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General education is integral to higher education, fostering comprehensive development in students. "Kitchen Chemistry" is a novel general education course in theoretical and experimental chemistry designed for undergraduate students at our university. The content of the course integrates academic knowledge and aligns closely with daily life, which is informative and entertaining. It features a multi-dimensional assessment system emphasizing process-oriented evaluation and comprehensive skill assessment, including peer evaluations. This course effectively ignites student interest in chemistry, enhances their chemical literacy, strengthens their overall capabilities, and contributes to advancing science education, achieving excellent teaching results. [ABSTRACT FROM AUTHOR]

Both lecture and laboratory courses of biochemistry are important professional courses for undergraduates with biology related majors. Course optimization and update is crucial but challenging, especially for the laboratory course. Although taught separately, here we showed a strategy to bridge the two courses and promote the improvement of both. In addition to knowledge teaching, we implanted the "Innovative Experimental Design" module in the lecture course in which students were required to design and present their own experimental ideas. After evaluation by the faculty group, the best idea was supported for further experimental test. Here we described the preliminary experiments and optimization procedures about the idea of microbial fuel cells. This experiment is ready to be included into the laboratory course program in spring 2023. [ABSTRACT FROM AUTHOR]

Abstract Interactions are mandatory for online or offline music and dance education to improve understandability and learning efficacy. The course designed for such artistic education incorporates multi-point interactions and monotonous presentations. The validation of the key factor: interactivity is thus mandatory for enhancing efficiency. This article introduces an interactivity validation method (IVM) using combined fuzzy neural network (FNN) to aid artistic course development. The output of the existing course and its evaluation criteria are considered in enhancing its grade. The fuzzy performs interaction classification as mandatory and trivial based on the student’s performance. The neural network identifies the chances for maximum performance by increasing or decreasing the interaction rate. If a saturated performance is achieved at a high or low interactivity, then the further course design is performed based on the saturated interactivity factor. The failing factors are used for training the neural network for modifying the interactivity rate from the current course development suggestion. Such a process is keen on classifying and validating the impact of interactivity over artistic course design.

The purpose of this paper is to provide a description and evaluation of a graduate-level Health Services Research Methods course offered at the University of Arizona R. Ken Coit College of Pharmacy. This three-credit, round-table discussion-style course introduces students to fundamental concepts in healthcare study design and teaches them how to design and critique example studies for a variety of commonly encountered study designs. The course is assessed through essay-style examinations, development of a research proposal, and low-stakes weekly assignments. Twenty-seven students have completed the course in the past five years. Feedback from student course surveys was almost unanimously positive, with few meaningful suggestions for improvement. The description and evaluation of a graduate-level Health Services Research Methods course at one institution indicates that students had a largely favorable experience with the course. Considerations for future revisions to the course are discussed alongside other lessons learned. [ABSTRACT FROM AUTHOR]

We investigated the impact that teachers’ participation in a short compulsory course on active learning had on their teaching practice. The course was offered at all departments of a STEM faculty with a total of 516 participants. Evaluations showed that teachers especially appreciated collegial discussions and examples of teaching practices in the course. In a survey, 64% indicated the course had led them to implement active teaching. Comparing large-scale pre-course and post-course student surveys with up to 2389 individual responses revealed a significant increase in the number of courses with active learning. The course as a change strategy contains aspects of both middle-out and top-down approaches and organising the course at departments, enables movement from individual to structural level. [ABSTRACT FROM AUTHOR]

In this article I discuss an approach to teaching about the Russian war in Ukraine that uses the war as a focal point for teaching about topics in comparative politics and international relations. I discuss the pedagogical advantages for political science teaching, including meeting the interests of students, introducing students to theories in political science, and re-centering courses on the region away from Russia. I then discuss how the various political science topics and research questions are related to the war, and I conclude with a section on assignments and methods for student engagement that work well with this type of course. [ABSTRACT FROM AUTHOR]

Critical thinking is a common and important learning outcome in college curricula. Case-based and problem-based learning can be used to assess and foster critical thinking skills. HNF 250–Contemporary Issues in Human Nutrition is a critical thinking course developed during the redesign of a nutritional sciences major program. Course assignments were designed to assess the course and nutritional sciences major learning outcomes. The nutrition and health claim assignment is scaffolded across the academic semester as three assignments: 1) bibliography assignment; 2) poster presentation; and 3) paper. Course lectures and materials have been designed to prepare students for completion of each assignment. The assignments have been modified over time based on classroom observations and student performance. In 2021, the course learning outcomes were examined by assessing several assignments including the nutrition and health claim poster and paper. Course learning outcome benchmarks using these assessments generally included 80% of students achieving an 80% for each criterion. Results revealed that students were not meeting most of these assessment benchmarks during the 2021 iteration, although benchmark data from other course assessments were more satisfactory. It is possible that the transition from a virtual to an in-person format negatively influenced student performance on these course learning outcomes. This course and the nutrition and health claim assignment example can provide a course design and learning outcome assessment framework for other higher education critical thinking courses. NEW & NOTEWORTHY: This paper describes how a scaffolded nutrition and health claim assignment is used to teach critical thinking skills among nutritional sciences students and examine the program's learning outcomes. Further, this course example is to serve as an model for STEM majors on how to incorporate case-based and problem-based learning strategies into an undergraduate course. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/teaching-critical-thinking-in-nutritional-sciences/. [ABSTRACT FROM AUTHOR]

Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learning outcomes of the program. Despite their pivotal role in education, however, a standardized framework for the development, implementation, and enhancement of course specifications remains elusive. Given that different programs may employ varying formats with differing levels of detail, it is critical to establish a universal framework that enables instructors to adhere to quality standards at the program level. To this end, leveraging the ASEAN University Network – Quality Assurance (AUN-QA) and Quality Matters Rubric, this study seeks to optimize course quality assurance requirements and assess lecturers' perception of these proposed guidelines. Drawing on document analysis, semi-structured interviews, and importance-level measurement, the findings of this study underscore the significance of eight criteria, comprising a total of 25 quality requirements, in ensuring course quality. These criteria include learning outcomes, structure and content, instructional approaches, learning assessment, learner support, staff, and output. Notably, these criteria align with the Plan-Do-Check-Act (PDCA) cycle theory, thereby promoting continuous improvement in education. [ABSTRACT FROM AUTHOR]

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Logistics plays a vital role in driving the global economy forward. Within this profession, English serves as the primary means of communication. However, not all logistics personnel, especially those for whom English is a second language, find it easy to use. The aim of this research is to conduct a needs analysis for English skills in the logistics industry. A questionnaire was distributed to 156 Thai logistics management students and employed Google Forms together with Microsoft Excel for quantitative analysis. The findings revealed the following: 1) The four core skills (listening, speaking, reading, and writing) and vocabulary were reported extremely important, while grammar was rated as important. 2) The most frequently utilized English skill was reading, the skill most desired to improve was speaking, the skill that lacked the most was grammar, and the skill requiring the greatest development in their future were reading, listening, speaking, and writing, respectively. The implications of this study are significant for the development of English for Specific Purposes (ESP) courses. [ABSTRACT FROM AUTHOR]

Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and mathematics (STEM) fields play a critical role in the advancement of society and are expected to grow rapidly in the coming years. This study examines the development of a STEM education course and its impact on teachers' self-efficacy and course experiences. The study involves a mixed-methods approach, using survey and course assignment results gathered from 52 mathematics master's degree candidates who took an online STEM education course. Teachers' self-efficacy, STEM knowledge, reflections from reading materials, and lesson plans were quantitatively analyzed while content analyses was employed for the teachers' opinions on the role of each STEM subject and overall course evaluation. Results showed a significant increase in teachers' self-efficacy in teaching STEM subjects after completing the course. Additionally, teachers reported positive experiences related to course content, activities, and assignments. The study provides insights into the design and implementation of effective STEM courses and provides practical implications for designing operative STEM courses. [ABSTRACT FROM AUTHOR]

To address the health effects of climate change, leaders in healthcare have called for action to integrate climate adaptation and mitigation into training programs for health professionals. However, current educators may not possess sufficient climate literacy and the expertise to effectively include such content in their respective healthcare curricula. We, an international and interprofessional partnership, collaborated with experts to develop and deploy curriculum to increase health educators’ and graduate health profession students’ knowledge and competencies on climate change. In a tri-step process, the first phase included recruiting interested faculty members from two institutions and varying health professions. In phase two, faculty members collaborated to develop a faculty symposium on climate change including educational competencies required of health professions, practice standards, guidelines, and profession-specific content. Symposium outcomes included broader faculty member interest and commitment to create an interprofessional climate change course for healthcare graduate students. In phase three, course development resulted from collaboration between faculty members at the two institutions and faculty members from the Global Consortium on Climate and Health Education (GCCHE), with course objectives informed by GCCHE competencies. Climate experts and faculty members delivered the course content over a 10-week period to 30 faculty members and students representing seven health professions, who were surveyed (n = 13) for feedback. This course can serve as an example for international collaborators interested in developing climate change courses for health profession students. Lessons learned in this process include: climate change novice faculty members can develop impactful climate change courses; students and faculty members can be co-learners; diverse representation in course attendees enriches the learning experience; and collaboration is key.

Science, technology, engineering, and mathematics (STEM) fields play a critical role in the advancement of society and are expected to grow rapidly in the coming years. This study examines the development of a STEM education course and its impact on teachers’ self-efficacy and course experiences. The study involves a mixed-methods approach, using survey and course assignment results gathered from 52 mathematics master’s degree candidates who took an online STEM education course. Teachers’ self-efficacy, STEM knowledge, reflections from reading materials, and lesson plans were quantitatively analyzed while content analyses was employed for the teachers’ opinions on the role of each STEM subject and overall course evaluation. Results showed a significant increase in teachers’ self-efficacy in teaching STEM subjects after completing the course. Additionally, teachers reported positive experiences related to course content, activities, and assignments. The study provides insights into the design and implementation of effective STEM courses and provides practical implications for designing operative STEM courses.

The purpose of this paper is to provide a description and evaluation of a graduate-level Health Services Research Methods course offered at the University of Arizona R. Ken Coit College of Pharmacy. This three-credit, round-table discussion-style course introduces students to fundamental concepts in healthcare study design and teaches them how to design and critique example studies for a variety of commonly encountered study designs. The course is assessed through essay-style examinations, development of a research proposal, and low-stakes weekly assignments. Twenty-seven students have completed the course in the past five years. Feedback from student course surveys was almost unanimously positive, with few meaningful suggestions for improvement. The description and evaluation of a graduate-level Health Services Research Methods course at one institution indicates that students had a largely favorable experience with the course. Considerations for future revisions to the course are discussed alongside other lessons learned.

To address the health effects of climate change, leaders in healthcare have called for action to integrate climate adaptation and mitigation into training programs for health professionals. However, current educators may not possess sufficient climate literacy and the expertise to effectively include such content in their respective healthcare curricula. We, an international and interprofessional partnership, collaborated with experts to develop and deploy curriculum to increase health educators' and graduate health profession students' knowledge and competencies on climate change. In a tri-step process, the first phase included recruiting interested faculty members from two institutions and varying health professions. In phase two, faculty members collaborated to develop a faculty symposium on climate change including educational competencies required of health professions, practice standards, guidelines, and profession-specific content. Symposium outcomes included broader faculty member interest and commitment to create an interprofessional climate change course for healthcare graduate students. In phase three, course development resulted from collaboration between faculty members at the two institutions and faculty members from the Global Consortium on Climate and Health Education (GCCHE), with course objectives informed by GCCHE competencies. Climate experts and faculty members delivered the course content over a 10-week period to 30 faculty members and students representing seven health professions, who were surveyed (n = 13) for feedback. This course can serve as an example for international collaborators interested in developing climate change courses for health profession students. Lessons learned in this process include: climate change novice faculty members can develop impactful climate change courses; students and faculty members can be co-learners; diverse representation in course attendees enriches the learning experience; and collaboration is key., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision., (Copyright © 2024 Okatch, Remshifski, Fennessey, Campbell, Barnoy, Friedman, Kern, Frasso, Sorensen, Bar-Shalita and Hunter.)

Undergraduate students in engineering technology are typically not required to take any courses on numerical methods or computational techniques and thus have little or no knowledge of many basic numerical approaches commonly used in engineering disciplines, such as root finding, curve fitting, numerical integration, and numerical differentiation. In addition, they are only required to take one introductory level programming course and thus usually experience difficulty when working on course projects involving extensive programming. However, the industry is demanding different skillsets than the ones that were expected just a decade ago. Numerical and programming skills are becoming increasingly important. In this case study, the effectiveness of embedding numerical methods and MATLAB programming in MMET 303 Fluid Mechanics and Power, a four-credit junior-level required course offered every semester for undergraduates at the Department of Engineering Technology and Industrial Distribution at Texas A&M University, was assessed. A series of learning modules were purposefully designed and implemented as a trial test in the classes offered in the semester of Fall 2023. Instructor's observation, submitted assignments, and survey results were analyzed. The results suggested that embedding numerical methods and associated MATLAB programming into a required course enhanced students’ analytical skills of tackling practical problems, helping them become better prepared as they move on into the industrial companies or the graduate schools. [ABSTRACT FROM AUTHOR]

Introduction: Comprehensive sexuality education (CSE) is associated with positive sexual and reproductive health (SRH) outcomes, including increased contraceptive use, lower rates of unintended pregnancy and prevention of sexual violence. However, implementation of and requirements for CSE vary across the United States which can negatively impact students, both during and beyond high school, including among college students., Methods: and Analysis: This paper describes the research protocol for a multi-staged approach for designing, implementing and evaluating an SRH course for up to 60 undergraduate students at a public university in California. Before the class is offered, we will conduct 20 in-depth interviews with current students, educators and course design experts to learn from their experiences and seek their guidance on course design. To evaluate the course, enrolled students will complete a pre-course and a post-course survey before and after class is taught, to assess students' attitudes and values relevant to educational concepts and the format and delivery of the course and its modules and activities. Approximately 20 students will take part in an in-depth exit interview, after completing the course, to gather perceptions about how the course impacted their knowledge and behavior. The goal is to refine materials for future in-person course offerings and develop a prototype for a fully online version of the course., Discussion: This study introduces a novel university-level course to provide young adult students comprehensive, evidence-based education on sexual and reproductive health from a public health perspective. The program leverages existing CSE efforts, enhancing them with academic rigor, inclusive content and digital inclusion. This approach, inclusive of diverse sexual orientations, content on pleasure and sexual violence prevention, aims to fill existing gaps in university curricula and also set a new standard in CSE. The project's innovative and multidisciplinary design offers a model for broader impact within a large public university system and beyond., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)