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Selected AbstractsEducating Designers for Broad Roles in OrganizationsDESIGN MANAGEMENT REVIEW, Issue 3 2007Chris Conley Professor Companies are looking to designers for talent in such fields as marketing, strategy, product management, and research and development. Chris Conley posits a five-part framework for applying design expertise across the spectrum of issues related to managing a business. He also offers a curriculum structure and course content that cultivate the skills needed to succeed in these broader roles. [source] Endodontic teaching in Philippine dental schoolsINTERNATIONAL ENDODONTIC JOURNAL, Issue 5 2000E. V. Cruz Abstract Aim The aim of this study was to evaluate the pattern of undergraduate endodontic teaching in Philippine dental schools. Methodology Data were gathered by sending questionnaires to the deans of the 23 dental schools in the country to determine details of the teaching of root canal treatment in permanent teeth. The covering letter requested that endodontic staff complete the questionnaire. Results Twenty of 23 dental schools returned completed questionnaires. Similarities were observed in the timing of undergraduate endodontic teaching, working length determination, and root canal preparation technique. Irrigating fluids recommended included one or a combination of the following: sodium hypochlorite, hydrogen peroxide, distilled water and EDTA. The root canal medicaments popularly employed were CMCP and eugenol. Most schools used slow-setting zinc oxide eugenol cement as sealer. Differences between schools were noted in the laboratory component of the course. The time allotted for the laboratory exercises, as well as the number of teeth used, differed greatly between each school. An inadequate tutor to student ratio was noted in the majority of schools. Teaching aids were limited and, in most instances, produced by faculty members. Most faculty members teaching endodontics had no specialist training. Conclusion The results of this study have demonstrated that there is a need to review endodontic teaching in the majority of the Philippine dental schools to ensure that the course content and curriculum employed by all schools meet specified standards and that appropriate measures should be considered to enhance the learning experience of students. [source] Future Directions for the Teaching and Learning of Statistics at the Tertiary LevelINTERNATIONAL STATISTICAL REVIEW, Issue 1 2001Des F. Nicholl Summary Significant advances in, and the resultant impact of, Information Technology (IT) during the last fifteen years has resulted in a much more data based society, a trend that can be expected to continue into the foreseeable future. This phenomenon has had a real impact on the Statistics discipline and will continue to result in changes in both content and course delivery. Major research directions have also evolved during the last ten years directly as a result of advances in IT. The impact of these advances has started to flow into course content, at least for advanced courses. One question which arises relates to what impact will this have on the future training of statisticians, both with respect to course content and mode of delivery. At the tertiary level the last 40 years has seen significant advances in theoretical aspects of the Statistics discipline. Universities have been outstanding at producing scholars with a strong theoretical background but questions have been asked as to whether this has, to some degree, been at the expense of appropriate training of the users of statistics (the ,tradespersons'). Future directions in the teaching and learning of Statistics must take into account the impact of IT together with the competing need to produce scholars as well as competent users of statistics to meet the future needs of the market place. For Statistics to survive as a recognizable discipline the need to be able to train statisticians with an ability to communicate is also seen as an areà of crucial importance. Satisfying the needs of society as well as meeting the needs of the profession are considered as the basic determinants which will derive the future teaching and training of statisticians at the tertiary level and will form the basis of this presentation. [source] An exploratory study of web-enhanced learning in undergraduate nurse educationJOURNAL OF CLINICAL NURSING, Issue 12 2007BSc (Hons), Elizabeth A Mitchell MSc, PG Dip Ed Aim.,The aim of the study was to explore undergraduate nursing students' views of web-enhanced learning and to examine issues relating to their pattern of access to a rehabilitation nursing module website. Background.,As information technology is an integral component of western health care, all nurses are expected to have the necessary knowledge, skills and attitudes to be competent in its use. Methods.,In phase 1, a focus group interview was conducted with students (n = 6) who had not logged onto a similar module website. In phase 2, a questionnaire was administered to students undertaking the web-enhanced module. In phase 3, each student's (n = 231) pattern of access to the module was identified and compared with the student's performance as evidenced by their module assignment mark. Results.,Students held favourable attitudes towards web-enhanced learning but some students experienced difficulties. There was a significant positive association between the students' assignment mark and the number of times logged onto the module website. Significant negative correlations were found between mark and week of first log on, and week of first log on and number of hits onto the module site. This suggests that students who logged onto the module in the first few weeks were more likely to achieve higher marks. Conclusions.,This study's findings suggest that students who accessed the module website early and often were more likely to produce more comprehensive nursing assessments and consequently achieve higher assignment marks than their colleagues. Relevance to clinical practice.,The findings have relevance to all nurses as lifelong learning is a mandatory requirement for maintaining clinical competence and electronic learning can provide students (regardless of registration status) with the flexibility to gain access to course content at a time and place convenient to them. The role of electronic learning in promoting a more holistic nursing assessment is also discussed. [source] Evaluation of a mobile learning organiser for university studentsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2005Dan Corlett Abstract This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the most-used tools for such a learning device and their patterns and problems of usage. The primary uses of the organiser were communication, time-management and access to content. No single application took precedence. The results from an analysis of questionnaire surveys and focus groups indicate that there was a demand for institutional support of mobile learning, in particular to provide course content and timetabling information. Wireless connectivity was crucial to the usefulness of the organiser. Usability issues relating to the hardware and software had considerable impact on the students' usage and satisfaction with the system. [source] Writing Across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science EducationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2005David J. Dzurec ABSTRACT: Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and qualitative research method, was used to analyze journal data from 48 participating students during a 2-y period and involved 3 steps: (1) describing themes taken from a global reading of student commentaries, (2) reducing or relating themes to specific, verbatim statements found in student writings, and (3) interpreting or imposing meaning on the themes and the statements (Lanigan 1988). Hermeneutic analysis showed that journal writing was difficult at first but became easier and enjoyable over time, allowed students to relate course content to other knowledge, exposed students to course material multiple times allowing for better information retention, enhanced student understanding, helped students think critically, required students to prepare for class, gave students the opportunity to express opinions, and allowed students to experience writing as enjoyable and positive. Several minor themes suggested that most students found the experience useful to their learning. Findings from this study are consistent with neuroscience and cognitive psychology theories regarding learning and the development of reasoning skills. [source] Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition CourseJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2005S.J. Schmidt ABSTRACT: Large undergraduate classes are a challenge to manage, to engage, and to assess, yet such formidable classes can flourish when student participation is facilitated. One method of generating authentic student involvement is implementation of quality circles by means of a Student Feedback Committee (SFC), which is a volunteer problem-solving and decision-making group that communicates student-generated input to the teaching team for the purpose of improving the course content, structure, and environment in the present and redesigning it for the future. Our objective was to implement a SFC in a large introductory Food Science and Human Nutrition (FSHN 101) course to enhance student involvement and course quality. Overall, the SFC provided a continuous and dynamic feedback mechanism for the teaching team, a beneficial experience for the SFC members, and an opportunity for class members to confidentially share their input to enhance the quality of the course throughout the semester. This article includes a brief introduction of the use of quality circles in higher education classrooms, as well as our methods of implementation and assessment after using the SFC for 3 semesters (Spring 2003, Fall 2003, and Spring 2004). [source] Sharing our Experiences with Writing-for-Learning Techniques in a Large Introductory Course: The Daily MicrothemeJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2002S.J. Schmidt ABSTRACT: The Daily Microtheme was an in-class, writing-for-learning assignment during which students script brief (micro) responses to selected questions (themes) pertinent to the lecture topic. The assignment maximized student-thinking time, while minimizing instructor-grading time. The questions posed were designed to help develop cognitive skills, as well as to generate class discussion, summarize lecture highlights, and capture student questions, feedback, and opinions. We observed that the assignment actively engaged the students with the course content, captured their feedback, and encouraged student attendance. The students reported that they felt the assignment was an effective tool for helping them learn the course content and the points associated with the assignment were an incentive for attending class more regularly. [source] Core Competencies in Food Science: Background Information on the Development of the IFT Education StandardsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2002Richard W. Hartel ABSTRACT: In recent years, many professional organizations have shifted their program standards and program review away from course content-based criteria and towards outcome-based learning measures. IFT has recently done the same with implementation of the new IFT Education Standards. These Standards, which replace the old "Minimum Standards for Food Science Programs", were approved by the Executive Committee at their meeting in June, 2001, with implementation beginning in fall, 2001. All food science programs will now be reviewed for IFT approval against these new Standards. This article describes the process by which this change has occurred over the past few years. [source] Investigating the use of sampling for maximising the efficiency of student-generated faculty teaching evaluationsMEDICAL EDUCATION, Issue 2 2005Clarence D Kreiter Purpose, Surveys of medical students are widely used to evaluate course content and faculty teaching within the medical school. Gathering information that accurately reflects student perceptions requires that students buy into the evaluation process and be willing to provide thoughtful responses to the teaching evaluation. To maintain student commitment, it is important that medical students are not overburdened with poorly planned evaluations. Sampling might decrease the number of evaluations required of students and might also reduce the proportion of non-responses and other forms of inattentive response biases. Methods, A sampling technique employed within a large medical lecture is described and evaluated. A generalisability study of the teacher evaluations is conducted. Results, A high response rate and high levels of reliability were obtained by sampling a small proportion of the total class. The largest source of error was related to rater and utilising sufficient numbers of student-raters is critical to achieving reliable results. Conclusion, Sampling can reduce evaluation demands placed on students, and preserve reliability and increase the validity of mean evaluation scores. With computer presentation, efficient sampling techniques become practical and should be part of software packages used to present teacher evaluations. [source] Teaching energy metabolism using scientific articlesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010Implementation of a virtual learning environment for medical students Abstract This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as starvation, diabetes, and exercise. The VLE was designed to combine online activities with traditional course content and presented guided inquiry-based activities to assist in the use of original scientific articles as educational resources. Based on the analysis of a semi-open questionnaire, the results provided evidence that the VLE encouraged students' engagement in activities and improved feedback. The results also suggested that guided inquiry-based activities were an effective way to stimulate students to critically read relevant scientific articles and to acquire skills to build and contextualize their knowledge through content association. In addition, most of the students involved in this experience considered the use of these resources important to become familiar with scientific language and to learn how to obtain up-to-date scientific information during their professional life. [source] Teaching of biochemistry in medical schoolBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2008A well-trodden pathway? Abstract Biochemistry and molecular biology occupy a unique place in the medical school curriculum. They are frequently studied prior to medical school and are fundamental to the teaching of biomedical sciences in undergraduate medical education. These two circumstances, and the trend toward increased integration among the disciplines, have led to reconsideration of biochemistry instruction in many medical schools. We conducted a survey to explore the evolving trends in biochemistry education. A broad diversity was evident in parameters including course content, faculty, governance, prerequisites, and teaching methods. Notably, sharp differences were apparent between freestanding biochemistry courses and those in which biochemistry is integrated with other subjects. Furthermore, the data imply a likely trend toward increased integration of biochemistry with other disciplines in the medical school curriculum. [source] | |||||||||||||