Simulation Training "Fundamentals of Lean Technologies When Conducting Primary and Primary Specialized Accreditation of Specialists" as a Way to Optimize the Accreditation Procedure

When organizing accreditation at the Perm State Medical University, since 2021, lean manufacturing tools have been actively used. The main stage was the organization of “Fundamentals of Lean Technologies in the conduct of primary and primary specialized accreditation of specialists. Simulation course ". The main form of lean technology teaching is the process factory. The experience of organizing the PAS and PSA procedure in the spring and summer sessions of 2021 showed an objective increase in the efficiency of both members of commission and technical and support personnel.

Using Online Discussions to Develop the Entrepreneurial Mindset in Environmental Engineering Undergraduates: A Case Study

Entrepreneurship is an important aspect of the U.S. and global economy. As such, developing an entrepreneurial mindset is crucial for both engineering students and practicing engineers. The purpose of this paper is investigate the role of online discussions, as a pedagogical approach, in the development of the entrepreneurial mindset, and explore a variety of approaches to assess student learning outcomes. Online discussions prompts were created for environmental engineering courses using the Kern Engineering Entrepreneurial Network (KEEN) framework. The framework proposes that an entrepreneurial mindset can be fostered in students by promoting curiosity, encouraging connections, and creating value. This paper describes the methodology and rationale that served as the foundation for this exploratory study. Examples are provided for online discussion prompts developed and administered in two different environmental engineering undergraduate courses: Introduction to Environmental Engineering (three credit, undergraduate, online course offered during two different summer sessions) and Seminar in Environmental Engineering (one credit, undergraduate level, face-to-face course offered during one semester). Quantitative and qualitative methods were used to analyze and assess potential impacts of online discussion prompt use. The findings provide lessons learned for applying the KEEN framework in an engineering classroom via online discussions.

Highlights From Extracted Eras of a Live LMS Instance

The data created as a byproduct of the functioning of a learning management system (LMS) have been made available to administrators of LMSes through multiple channels on Instructure's Canvas LMS. One of these channels is the packaged “Reports” function in the Admin section, which enables users to download data tables based on formal terms of the academic calendar (all terms, fall, spring, summer, and others). This work explores some highlights from select extracted eras (time periods) of a live LMS instance at Kansas State University. This chapter includes the first term out of the gate for the LMS, public courses and recently deleted ones during the fall/spring/summer sessions during the LMS lifespan, learning tools interoperability (LTI) reports in the LMS instance, competencies, and other insights. Various contemporary data analytics methods are applied to extract meanings from this time-based data.

Generating Youth Interest in Science Careers Through 4-H Health Science Explorations

Health Science Explorations is a Maryland 4-H Program for youth ages ten and older. Hospital-based multi-day summer sessions and clubs that meet regularly, enable youth to interact with health care professionals in authentic medical settings. The program introduces youth to local health career opportunities, fosters science literacy and interest in science careers, and teaches healthy lifestyle practices. The authors share strategies to guide other educators through the process of developing their own science career exploration programs.

Length of online course and student satisfaction, perceived learning, and academic performance

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

The Impact Of Course Scheduling On Student Success In Intermediate Accounting

Cognitive psychology research, as well as educational psychology research, suggests that learning is enhanced when new subjects are presented in spaced-out sessions rather than compressed into fewer, longer sessions (the “spacing effect”). This would suggest that students should learn better when taking courses that are scheduled over longer time periods (two or three days per week over a long semester) rather than in an intensive (one day per week) or compressed (summer session) format. This research investigates whether the spacing effect exists for students in Intermediate Accounting classes. Specifically, this research examines student performance in Intermediate Accounting courses offered in four different scheduling formats including one, two, and three days per week over traditional long semesters, as well as during compressed four-week summer sessions. A significant association between course schedule and student performance is found to exist. The effect of student age and gender on this association is also explored. Results identify one scheduling option which appears to be a particularly poor schedule for Intermediate Accounting, as well as particular characteristics of students who might be more likely to have difficulty with this schedule. Results should be of interest to university administrators responsible for making scheduling decisions, to faculty members teaching under different course schedules, and to individual students planning their class schedules.

The Concord School of Philosophy and the Legacy of Transcendentalism

During its ten summer sessions (1879–88), the Concord School of Philosophy attracted hundreds of attendees who, for intellectual improvement and a glimpse of aging transcendentalists, endured lectures on the classics, philosophy, and comparative religions. This essay explores reporters', attendees', and school leaders' attitudes toward transcendentalism, suggesting why the school sought to downplay the antebellum movement's radical implications.

Analyzing Responses Moves and Roles in Online Discussions

There is much debate regarding the value and utility of grading discussions to ensure and assess full participation in the online classroom. Proponents of threaded discussions view it as an integral part of the learning process, where students seek knowledge and express understanding. Consequently, they deem it essential to assess participation. On the other hand, opponents of assessing or grading participation assert that an exceedingly active discussion can distract students from other equally or more important coursework, not to mention the impracticality of instructors responding to the vast number of submissions. This article examines a variety of grading rubrics used to promote critical thinking about course content and assess the quality of participation and contributions of online threaded discussions. We present the results of a study conducted at a historically Black institution that used Kneser’s Exchange Structure Analysis (ESA) to analyze dialogue in order to understand student exchanges, moves, and roles as well as the influence of gender in online discussions during 3 consecutive summer sessions.