A Digital Game for Undergraduate Calculus

This study has two goals: first, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in improving task immersion, sense of control, calculation skills, and conceptual understanding, and second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus materials. One hundred thirty-two undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not in sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.

Opportunities and Challenges of Cybersecurity for Undergraduate Information Systems Programs

This article investigates the opportunities and challenges of cybersecurity for information systems (IS) programs and proposes a curriculum structure of cybersecurity track for IS programs. The study has collected data from eighty-two course websites of thirteen institutions at the graduate level and sixteen institutions at the undergraduate level as well as twenty descriptions of cybersecurity jobs posted on the internet. The collected qualitative data has been analyzed from the from the perspective of IS education. The findings indicate that the topics of cybersecurity management and essential cybersecurity technology are relevant to the IS discipline. The article suggests that these topics can be the components of two cybersecurity courses offered by IS programs to meet the demands and challenges of cybersecurity.

Integrating Digital Technologies in Accounting Preservice Teacher Education

The importance of developing technological skills at the undergraduate level to form better professionals is no longer questionable, assuming a particular role in subjects as accounting education. However, it appears that technologies are still weakly used in education and training. This article intends to analyse i) how students' technological skills development can be promoted, ii) in what way the integration of digital technologies in the curriculum is managed, and iii) what influence teaching, assessment and learning methods have, in the development of generic skills, especially technological skills. Presents a case study in the master's degree in Economics and Accounting Teaching, that forms teachers to vocational secondary education in this area. A qualitative approach was used with the support of participant observation and a questionnaire to finalist students. The case study is based on the active teacher training model that promotes technological skills using teaching and assessment methods for active learning.

Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection

Higher education practices in Nepal have been playing an important role to train and develop pre-service school teachers. This paper critically reflects on the curricular and pedagogical practices of mathematics education based on the first author's experiences of learning at the undergraduate level from the perspective of mathematics curriculum images and pedagogical implications. Subscribing to autoethnography as a research methodology, we analysed the first author's experiences as an undergraduate student in one of the public campuses in Nepal which point to two major images of mathematics curriculum: curriculum as a prescription and curriculum as a cultural reproduction. Considering Habermasian Knowledge Constitutive Interest as a theoretical referent, the paper concludes that the transformation of curricular and pedagogical practices in teacher education is essential. The transformative practice in teacher education is insightful to improve pre-service and in-service school teachers' pedagogical and content knowledge in Nepal.

Comparison of the Universities in Turkey with Multidimensional Scaling Analysis

Higher education institutions are among the keystones of a country. Besides being the primary institutions of a country that expand overseas, universities are the most important organizations representing it at the international level. It is an undeniable fact that a university benefits the country in which it is located in many ways. It is crucial to examine the performances of universities, which are among the major drivers of global change. As such, the positions of the Turkish universities during the 2008–2009 and 2018–2019 periods were examined by multidimensional scaling analysis. Especially the change in the positions of the recently-opened universities and their proximity or distance to the established universities constitute the primary focus of this study. The universities in Turkey were analyzed through multidimensional scaling analysis by using the variables of the number of students at associate and undergraduate level, the number of academic staff, the number of doctoral students, the total number of publications, and the number of graduate students. No significant difference was found between the positions of the universities that were opened under the policy of “one university for each city”.

The Scientisation of Economics

Lionel Robbins was appointed head of the Department of Economics at the London School of Economics (LSE) in 1929 following the sudden death of Allyn Young, the incumbent professor. Young had not made any significant alteration to the teaching at LSE, but from the very first Robbins set about reorganising the profile of economics teaching. The framework within which he did this was one of a ‘science’ based upon ‘economic principles’, and in 1932 his Essay on the Nature and Significance of Economic Science provided the methodological template for his project. This work appears to owe a great deal to Austrian economics, but it can be demonstrated that this was indirect, chiefly through the work of Wicksteed and Wicksell, hence reflecting economics where it had stood in the 1880s. Nonetheless, Robbins was successful in repackaging this work, and his Essay stimulated the development of discussions of economic method. In addition, Robbins’s lectures provided the template for the textbook literature of the 1950s, cementing the influence of the LSE on the training of young economists. However, this training remained at the undergraduate level for the most part due to the lack of labour market demand for economists in Britain; in the United States, by contrast, graduate teaching became the motor through which American economics came to dominate the international teaching of economics.

Cohesion and Coherence in Final Project Abstracts Written by Non-English Department Undergraduate Students

Creating text needs to be understood that it is not only about arranging the words into sentences and paragraphs but also delivering meaning. Unfortunately, not everyone can achieve good skills in writing. This study aims at analyzing the writing skills of a group of Indonesian non-English department undergraduate students. It focused on the cohesion and coherence of their production of the final project abstract. Ten texts were analyzed by employing a discourse analytical case study. Thus, it is an important matter to analyze the writing competency of students as they are at the undergraduate level, majoring in Informatics Engineering that should report their final project in English. In this study, a theory from Halliday and Matthiessen (2014) was used to analyze the cohesion while a theory from Eggins (2004), Thornburry (2005), and Paltridge and Starfield (2007) were used to analyze the coherence. An open-ended questionnaire was used to confirm the result of the analysis according to the writers’ point of view. The findings indicate that the students show a bit of weakness in achieving cohesion and coherence in creating texts due to a lack of knowledge about the theory of cohesion and coherence. The result of the study can be used as a reference and consideration in designing a suitable lesson plan for writing class.

Understanding How to Strengthen the Neurology Pipeline With Insight From Undergraduate Neuroscience Students

Despite increased neuroscience interest at the undergraduate level, a significant shortage of neurologists in the United States (US) exists. To better understand how to generate more interest in neurology specifically at the undergraduate level, we conducted an anonymous cross-sectional online survey of 1085 undergraduates either in neuroscience courses or majoring/minoring in neuroscience from across the US to better understand their clinical neurology experiences and perspectives. The survey quantitatively and qualitatively assessed students’ clinical neurology exposure inside and outside of the classroom, research experiences and career goals. Students were from a broad spectrum of undergraduate institutions (public research university (40.8%), liberal arts College (29.7%) and private research university (29.0%). Most students (89.9%) were looking to pursue graduate studies; 56.9% reported wanting to be a physician and 17.8% expressed interest in obtaining an MD/PhD. Importantly, students reported first exposure to neuroscience at age 16 but felt that they could be exposed to neuroscience as early as 13. Half (50.5%) decided to major in neuroscience before college and a quarter (25.6%) decided to major in their first year of college. Despite high interest in clinical neurology exposure, less than one-third of students had spoken with or shadowed a neurologist, and only 13.6% had interacted with clinical neurology populations. Only 20.8% of students felt volunteer and internship opportunities were sufficiently available. Qualitative results include student perspectives from those who did and did not work with a neurologist, describing how they were or were not able to obtain such opportunities. We discuss translating the survey findings into actionable results with opportunities to target the undergraduate neuroscience interest to improve the neurology pipeline. We describe existing programs that could be integrated into everyday neurology practices and new approaches to learning and training to help leverage the significant undergraduate neuroscience interest. We also raise questions for further research, including exploring (1) how students learn of neurologic conditions/expand their knowledge about additional neurologic conditions, (2) whether qualitative investigation of the experiences of neuroscience undergraduates at specific institutions might provide additional insight, and (3) systems to maintain interest in neuroscience/neurology as students enter medical school.

Managing and Disclosing Environmental Risks: A Tale of Two Utilities

This case introduces students to the topic of contingent liabilities by examining the actual management decisions of two energy companies facing increased regulatory scrutiny over the environmental risks associated with coal ash. The case learning objectives include: (1) researching and summarizing the guidance governing the recognition and disclosure of contingent liabilities; (2) critically assessing a company’s decisions regarding the recognition and disclosure of environmental liabilities; (3) accounting for asset retirement obligations; and (4) articulating the ethical implications of a company’s management and disclosure of environmental risks from the perspectives of various stakeholders. The case is designed for use in an intermediate accounting course at the undergraduate level. Students reported improvement in their knowledge and comprehension of contingent liabilities and their appreciation for the ethical implications of accounting decisions. Students also noted that they enjoyed discussing these issues in the context of real companies facing complex environmental challenges.

Clustering of Learning Media User Data During Covid-19 Pandemic Using K-Means Method Based on Multicultural Culture in Indonesia

Learning applied in Indonesia from elementary school to undergraduate level generally uses face-to-face or direct learning methods. However, after the Covid-19 disease outbreak, all methods change to online learning methods at all levels and cultures. This affects all aspects of learning such as comfort, understanding and learning outcomes. To find out the difference in the results using face-to-face methods and online methods, a study was carried out on classifying learning media users from elementary school to university level using the k-means method. This study aimed to determine the differences in learning outcomes between the semester before the Covid-19 pandemic and the semester during the Covid-19 pandemic which applies online learning. The results of grouping data on online learning media users showed that all levels of education were considered sufficiently ready to implement online learning. As well as cultural differences in Indonesia have not had an impact on the commitment of schools to implement online learning during the Covid-19 disease outbreak.