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Student Involvement (student + involvement)

Distribution by Scientific Domains

Medical Sciences	36%
Business, Economics, Finance and Accounting	18%

Selected Abstracts

Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2005
S.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]

Student Hits in an Internet-Supported Course: How Can Instructors Use Them and What Do They Mean?

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2003
Andrew, Ellen Baugher Varanelli Weisbord
ABSTRACT The world of education is changing as Web-based technology and courseware are increasingly used for delivery of course material. In this environment, instructors may need new measures for determining student involvement, and ultimately student performance. This study examines whether hits to a Web site have any value for predicting student performance in a traditional course supported by Web activities. Total Hits at the end of the semester was used as one measure. Hit Consistency, determined by assigning a 0 when no hits occurred between class meetings and by assigning a 1 when one or more hits occurred between class meetings, was another. Hit Consistency was significantly correlated with course average (r= .37, p < .001) for 108 students in two course sections. Hit Consistency started to show a significant relationship with course average by the third week (or class). Total Hits was not found to significantly correlate with course average (r= .08, p > .05) at the end of the semester or during any week. These results suggest that students who consistently access a Web site will perform better than those who do not. When Hit Consistency and Total Hits were entered as independent variables into a stepwise regression with course average as the dependent variable, the model was enhanced by the addition of Total Hits after Hit Consistency was entered (R= .43, p < .001). Hierarchical regression analysis in which cumulative grade point average was entered as the first controlling variable suggested that online access may go beyond the predictive value of achievement alone for predicting course performance with Hit Consistency appearing to be the dominant causal variable. [source]

Clinical Learning Environment Inventory: factor analysis

JOURNAL OF ADVANCED NURSING, Issue 6 2010
Jennifer M. Newton
newton j.m., jolly b.c., ockerby c.m. & cross w.m. (2010) Clinical Learning Environment Inventory: factor analysis. Journal of Advanced Nursing,66(6), 1371,1381. Abstract Title.,Clinical Learning Environment Inventory: factor analysis. Aim., This paper is a report of the psychometric testing of the Clinical Learning Environment Inventory. Background., The clinical learning environment is a complex socio-cultural entity that offers a variety of opportunities to engage or disengage in learning. The Clinical Learning Environment Inventory is a self-report instrument consisting of 42 items classified into six scales: personalization, student involvement, task orientation, innovation, satisfaction and individualization. It was developed to examine undergraduate nursing students' perceptions of the learning environment whilst on placement in clinical settings. Method., As a component of a longitudinal project, Bachelor of Nursing students (n = 659) from two campuses of a university in Australia, completed the Clinical Learning Environment Inventory from 2006 to 2008. Principal components analysis using varimax rotation was conducted to explore the factor structure of the inventory. Results., Data for 513 students (77%) were eligible for inclusion. Constraining data to a 6-factor solution explained 51% of the variance. The factors identified were: student-centredness, affordances and engagement, individualization, fostering workplace learning, valuing nurses' work, and innovative and adaptive workplace culture. These factors were reviewed against recent theoretical developments in the literature. Conclusion., The study offers an empirically based and theoretically informed extension of the original Clinical Learning Environment Inventory, which had previously relied on ad hoc clustering of items and the use of internal reliability of its sub-scales. Further research is required to establish the consistency of these new factors. [source]

Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course

Successful teaching in evidence-based medicine

MEDICAL EDUCATION, Issue 1 2000
William A Ghali
Objectives Several published articles have described the importance of exposing medical trainees to the ,new paradigm' of evidence-based medicine (EBM). Recognizing this, we sought to develop and objectively evaluate a mini-course in EBM for third-year medical students. Design We developed a mini-course consisting of four sessions in which students learn to derive sequentially focused questions, search MEDLINE, review articles critically and apply information from the literature to specific clinical questions. To evaluate the teaching intervention, we performed a controlled educational study. Students at the intervention site (n=34) attended the EBM mini-course, while students at the control site (n=26) received more ,traditional' didactic teaching on various clinical topics. Intervention and control students were surveyed immediately before and after the mini-course to assess changes in reading and literature searching skills, as well as a tendency to use the literature to answer clinical questions. Setting Boston University School of Medicine. Subjects Third-year medical students. Results The intervention was associated with significant changes in students' self-assessed skills and attitudes. MEDLINE and critical appraisal skills increased significantly in the intervention group relative to the control group (significance of between group differences: P=0·002 for MEDLINE and P=0·0002 for critical appraisal), as did students' tendency to use MEDLINE and original research articles to solve clinical problems (significance of between group differences: P=0·002 and P=0·0008, respectively). Conclusions We conclude that this brief teaching intervention in EBM has had a positive impact on student skills and attitudes at our medical school. We believe that the key elements of this intervention are (1) active student involvement, (2), clinical relevance of exercises and (3) integrated teaching targeting each of the component skills of EBM. [source]

Have you facebooked Astin lately?

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 124 2008
Using technology to increase student involvement
This chapter explores Facebook.com's current and potential uses for increasing college student involvement. Ideas based on Astin's model of student involvement provide a framework for discussion. [source]

Nurturing of surgical careers by the wellington surgical interest club

ANZ JOURNAL OF SURGERY, Issue 4 2009
Sanket Srinivasa
The Royal Australasian College of Surgeons (RACS) has recently introduced the new Surgical Education and Training programme. The purpose of this was, in part, to help address the anticipated shortage of surgeons in the future, by streamlining the surgical training programme. The formation of the Wellington Surgical Interest Club (WSIC), a student-led initiative, had several complementary goals. These included the desire to identify potential candidates for a career in surgery, promote a surgical career to students especially women, help students acquire basic surgical skills early, inform students about surgical careers, promote student involvement in surgical research and to create an effective mentorship model during undergraduate and junior surgical training. The strengths of WSIC are its goals, which are similar to those of the RACS with regard to promoting surgery as a career option; its easy reproducibility at other medical institutions; its ability to focus on issues of relevance to both students and junior doctors; and being a bridging solution at a time when early exposure to surgical specialties is both desired and necessary. [source]

VIDEOCONFERENCING SURGICAL TUTORIALS: BRIDGING THE GAP

ANZ JOURNAL OF SURGERY, Issue 4 2008
Andrew J. A. Holland
The expansion in medical student numbers has been associated with a move to increase the amount of time students spend in rural and remote locations. Providing an equivalent educational experience for students in surgical subspecialties in this setting is a logistical challenge. We sought to address this issue by providing synchronous tutorials in paediatric surgery using videoconferencing (VC) at two rural sites with the tutor located at a metropolitan paediatric clinical school. Between March 2005 and July 2006, 43 graduate students in the University of Sydney Medical Program were assigned to receive the paediatric component of the course at one of two sites within the School of Rural Health. During this 9-week rotation, students were involved in two or three surgical tutorials by videoconference. Students were then invited to complete a confidential, anonymous 20-point structured evaluation using a Likert scale. Valid responses were received from 40 students, a response rate of 93%. There were 21 females (52%), with 21 students based in Dubbo and 19 in Orange. Students agreed or strongly agreed that VC surgical tutorials were useful, the content well covered and student involvement encouraged (mean scores 4.7, 4.5 and 4.5; standard deviation 0.56, 0.72 and 0.72, respectively). Overall, the majority of students strongly agreed that participation in VC of surgical tutorials was valuable (mean 4.68, standard deviation 0.57). VC surgical tutorials were highly valued by graduate medical students as an educational method. Our data suggest that tutorials can be successfully provided at remote sites using VC. [source]

DOES TEACHER QUALITY AFFECT STUDENT PERFORMANCE?

BULLETIN OF ECONOMIC RESEARCH, Issue 4 2009
EVIDENCE FROM AN ITALIAN UNIVERSITY
H52; I2 ABSTRACT In this paper, we analyse whether the characteristics of university teaching staff matter with regard to students' performance and interest in the discipline. We use data on about 1000 students enrolled on the first-level degree course in business and economics at a medium-sized Italian university. Thanks to the random assignment of students to different teaching classes during their first year, we are able to analyse the effect that teachers with different characteristics, in terms of experience and research productivity, produce both on students' performance, measured in terms of the grades obtained at subsequent examinations, and on courses chosen. Our results suggest that teacher quality has statistically significant effects on students' grades in subsequent courses. These effects are also robust after controlling for unobserved individual characteristics. On the other hand, we find less clear evidence when relating teacher quality to student involvement with a subject. It emerges that research productivity does not produce a statistically significant effect on the probability of a student undertaking additional courses in a subject, while more experienced teachers have a negative impact. However, also this effect does not become statistically significant when we run separate regressions for different disciplines. [source]