Roettger
Keyword(s):  
General Education ◽  
First Year ◽  
Scientific Competencies

scholarly journals Genre Knowledge and Writing Development: Results From the Writing Transfer Project

2019 ◽  
Vol 37 (1) ◽  
pp. 69-103 ◽  
Author(s):  
Dana Lynn Driscoll ◽  
Joseph Paszek ◽  
Gwen Gorzelsky ◽  
Carol L. Hayes ◽  
Edmund Jones
Keyword(s):  
General Education ◽  
Institutional Design ◽  
Explanatory Power ◽  
Theoretical Work ◽  
Writing Development ◽  
First Year ◽  
Writing Courses ◽  
Key Factor ◽  
Genre Knowledge ◽  
Audience Awareness

Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

scholarly journals Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
David D. Perrodin
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Private University ◽  
First Year ◽  
Long Term Effects ◽  
Data Set ◽  
English Classes ◽  
Frequency Occurrence ◽  
First Year University ◽  
Letter Sound

<p>Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem <em>I Take It You Already Know</em> was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. </p>

scholarly journals Designing for Students: Creating a Robust Interdisciplinary First Year Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah E. Bordelon ◽  
Colleen M Sexton ◽  
Ann M Vendrely
Keyword(s):  
General Education ◽  
Course Design ◽  
Natural World ◽  
Assessment Process ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Underserved Students ◽  
General Education Curriculum

Building a general education program from scratch for a population of first generation and underserved students provided both a challenge and opportunity. Faculty who had limited previous experience teaching and assessing first year students engaged in study of the best practices and research. Faculty designed a four-year general education curriculum that began with a robust First Year Seminar (FYS) course, the focus of this study. This required three-credit hour interdisciplinary humanities course (FYS) was designed to embrace the understanding of what it means to be human, including understanding oneself in relation to the natural world and to others. Full time faculty from all disciplines were selected through a competitive process to teach the FYS course with embedded High Impact Practices (HIPs). Four years of teaching FYS has provided qualitative and quantitative data on the effectiveness of the design, the role of faculty, and application of HIPs. Through the course assessment process and data analysis, faculty have expanded their repertoire of pedagogical strategies to engage the first year student, and as a result, positively influenced teaching in their other courses. This report offers insights on strategies for course design, the role of faculty, and the power of selected HIPs that may be replicated at other institutions.

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

The basics of the Latin language with medical terminology

2020 ◽  
Author(s):  
Oksana Kupcova
Keyword(s):  
General Education ◽  
Medical Professional ◽  
Federal State ◽  
Laboratory Diagnostics ◽  
First Year ◽  
Medical Terminology ◽  
First Year Students ◽  
Latin Language ◽  
State Educational ◽  
Independent Work

The textbook on the discipline "Fundamentals of the Latin language with medical terminology" contains lexical and grammatical exercises, control and measurement exercises, a Glossary and appendices aimed at developing grammatical, lexical and terminological knowledge and skills, and mastering the basic word-forming models of chemical, pharmaceutical and clinical terminology to the extent necessary for further educational activities. The materials of the manual are suitable both for classroom work under the guidance of a teacher, and for independent work of students during extracurricular time. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-year students on the basis of secondary General education and second-year students on the basis of basic General education of secondary medical professional educational organizations studying in the specialties "Nursing", "Medical care", "Midwifery", "Laboratory diagnostics". It can also be used for organizing and conducting classes in clubs or elective courses for students of the 10th and 11th grades of medical and biological-chemical profile in schools, lyceums, gymnasiums.

scholarly journals HEALTH MONITORING OF STUDENTS OF THE III FUNCTIONAL GROUP FOR CONTROLLING AND DESIGNING EDUCATIONAL ENVIRONMENT (PHYSICAL EDUCATION) IN A NON-SPORT UNIVERSITY

2020 ◽  
Vol 19 (4) ◽  
pp. 78-91
Author(s):  
V Lebedinsky ◽  
O Kuzmina ◽  
M Kudryavtsev ◽  
V Gruzenkin ◽  
T Arutunian
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
General Education ◽  
Functional Group ◽  
Physical Development ◽  
First Year ◽  
Positive Trend ◽  
Full Time ◽  
The Third ◽  
Vacation Period

Aim. The purpose of the article is to study the physical development and physical fitness of students of the III functional group under lack of physical activity and in the conditions of organized classes in a technical university. Materials and methods. The sample included 11 490 full time students (6051 males and 5439 females) aged 17–21 years. The study of physical deve­lopment and physical fitness was conducted in two stages. In all participants, anthropometric and physiometric health data were recorded. These data were studied in dynamics from the 1st to the 4th year. The obtained data were examined stage-by-stage during the academic year and vacation period. Results. Significant differences were obtained in the physical development of girls in terms of weight and height by the end of the third year. The values of the Stange and Gench tests improved by the end of the first year. However, by the end of the second year, the negative dynamics was detected. The results of the Genchtest significantly improved by the end of the fourth year. The study of physical fitness revealed significant positive dynamic in the development of speed and a significant decrease in strength preparedness by the end of the fourth year. By the end of the first year, strength endurance became significantly higher compared with the data obtained at the time of the beginning of training. By the end of the third year endurance decreased significantly. Conclusion. Young people who regularly engage in physical activity during the first two years at the university have a positive trend in most indicators of physical development and physical fitness. Lack of motor activity, caused by a decrease in the number of classes provided for by the general education program, significantly affects endurance, speed, the development of strength (static endurance of the muscles of the shoulder girdle and dynamic strength of the muscles of the lower extremities), speed and strength qualities (6th and 8th semesters), flexibility.

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