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Educational Challenge: As technological advancements challenge the current roles healthcare workers fill, curiosity and lifelong learning are becoming increasingly important. However, descriptions of specific curricular interventions that successfully develop these attitudes and skills remain limited. Proposed Solution: We aimed to promote curiosity and advance practical application of evidenced-based medicine through a longitudinal, gamified learning activity within a longitudinal integrated clerkship (LIC). Thirty-seven students across two inquiry-themed LICs based at a university hospital and a community-based integrated healthcare delivery system used BINGO cards containing various assignments designed to develop the skill of asking and answering clinical questions. Assignments included: engaging experts, using evidence-based medical resources, attending education events, utilizing medical library resources, and Phone-a-Scientist. Students shared their experiences in a group setting and wrote a reflection for each assignment that was qualitatively analyzed to determine the perceived educational outcomes according to the Kirkpatrick Evaluation Model. Lessons Learned: Results suggest that Inquiry BINGO fosters curiosity and builds skill in applied evidenced-based medicine early in clinical training. Most assignments prompted students to engage in opportunities they might not have otherwise explored. All but three students reported a change in behavior as a result of the assignment and 57% reported positive clinical or research results. Next Steps: Future iterations of this activity should be evaluated by obtaining patient and/or preceptor feedback as well as longitudinal evaluations of student behavior to ensure higher level educational outcomes are being met. [ABSTRACT FROM AUTHOR]

Objective: This project examines students' experiences using a mental health mobile application (app) as part of a class assignment developed to support student well-being. Participants: Data was collected from 265 undergraduate students enrolled in a psychology course during the COVID-19 pandemic. Methods: Students developed a self-care goal and used an app to support progress toward it. Thematic analysis was applied to students' written reflections about their experiences using the app and practicing self-care. Results: Students reported using an app for self-care was 1) more helpful than expected for improving focus, productivity, motivation, sleep, and mental health symptoms; 2) challenging due to loss of interest, slow improvement, difficulty integrating into routine, or negative feelings triggered; and 3) influenced by the pandemic and transition to remote learning. Conclusions: A classroom assignment designed to promote self-care using a mental health app shows promise. Future research is needed to better understand engagement and impact. [ABSTRACT FROM AUTHOR]

There is an increasing need of gerontological education in social work to enhance the knowledge of aging and interests in senior care among students. This study is conducted based on an experiential-learning strategy with a combination of having an ethnographic interview with an older adult and writing a reflection paper afterward as an assignment embedded in a Gerontology course of the Bachelor of Social Work program in western Canada. Thematic analysis was applied to eight reflection papers in which a consent was obtained from 2020 to 2021 cohorts of social work students. Three key themes emerged: connection between learned knowledge and interview topics, resonation interview content with personal experiences, and a positive perception of aging and a positive attitude toward working with aging populations. The findings support the combination of ethnographic interview and reflection paper as a pedagogical approach in gerontological education not only for improving students' learning experience and knowledge but also for establishing a positive perception of aging and older adults. The study also reveals the necessity of more interaction between students and older adults to enhance a better understanding of aging-related issues and promote willingness to work with older adults. [ABSTRACT FROM AUTHOR]

Background: Feedback is central to formative assessments but aligns with a one‐way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one‐way transmission rather than a two‐way process. Objectives: This case study aims to improve LA design and practice to align with dialogic feedback principles by exploring an authentic dialogic feedback practice at scale. Methods: We explored a dialogic feedback practice of a course having 700 undergraduate students. The case study used quantitative and qualitative analysis methods to investigate what students expect from feedback, how educators respond to students' feedback requests, and how students experience feedback. Results and Conclusions: The results emphasise the need to focus on cognitive, relational and emotional aspects of the feedback process. In aligning LA with dialogic feedback principles, we propose that LA should promote the following objectives: reflection, adaption, personalisation, emotional management, and scaffolding feedback provision. Lay Description: What is currently known about this topic: Formative feedback generally aligns with a one‐way information transmission from educators to students, obstructing effective feedback utilisation.Dialogic feedback encourages students' active engagement in feedback but is difficult to practice at scale.Learning Analytics (LA) provides a promising solution for provisioning timely feedback at scale.Current LA practices lack alignment with dialogic feedback principles. What does this paper add: This article provides findings of an authentic study on a dialogic feedback practice at scale.Analysing the data collected through out a semester, we emphasise the need to focus on cognitive, relational and emotional aspects of the feedback. Implications for practice or policy: For LA to align with dialogic feedback principles, it should promote five key objectives: Reflection, Adaption, Personalisation, Emotional Management, and Scaffolding Feedback Provision.The objectives Reflection, Adaptation, and Personalisation should extend its scope beyond student‐facing context to include educators as well.The objective of 'emotional management' should capture students' emotions and inform educators to reflect and refine their feedback process.The objective of 'scaffolding feedback provision' is to aid educators in crafting feedback by balancing the cognitive, relational and emotional aspects. [ABSTRACT FROM AUTHOR]

Background: Their ubiquity is particularly notable as video games become increasingly intertwined with the technological revolution. Despite this prominence, gender disparities in adolescent video gaming remain under‐explored. Objectives: This research aims to determine the frequency classes of video game playing based on gender, analyse the variables (age of first digital device/internet use, weekday/weekend internet frequency in and out of school, economic, social, and cultural status) that might influence assignment to these classes, and reveal the differences in PISA scores among these classes. Methods: Our study utilises multiple group latent class analysis and multinomial logistic regression to investigate the video gaming frequencies of 6890 Turkish students (49.1% female, 50.9% male) from the PISA‐2018 exam. A three‐step multiple logistic regression was employed to identify the effect of the variables on assignment probabilities. Also, the multivariate Delta method tested mean differences between classes for PISA scores. Results and Conclusions: This study classifies Turkish students from PISA 2018 into four video gaming preference frequency classes (frequent, regular, casual, and non‐video game players) based on gender. Our study reveals that frequent male gamers begin using digital devices and the internet earlier than their female counterparts, spending more time gaming outside school. Notably, the frequency of video game play, which varies by gender, was found to have a significant effect on academic achievement. Lay Description: What is already known about this topic: Video games have an important place in children's entertainment preferences and game time is increasing.Digitalisation is increasing in Turkey with a large youth population and affects game usage.Gender roles affect gaming habits and learning styles. What this paper adds: The study identifies four classes of gamers according to frequency of play: frequent, regular, casual and non‐video game players.Video game playing frequency can affect academic performance by gender.Males are more likely to be placed in the frequent and regular gamer classes, while women are placed in the casual and Non‐VGPs.Early internet access and internet use during school hours affect females more in the classification according to the frequency of playing video games. Implications for practice and/or policy: Educators can use students' gaming habits in their teaching strategies.Future research should also examine game types and sociocultural contexts.The motivations and challenges faced by female gamers should be analysed. [ABSTRACT FROM AUTHOR]

This teaching note describes the use of a pilot peer feedback assignment in an undergraduate BSW Interviewing Skills Course. Two cohorts of students over two years (n = 47) answered a brief questionnaire and/or participated in a small focus group inquiring about their experience of this assignment and its impact on their learning. Student reflections in the assignment were also reviewed to understand their experience. Three themes were identified: (a) giving peer feedback deepened student learning of specific communication skills; (b) receiving constructive feedback from peers strengthened elements of professionalism; and (c) the peer feedback process increased confidence in self-evaluation skills. Implications for changes to our teaching based on this experience are offered. [ABSTRACT FROM AUTHOR]

This study investigated students' overall perceptions of assignments in an active learning class based on their learning style, course engagement, understanding of content, industry relevance, collaborative learning, and value of the assignments. A total of six terms were surveyed, with a total of 250 participants. Students agreed that the assignments helped them learn industry terminology, increased their skill sets, were engaging, and prepared them for entering the job market. Group assignments aided in understanding content in more depth and developing critical thinking skills and problem-solving. [ABSTRACT FROM AUTHOR]

BACKGROUND: COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis. OBJECTIVE: This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan. METHODS: This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty's perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli's test. RESULTS: From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001). CONCLUSION: This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The Maximally Diverse Grouping Problem is one of the well-known combinatorial optimization problems with applications in the assignment of students to groups or courses. Due to its NP-hardness several (meta)heuristic solution approaches have been presented in the literature. Most of them include the insertion of an item of one group into another group and the swap of two items currently assigned to different groups as neighborhoods. The paper presents a new efficient implementation for both neighborhoods and compares it with the standard implementation, in which all inserts/swaps are evaluated, as well as the neighborhood decomposition approach. The results show that the newly presented approach is clearly superior for larger instances allowing for up to 160% more iterations in comparison to the standard implementation and up to 76% more iterations in comparison to the neighborhood decomposition approach. Moreover, the results can also be used for (meta)heuristic algorithms for other grouping or clustering problems. [ABSTRACT FROM AUTHOR]

While existing studies acknowledge the importance of using technology in the mathematical modelling process, questions about how to integrate digital tools into mathematical modelling are not still answered. This study aims to examine pre-service mathematics teachers' designing and solving mathematical modelling problems by using different digital tools through the collaboration of two different courses in their education program. The GeoGebra-supported modelling cycle was adopted as the conceptual framework of the study. The case study was used to design the research. The participants of the study were three volunteer pre-service secondary mathematics teachers, who were able to use and integrate digital tools in mathematics education. The pre-service teachers were asked to design a mathematical modelling problem by integrating different digital tools as the final assignment in both courses. The designed mathematical modelling problem, the video records of pre-service teachers' explanations including the designing and solving process, and the video records of the focus group interview were the data of the study. The results showed that the pre-service teachers were able to design and solve an effective and comprehensive mathematical modelling problem using technology by combining their skills that they had learnt through different courses. In particular, they were able to use different digital tools in both designing and solving a mathematical modelling problem. Their solution also led to the extension of the adopted framework by adding new technological actions into the modelling stages. [ABSTRACT FROM AUTHOR]

The current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's‐level asynchronous research methods course. In an alternating‐treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (M = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (M = 75.95). The results of a paired‐sample t test indicated statistically significant differences between the two conditions at p <.0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (M = 87.28) and discussion forum (M = 89.08) conditions. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Objective: This qualitative research project was undertaken to discover how students perceive the embedded librarian in their nursing class. The researchers determined how a required group research meeting was valued by students and whether that value warranted the necessary time and energy by an embedded librarian. Methods: Researchers conducted focus groups with twenty-three students from two different sections of the same nursing research methods undergraduate course. Students' responses to a series of five questions were recorded within Zoom and supplemented by handwritten notes. Data was coded by hand and patterns that emerged from the five focus groups were analyzed. Results: Participants reported overall satisfaction with the embedded librarian and students felt they benefitted from the required research meeting with the librarian, which was part of the searching assignment rubric and closely tied to the assignment itself. Conclusion: Based on the data, a required research meeting with an embedded librarian, who is familiar with the course assignments, reinforces classroom instruction, point-of-need assistance with search strategies, and the opportunity to strengthen the relationship with the librarian for future research needs. [ABSTRACT FROM AUTHOR]

Oncology nurse residents write legacy letters to future cohorts in the 11th month as a reflection on their transition year, focusing on lessons learned and advice gleaned. This article explores poetry as an alternative to legacy letters. The limerick writing assignment was well received. Legacy messages provided a deeper understanding of residents' experiences, subsequently guiding curriculum improvement. Changes included beginning a dialogue in the first month on the importance of self-care, handling emotions, and incorporating evidence-based, cognitive behavioral skillsbuilding. First-year nurse resident turnover rates in year 1 decreased from 14% (2019) to 5% (2022). [ABSTRACT FROM AUTHOR]

This article discusses a seminar‐style course on peace history offered as an option in the general education program at Gwynedd Mercy University since the Spring 2020 semester. After describing the context that led to the development of the course, it outlines features of the course syllabus, such as course topics, assignments, and resources. It offers specific suggestions for reading material and other content, discussion threads, in‐class activities, options for short essays, and research paper topics. Instructors may find the syllabus helpful as a catalyst for developing ideas for their own course emphasizing peace as a theme in history or as a source for topics about peace to include piecemeal in syllabi in survey and other courses. [ABSTRACT FROM AUTHOR]

Supervised practice pairs behavioral rehearsal (i.e., the practice of skills) with constructive and supportive feedback so that learners can enact new skills accurately and develop the motivation to consistently apply these skills. The current review study takes stock of the literature on supervised practice through second-order meta-analysis, a rigorous quantitative method used to aggregate overall effects from previous meta-analyses. Results from five meta-analyses revealed a significant overall effect of supervised practice compared to unsupervised practice (SMD = 0.22). Youth outcome type significantly moderated the effects of supervised practice, with internalizing behavior yielding the largest effect. Findings suggest that providing opportunities for supervised practice has the potential to significantly improve the effectiveness of a range of skills-based interventions. Implications for supervised practice are discussed, including as an adjunct to cognitive behavioral interventions and a valuable role for volunteers and other paraprofessionals in their delivery of research supported care. [ABSTRACT FROM AUTHOR]

The Competencies and Recommendations for Educating undergraduate Nursing Students (CARES) was originally designed for nursing students' palliative and end-of-life care education. The competencies were later revised to align with the 2021 American Association of Colleges of Nursing Essentials core competencies for baccalaureate nursing education. This project aimed to (1) review the courses in an accelerated baccalaureate nursing program for alignment with CARES, (2) determine any gaps, and (3) make program recommendations. The CARES competencies and Essentials were mapped according to the nursing program's 12 core curriculum courses and evaluated. Three CARES competencies were not met, and 12 were partially met. Areas of improvement were identified across the curriculum. Results of the mapping included palliative concepts needing earlier program introduction, reflective journaling was recommended for clinical practice courses, and incorporation of palliative care simulations was proposed to bridge the gaps. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Examining nursing students' perceptions of prebriefing and what components are most effective in preparation for simulation may help standardize prebriefing and enhance learning experiences. Method: This qualitative descriptive study explored the perceptions of prebriefing, prework assignments, and what methods of prebriefing increased self-confidence when undergraduate nursing students participated in simulation. An inductive approach to content analysis was used to interpret the data. Results: Two themes that emerged from the data were preparation is essential to simulation success and preparation is essential to future success. Additionally, five subthemes were identified: understanding content in advance, logistical clarity, well-prepared students are invested, increased self-confidence, and pride in education and learning. Conclusion: Prebriefing is essential to simulation and undergraduate nursing student success. Although prebriefing practices vary between educators, undergraduate nursing students valued prework and expressed a preference for written assignments. Overall, students perceived prework as increasing their self-confidence during simulation. [J Nurs Educ. 2024;63(10):693–697.] [ABSTRACT FROM AUTHOR]

AbstractAccording to both post-secondary educational advocates and employers, critical thinking is a vital skill for students to learn during their university education. It is not a skill, however, that students can be introduced to once and then expected to independently apply. Instead, critical thinking skills should be integrated and practiced throughout a student’s degree program. Including project-based learning (PjBL) in general education classes can serve a dual purpose for the general education instructor: first, well-designed project-based assignments allow students to practice many of the cognitive and metacognitive skills associated with critical thinking, and, second, they enable students to connect the material in the general education classroom to their own experiences, making it a more robust learning opportunity while at the same time providing students choice. This essay reflects on the PjBL assignment “Thinking Outside the Essay” to illustrate one potential avenue for humanities and social and behavioral science faculty to facilitate practice in critical thinking, provide student choice, and connect course content to students’ lived experiences. [ABSTRACT FROM AUTHOR]

The syllabus is a required document for all courses to provide students with course information, policies, and assignment deadlines. The goals of this study were to investigate students' perception of the role of the syllabus, preferred location of assignment deadlines, and preferred style of receiving deadline notifications. Faculty (n = 14) and students (n = 324) from community colleges through professional schools were invited to participate and complete a survey. We used a mixed-method design of survey questions, and the results demonstrated that students defined a syllabus as both a contract and a learning tool and that it should be flexible. Students ranked assignment deadlines as the most important part of the syllabus, yet a follow-up question indicated that most referred to four distinct locations in their learning management system (LMS) to find these deadlines. Although students preferred to receive deadline notifications on their smartphones, they also wanted to be reminded by faculty in class. This study helps faculty to obtain a glimpse of current student practices. We recommend that faculty communicate with students the role and expected use of the syllabus in their course while emphasizing its use to identify deadlines. This renewed practice will be time well spent to avoid student confusion and missed deadlines. NEW & NOTEWORTHY: With the adoption of learning management systems (LMSs), students may no longer rely on the syllabus to locate or confirm assignment deadlines and instead rely on various LMS locations, which may not be accurate. We suggest that faculty consider taking the time to review the role and use of the syllabus on the first day of class to ensure that students know where to access current assignment deadlines to avoid confusion and missed deadlines. [ABSTRACT FROM AUTHOR]

Given the crucial role that teacher education programmes play in developing teacher-students' assessment literacy, this study investigates all the course syllabi (n = 278) in primary and secondary-school teacher education programmes offered by three universities in Norway. This study aimed at identifying: 1) the assessment patterns, 2) the relationship between coursework and examination assessment within the course syllabi, and 3) the similarities (or differences) of assessment in teacher education programmes. The results showed a large variation in assessment patterns, especially in the two categories of coursework and examinations. A large percentage of the course syllabi required a form of written, and to a lesser degree, oral assessment. The results did not show a statistically significant relationship between the two modes of assessment in the course syllabi, i.e. coursework and examination assessments. Further, the course syllabi in the three universities were not similar in many assessment-related categories. Our study reveals that formative assessment patterns are rare, and approaches to train teacher-students in developing assessment literacy for future school practices might be missing. [ABSTRACT FROM AUTHOR]

Background: Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. Aims: The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism–individualism. Methods: The present study used a large‐scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism–individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. Results: The multi‐level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. Conclusions: The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism–individualism when evaluating the role of parents in elementary school students' learning in math and science. [ABSTRACT FROM AUTHOR]

ChatGPT, an AI software, has rapidly gained popularity for a wide variety of applications, including educational uses. This research explores the use of ChatGPT to supplement Geographical Information Systems (GIS) coursework creation, to help educators with little experience in GIS. Visualizing sea level rise (SLR) and quantifying the extent of inundated areas under varying SLR scenarios is a common GIS lab activity requiring numerous and sequential software steps. We prompted ChatGPT 3.5 to generate its own version of instructions for a lab assignment to produce two deliverables: 1) a map displaying the extent of inundation under three different SLR scenarios and 2) a data table showing the amount of land inundated in each scenario. The initial ChatGPT instructions were inadequate and following them produced incorrect and incomplete results. However, by refining the prompt and increasing data training, we found that ChatGPT could yield better results for GIS assignment creation applications. [ABSTRACT FROM AUTHOR]

Background: Formal reflection assignments help students process and learn from engagement experiences more fully. Guided reflection can help students engage more deeply with out-of-the-classroom learning experiences and record personal learning. However, it is unknown if students perceive such assignments as valuable. Purpose: This study examined undergraduate students' attitudes toward journaling assignments during a one-week study-away experience within an academic course. Methodology/Approach: The engagement experience comprised firsthand learning about sustainability and energy practices and related policies in Colorado. Qualitative data were collected from nine participants via pre- and post-travel surveys. Thematic analysis was used. Findings/Conclusions: Four themes emerged: prompts helped to elicit quality reflections; journaling enabled integration of learning, emotions, and plans; journaling served as a retrospective resource and reinforces learning; and students felt constrained by the time commitment and public nature of journaling assignments. Implications: Findings suggest that journaling can help reinforce learning and help students monitor their learning, feelings, and plans. [ABSTRACT FROM AUTHOR]

Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This study discusses using timelines as a tool for researching the well-being of student teachers in two different cultural contexts. Research data includes researchers' notes as well as focus groups and students' notions of using timelines as a course assignment, analyzed using thematic analysis. This study shares our justification for using qualitative, visual methods to collect data related to well-being and evaluates the strengths and limitations of timelining as a tool to do this, from both the participants' and researchers' viewpoints. The study argues that timelines have the potential not only to support reflections on well-being but also to provide an approach to support it during teacher training and beyond. The use of timelines as tools to explore the non-linear and dynamic experiences of well-being during student teachers' teaching practice in Finland and England will be discussed and recommendations for the further development of this approach shared. [ABSTRACT FROM AUTHOR]

This article is a collaboration among three Philadelphia public school teachers who wrote curriculum units based on their new learning and research of W.E.B. Du Bois' groundbreaking book, The Philadelphia Negro (1899) of the Seventh Ward. Du Bois' book was the first major race study of an African-American urban community ever published in the United States. Teachers Holloway, Moon, and Yau utilize the past and current history of the Seventh Ward being in Philadelphia to give their students the first hand experience of Du Bois' scholarly work. Tyriese James (TJ) Holloway, an 11th and 12th grade teacher from Overbrook High School begins his session with a personal narrative about the complex meanings of "home" and shares his class assignments and examples of student works. Similarly, Jeannette Moon, a 7th and 8th Grade Teacher from Penn Alexander School designs her curriculum unit to focus students with the essential question: "What is home?" with mapping, reading of primary sources as well as fictional works of Du Bois. Lisa Yuk Kuen Yau, a 5th Grade Teacher from Francis Scott Key School finds it crucial to introduce students at a young age to the race issue by having them create accordion books, data portraits, and community spaces inspired by Du Bois' scholar works. [ABSTRACT FROM AUTHOR]

This article is a collaboration among three Philadelphia public school teachers who wrote curriculum units based on their new learning and research of W.E.B. Du Bois' groundbreaking book, The Philadelphia Negro (1899) of the Seventh Ward. Du Bois' book was the first major race study of an African-American urban community ever published in the United States. Teachers Holloway, Moon, and Yau utilize the past and current history of the Seventh Ward being in Philadelphia to give their students the first hand experience of Du Bois' scholarly work. Tyriese James (TJ) Holloway, an 11th and 12th grade teacher from Overbrook High School begins his session with a personal narrative about the complex meanings of "home" and shares his class assignments and examples of student works. Similarly, Jeannette Moon, a 7th and 8th Grade Teacher from Penn Alexander School designs her curriculum unit to focus students with the essential question: "What is home?" with mapping, reading of primary sources as well as fictional works of Du Bois. Lisa Yuk Kuen Yau, a 5th Grade Teacher from Francis Scott Key School finds it crucial to introduce students at a young age to the race issue by having them create accordion books, data portraits, and community spaces inspired by Du Bois' scholar works. [ABSTRACT FROM AUTHOR]

Since 1994, the South African government has committed itself to transforming its entire education system with global initiatives related to inclusive education. One of these changes has seen increased support for deaf students in inclusive education settings, as deaf students are increasingly being educated in mainstream classrooms along with their hearing peers. Establishing learning environments that address the unique needs of deaf students is essential for their success but to date little research has included their voices. The aim of this study was to investigate the experiences of four deaf students, educated in mainstream secondary schools in one South African province, to understand the unique features of their learning needs. Data were collected through semi-structured interviews focused on the generation of information regarding the students' beliefs, knowledge and feelings about their educational experiences. Participants' responses are presented in terms of how mainstream teachers might adapt their teaching strategies, teaching materials and assessment tasks, not to dilute educational standards but to give deaf students equal opportunities to demonstrate their knowledge. Our work offers insights into how teachers and schools could implement classroom-level changes, that could perhaps contribute to systems-wide transformation in South African mainstream schools. [ABSTRACT FROM AUTHOR]

The article describes how to incorporate active learning to teach radiographic procedures of the skull through the use of a stations quiz. Topics covered include the value of active learning activities, the items needed to create learning stations and the room setup and procedure. Example instructions and prompts for each station of skull radiography stations quiz as well as troubleshooting tips are also tackled.

The article focuses on incorporating active learning in didactic radiologic technology course. Topics covered include how incorporating active learning elements can change the interaction in the classroom among the students and with the instructor, the diagnostic image analysis learning activity used and the feedback from students regarding the assignment.

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports findings from a piloted voter engagement assignment from fall 2016 to spring 2018. Students devised voter engagement interventions within their field assignments, targeting micro-, mezzo-, or macro-level systems. Student submissions revolved around three main issues: (a) promoting the interests of disadvantaged and vulnerable groups, (b) ensuring fairness and impartiality in the electoral process, and (c) achieving the social justice objectives inherent in the professional domain. Additionally, the assignment required students to use all the EPAS competencies. [ABSTRACT FROM AUTHOR]

Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In this course, students complete assignments meant to foster critical thinking competencies, wherein they analyze primary articles on the cellular pathogenesis of disease and relevant drug therapies. To assess student perspectives on these assignments, we developed a survey to gauge student attitudes toward the effectiveness of these assignments in supporting their learning and preparing them as applicants to various health professions programs. Attitudinal data shows that these assignments have helped students think critically when evaluating scientific literature and bolstered their understanding of cell biology in the progression and treatment of human pathologies, better preparing them for their future careers in the health professions. [ABSTRACT FROM AUTHOR]

This article addresses the ethical challenges posed by generative artificial intelligence (AI) tools in higher education and explores the first responses of universities to these challenges globally. Drawing on five key international documents from the UN, EU, and OECD, the study used content analysis to identify key ethical dimensions related to the use of generative AI in academia, such as accountability, human oversight, transparency, or inclusiveness. Empirical evidence was compiled from 30 leading universities ranked among the top 500 in the Shanghai Ranking list from May to July 2023, covering those institutions that already had publicly available responses to these dimensions in the form of policy documents or guidelines. The paper identifies the central ethical imperative that student assignments must reflect individual knowledge acquired during their education, with human individuals retaining moral and legal responsibility for AI-related wrongdoings. This top-down requirement aligns with a bottom-up approach, allowing instructors flexibility in determining how they utilize generative AI especially large language models in their own courses. Regarding human oversight, the typical response identified by the study involves a blend of preventive measures (e.g., course assessment modifications) and soft, dialogue-based sanctioning procedures. The challenge of transparency induced the good practice of clear communication of AI use in course syllabi in the first university responses examined by this study. [ABSTRACT FROM AUTHOR]

Background: Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges. Objectives: The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles. Method: Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria. Results and Conclusions: The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web‐lectures, articles, followed by simple online assignments or self‐study to increase understanding, thereby creating opportunities for deep learning during face‐to‐face through discussions and collaborative activities. Implications: This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group. Lay Description: What is known?: Online interaction is pivotal in blended learningOnline interaction is leveraged through social presence and convergenceSocial presence prevents the online student from feeling lonelyConvergence entails deciding the best‐suited delivery mode: online or face‐to‐face What this paper adds: A novel overview and critical analysis of social presence in blended learningA novel overview and critical analysis of convergence in blended learningA synthesis of the findings on social presence and convergenceExtraction of the findings into blended learning design principles Implications for practitioners: The teacher's presence through design and accessibility fosters students' social presencePlacing concepts online leaves room for deep learning during face‐to‐faceCollaborative activities evoke social presence and facilitate deep learningBlended learning designs should be further tailored for the target group [ABSTRACT FROM AUTHOR]

Background: In late 2022, an AI (artificial intelligence) application, ChatGPT (generative pre-trained transformer), was released free for public use. Although present use of AI applications are scant in nursing education, the easy access to ChatGPT will inevitably influence educational experiences for both educators and students. Nursing educators have an opportunity to leverage this new technology by understanding the functionality and limitations of ChatGPT. Method: This article examines the framework and functionality of ChatGPT and considers a potential nursing education assignment using the AI powered ChatGPT. The AI application, ChatGPT, is reviewed within the context of health care and nursing education and a potential nursing assignment leveraging ChatGPT is considered. Results: Nursing educators will increase their knowledge about ChatGPT and consider a possible nursing curriculum assignment using ChatGPT. Conclusion: Although not without limitations, nursing educators can leverage this new AI powered technology for an enhanced student experience. [J Nurs Educ. 2024;63(8):564–567.] [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Future of Social Sciences is the property of Future of Social Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support. Objective: This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2). Method: Students (N = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material. Results: There were no differences between conditions on any of the outcome variables. Conclusion: The UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective. Teaching Implications: UV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context. [ABSTRACT FROM AUTHOR]

This article documents how an MSW student in an introductory community practice course took her class assignment and over the course of two years revitalized, democratized, and transformed a sclerotic, corporate-run Home Owners Association (HOA). While the community analysis assignment required the student to interview six of her neighbors, the resulting increase in social capital in the neighborhood led, over the next two years, to the student being elected President of the HOA and organizing the community to win streetlights, clean up a polluted retention pond, create positive relations with city officials, and increase the social capital and collective efficacy of the neighborhood. [ABSTRACT FROM AUTHOR]

The disequilibrium theory suggests restricting a behavior below baseline levels will induce response deficit and make that behavior a more impactful reinforcer. This reinforcement principle was incorporated into a behavior change project for eight students, where the instrumental behavior was homework, and the contingent behavior was social media (SM) access. Students self‐selected their level of SM access deficit and completed both a baseline and treatment phase during the first 8 weeks of an undergraduate learning and behavior course. Most students increased daily homework rates during treatment relative to baseline, although the average increase was not statistically significant. Daily SM rates were significantly decreased during treatment relative to baseline, which was evidence of response deficit. Students rated the behavior change project high on most social validity measures. These results indicate that behavior change projects based on the disequilibrium theory are a viable way to induce changes in socially significant behaviors. [ABSTRACT FROM AUTHOR]

Reducing free-riding is an important challenge for educators who use group projects. In this study, we measure students' preferences for group project characteristics and investigate if characteristics that better help to reduce free-riding become more important for students when stakes increase. We used a discrete choice experiment based on 12 choice tasks in which students chose between two group projects that differed on five characteristics of which each level had its own effect on free-riding. A different group project grade weight was presented before each choice task to manipulate how much there was at stake for students in the group project. Data of 257 student respondents were used in the analysis. Based on random parameter logit model estimates we find that students prefer (in order of importance) assignment based on schedule availability and motivation or self-selection (instead of random assignment), the use of one or two peer process evaluations (instead of zero), a small team size of three or two students (instead of four), a common grade (instead of a divided grade), and a discussion with the course coordinator without a sanction as a method to handle free-riding (instead of member expulsion). Furthermore, we find that the characteristic team formation approach becomes even more important (especially self-selection) when student stakes increase. Educators can use our findings to design group projects that better help to reduce free-riding by (1) avoiding random assignment as team formation approach, (2) using (one or two) peer process evaluations, and (3) creating small(er) teams. [ABSTRACT FROM AUTHOR]

Colleges and universities have implemented a broad range of initiatives to support student success. Problem solving courses and course supplements are one approach. Evaluation of these courses has shown positive outcomes in terms of improved academic performance and other benefits. A number of these studies have also reported the largest positive effects with underperforming student groups. To further explore this approach a novel general education academic success course was developed. The course integrated a comprehensive problem-solving model into lectures and assignments as the basis of an active learning instructional strategy. Students were taught the model along with relevant academic skills content. They then applied the model to a personal challenge affecting their success in school and life. Using a matched cohort design, 826 course participants were compared with a campus-wide sample matched on key variables. Generalized linear models were used to estimate between group mean differences, and a Cox proportional hazards model was used to compare time to graduation. Results showed that students who successfully completed the course achieved higher cumulative GPAs overall compared with matched peers. Highest GPAs for students who took the course as freshmen suggested a transfer of knowledge over time. Results also showed that the course significantly benefited students from historically at-risk populations in terms of higher GPAs, units earned, retention, and graduation rates. This study shows that a well designed problem solving course can help students, especially those who struggle academically, to more effectively meet the challenges of college and daily life. [ABSTRACT FROM AUTHOR]

Wikipedia-based assignments have been adopted successfully in classrooms to improve learning outcomes. However, although this teaching method has been adopted regularly in Western higher education settings, more is needed in an international learning environment. Therefore, this research investigates how employing technology-mediated student-generated Wikipedia content can enhance learning outcomes in an international setting. This study adopted Wikipedia's online user-generated content platform to create student-generated content in introductory Public Administration classes. We conducted quantitative and qualitative analyses to assess whether a Wikipedia writing assignment increased learning outcomes. Through pre-and post-surveys, students reported increased awareness of their English writing ability, knowledge of Wikipedia content writing, and knowledge of Wikipedia content writing. The study recommends adopting Wikipedia for introductory courses, especially relevant for courses taught in an international environment where English is the language of tuition. Nonetheless, instructors should act as active facilitators in group work, aid students in finding and shaping project topics, and narrow the project scope to ensure that it remains educational within the taught context. Furthermore, it is recommended to have a reasonable project length, design cross-group interactions, and include peer review and technical support in designing the project. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the use of hands-on learning video assignments (HLVAs) among middle school students in China during and after the COVID-19 pandemic. Based on the results of HLVAs approach with seventh grade students at Jiefang Road School during the online learning phase, one class was selected to participate in an offline empirical, longitudinal study to further explore the impact of HLVAs approach on students' biology learning. Two data collection instruments were used: hands-on learning students' work evaluation instrument and model competence development instrument to detect changes in students' modeling development. Questionnaire responses from the students in the experimental class two years later, when they were in high school, offer additional perspectives on this approach. Findings indicated that HLVAs approach improves students' work quality, modeling skills, and biology learning outcomes. This study describes hands-on learning strategy based on embodied cognition theoretical perspectives, with implications for curriculum, instruction, and learning. [ABSTRACT FROM AUTHOR]

AbstractWhat is the educational challenge?: Advances in artificial intelligence (AI) are overtaking the progress in teaching and assessment. Traditional assignments, such as written reports and posters, have become obsolete as these can be created almost entirely using AI tools. As educators, it is imperative that we devise out-of-the-box assignments to give students the opportunity to demonstrate their understanding, ability to synthesize and think critically, while promoting the ethical and innovative use of AI.What are the proposed solutions?: In place of a traditional literature review essay, our junior medical students were given a structured assignment that required the use of ChatGPT to write a report, a critical analysis of the output, and the creation of a final report using their own research combined with the AI output.How was the solution implemented?: Students were provided with clear guidelines in writing and in the form of an in-person presentation, in addition to guidance during the process of the assignment.What lessons were learned that are relevant to a wider audience?: Using ChatGPT as part of constructing an essay and critically analyzing its output was a beneficial experience for the students, allowing them to recognize the utility and limitations of the widely available version of the AI platform. It also provided them with a sense of openness to new technologies that will support their academic journey. This structure could be generalized for use in a wider scope, to promote the effective and ethical use of AI.What are the next steps?: Implementation of such strategies to develop various types of assessments involving student coursework is at the center of revamping our medical school’s assessments. This successful endeavor represents the spark of innovation at our school which is constantly evolving to address the ever-changing needs of our medical programs. [ABSTRACT FROM AUTHOR]

This study delves into the potential use of large language models (LLMs) for generating Library of Congress subject headings. The authors employed ChatGPT to generate subject headings for electronic theses and dissertations (ETDs) based on their titles and abstracts. The results suggest that LLMs such as ChatGPT have the potential to reduce the cataloging time needed for assigning subject terms from Library of Congress Subject Headings (LCSH) for ETDs as well as to improve the discovery of this type of resource in academic libraries. Nonetheless, human catalogers remain essential for verifying and enhancing the validity, exhaustivity, and specificity of Library of Congress subject headings generated by LLMs. [ABSTRACT FROM AUTHOR]

Background: Despite access to nature-based recreation, many college students do not take advantage of these experiences to improve their mental and physical health. Virtual reality experiences provide a potential pathway to motivate this population to recreate outdoors, but research is needed to determine whether virtual recreation can lead to real-world intent to recreate. Purpose: This study investigated whether virtual reality experiences influence student motivation for nature-based recreation, as measured with the intention and self-efficacy to spend time in nature scales. Methodology/Approach: As part of an introductory parks, recreation, and tourism class, students explored nature through virtual reality. The study incorporated a mixed methods design using pre- and post-experience surveys, interviews with participants, and document analysis of student assignment submissions over Instagram. Findings/Conclusions: Preliminary findings suggest that virtual reality can approximate real-world nature environments and provide a potential pathway for this population to access real-world outdoor recreation opportunities. Implications: In situations where real-world field experiences are not possible, educators and practitioners can use the findings of this study to assess whether a virtual recreation experience is appropriate for their audience. While these experiences do not substitute real-world nature, they may be part of a participant's pathway to recreate outdoors. [ABSTRACT FROM AUTHOR]

Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers "entirely on their own." For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least "look like" good papers, many students will complete paper assignments in a way that fails to develop their philosophical abilities. We argue that this problem exists even if students can produce better papers with AI and even if instructors can detect AI-generated content with decent reliability. But LLMs also create a pedagogical opportunity. We propose that instructors shift the emphasis of their assignments from philosophy papers to "LLM dialogues": philosophical conversations between the student and an LLM. We describe our experience with using these types of assignments over the past several semesters. We argue that, far from undermining quality philosophical instruction, LLMs allow us to teach philosophy more effectively than was possible before. [ABSTRACT FROM AUTHOR]