FUTURE SKILL DEVELOPMENT IN UNDERGRADUATE STUDENTS THROUGH WORK IN STEM OUTREACH

This paper represents the experience and self-reported skill development of undergraduate Science and Engineering outreach instructors, who were working primarily online during the global pandemic in 2020. This work is part of a larger multi-year project designed to articulate the learning and employability skills gained by a pan-Canadian group of undergraduates, by way of theirtraining and work experience as youth program Instructors delivering STEM outreach activities for youth. The development of these skills was measured using a post-program survey, in which undergraduate instructors were asked a number of questions about their skill development. Instructors noted development most significantly in (1) teamwork and collaboration; (2) adaptability and flexibility: (3) communication, (4) leadership, (5) innovation and creativity, and (6)initiative. A significant theme noted was the learning that took place from the sudden shift to teaching remotely and working through a pandemic. Although the focus of STEM Outreach research & evaluation is often on the impact of the program on its participants, this work demonstrates the value of the instructor experience, and how this work can leverage other post-secondary initiatives designed to prepare undergraduates for their careers.

STUDENT AND INSTRUCTOR EXPERIENCE USING COLLABORATIVE ANNOTATION VIA PERUSALL IN UPPER YEAR AND GRADUATE COURSES

Perusall is a collaborative annotation platform designed for pre-readings in a flipped classroom, but can also be used for stand-alone, asynchronous reading discussion components of courses. We examine the use of Perusall as a social constructivist learning tool in two upper year/graduate courses in Mechanical Engineering. Perusall was used to replace in-class discussion of readings during the shift to online teaching. Data was collected from student surveys and from the student and instructor annotations themselves. Annotations were coded for content, and examined for factors such as upvoting. We found substantial engagement from students, with collaborative annotation providing opportunities for: correction of misunderstanding; linking concepts from the course and between readings; discussing larger issues around research and research writing; sharing background information among peers; and critically analyzing the readings. Students reported deeper learning than in typical in-class discussions of readings; however, they also noted that annotation required much more time. Overall, collaborative annotation appears to be an effective method for course reading discussion.

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

This exploratory study critically analyzes instructor perceptions of leaving video feedback and its impact on workload. Using qualitative and quantitative data, it discusses instructor experiences in adding video feedback to written notes in online courses. Specifically, this study asks if instructors will feel more "connected" in video feedback courses, if instructors will report increased workloads, and if they see an improvement in their performance evaluations in video feedback courses. The results reveal that video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The article concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.

Abstract 214: Basic Life Support Instructors Overestimate Their Own Ability to Perform Cardiopulmonary Resuscitation

Introduction: High-quality cardiopulmonary resuscitation (CPR) increases survival from cardiac arrest. Laypeople attend basic life support (BLS) courses to learn CPR, but unfortunately, skill quality and retention are often poor. BLS instructors teach by demonstrating CPR skills. However, BLS instructors’ ability to correctly demonstrate CPR remains to be investigated. Aim: To determine BLS instructors’ competence in demonstrating CPR skills. Methods: Certified BLS instructors were asked to demonstrate CPR on a resuscitation manikin (AMBU ® Man, AMBU) in a simulated teaching setting but without verbal explanations. Data on CPR quality was collected from the manikin and the first three cycles of CPR were analyzed. Correct CPR was defined according to the European Resuscitation Council 2015 Guidelines: chest compression (CC) depth of 50-60 mm, CC rate of 100-120 min -1 , and rescue breath volume of 500-600 mL. Instructors were asked to rate their own ability to perform CPR on a 5-point Likert scale before the demonstration and after receiving a performance report thereof. Results: Data from 125 certified instructors were analyzed. Median instructor age was 45 years (Q1;Q3: 30;56), 72% were male, and instructor experience was 8 years (3;14) with a median of 14 courses/year (6;44)). Mean CC depth was 64 mm (SD: 7.3). In total, 22% of chest compressions were performed within guideline recommendations (72% were too deep and 5% were too shallow). Mean CC rate was 115 min -1 (10.8). Full recoil was achieved in 86% of CCs. Of all attempted rescue breaths, 94% resulted in any amount of air registered (mean volume: 499 mL (291)). Only 11% of rescue breaths were within guideline recommendations (52% were too shallow and 37% were excessive). Instructors rated their ability to perform CCs lower after receiving a performance report (p=0.02). Similarly, ratings of rescue breathing ability were lower after receiving a performance report (p=0.01). Conclusion: Certified and experienced BLS instructors performed CC with excessive depth, but with acceptable CC rate and recoil. Instructors were unable to correctly demonstrate rescue breathing. Instructors overrated their ability to demonstrate correct CPR even when provided with their own CPR performance report.

A Proposed Framework Factors of the Acceptance of Recommender Systems in E Learning for Saudi Universities

There is still a gap of knowledge on the usage of recommender systems in Saudi universities and the wider issue of technological change in the universities of developing countries. Relatively, this lack of knowledge is an issue to universities seeking to meet students/instructors' expectations and requirements by offering consistently high perceived service standards of e-learning services in a rapidly changing technological environment. To address this issue, this paper seeks to explore the impact of the acceptance and adoption of recommender systems in e-leaning for Saudi universities and this will help to investigate the students/instructors experience according to the e-learning service quality. Thus, a proposed e-framework has been presented. Such framework describes the factors of acceptance (such as service quality, student/instructor experience, and Human Computer Interaction guidelines) should be considered in the e-learning system because it is viewed as a determinant of student/instructor/university satisfaction.