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Previously, we described a course-based undergraduate research experience (CURE) for first-year students that featured a unique approach to brain mapping in a model organism (rat). In response to the COVID-19 pandemic, we adapted this course for an online learning environment, emphasizing image analysis (identifying immunoreactive signal in an immunohistochemical stain, making neuroanatomical distinctions in a cytoarchitectural stain) and translation of image data to the brain atlas. Using a quasiexperimental mixed methods approach, we evaluated aspects of student engagement and perceived gains in student confidence with respect to the nature and process of science and student science identity development. Additionally, we examined the dynamics of mentorship and student connectedness experienced in the online-only context. We found that the majority of students reported positive affective outcomes for the course in domains such as project ownership and project engagement in addition to positive responses toward perceived mentorship received during the course. Unsurprisingly, students expressed frustration in not being able to freely communicate with members of the course in an organic face-to-face environment. Furthermore, we found that students encountered greater difficulty in mastering image software skills causing a delay in producing consistent-quality data maps. From our analysis of the course, we have identified both useful approaches and areas for course improvement in any future iterations of the online research course. New & Noteworthy: Herein, we describe the process of converting a novel, face-to-face neuroanatomy course-based undergraduate research experience (CURE) to an online-only research setting. We document student affective and skill gains resultant from participating in this course and examine best practices for structuring online CUREs to maximize student learning and success.

COVID-19 calls for new approaches and frameworks for the delivery of work-integrated learning (WIL). Standalone WIL opportunities are also increasingly difficult to realize, with the current economic climate limiting industry resources available for placements and WIL partnerships. The hybridized WIL model presented in this paper thus proposes the scaffolding of simulated WIL experiences into core undergraduate design curriculum to promote deep, authentic, transformational learning, fostering broader student employability. Noting a gap in design educational research relating to embedded scaffolded WIL, the paper refers to examples of scaffolded WIL experiences across core design studio subjects of a four-year embedded honors interior architecture program. Conceived as a way to prepare students for more significant standalone, cross-disciplinary and cross-national WIL, the authors argue that this model develops the professional skills required by industry and better prepares students to navigate the dynamic real-world problems that societies face, particularly during the pandemic.

Course-based undergraduate research experiences (CUREs), which often engage students as early as freshman year, have become increasingly common in biology curricula. While many studies have highlighted the benefits of CUREs, little attention has been paid to responsible and ethical conduct of research (RECR) education in such contexts. Given this observation, we adopted a mixed methods approach to explore the extent to which RECR education is being implemented and assessed in biological sciences CUREs nationwide. Survey and semistructured interview data show a general awareness of the importance of incorporating RECR education into CUREs, with all respondents addressing at least one RECR topic in their courses. However, integration of RECR education within the CURE environment primarily focuses on the application of RECR during research practice, often takes the form of corrective measures, and appears to be rarely assessed. Participants reported lack of time and materials as the main barriers to purposeful inclusion of RECR education within their courses. These results underscore a need for the CURE community to develop resources and effective models to integrate RECR education into biology CUREs.

Where do novel ideas come from? What mental processes facilitate them? The disinhibition hypothesis suggests creative cognition can be assisted by reducing cognitive inhibition of ideas, facilitating looser associative thoughts to bond with one another to produce novel concepts. Past exploration of the disinhibition hypothesis has been drawn from neuroatypical populations, examining the effects of substances, mood, or distraction tasks to overcome cognitive fixation on a single idea. This study explored the disinhibition hypothesis effect on divergent thinking (a measure of creative potential), in a neurotypical population of post-graduate students (n = 50; f = 31; mean age = 24), via a dual-task distraction task (the Simon Task) designed to occupy participants' inhibitory attention. Unlike past work, the present dual-task design enables clarification of whether it is the distraction that facilitates creative responses, or whether the latter are merely an effect of the passage of time between being presented with a problem and offering a solution. Further, the repeated measures design facilitates querying to what degree this form of cognition is environmentally malleable. Participants significantly improved across all four metrics of divergent thinking (fluency; flexibility; originality; elaboration) under dual-task distraction conditions, with a large effect observed for total score improvement.

Advancement of the scientific enterprise relies on individuals conducting research in anethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), hasbeen shown to increase cognitive and noncognitive student outcomes. Because of theseimportant benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in theresearch process, we know of few efforts to incorporate E/RCR education into CUREs. TheEthics Network for Course-based Opportunities in Undergraduate Research (ENCOUR)was created to address this concern and promote the integration of E/RCR within CUREsin the biological sciences and related disciplines. During the inaugural ENCOUR meeting, afour-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives;2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining keyaspects of professional development for CURE facilitators. Meeting outcomes, includingthe aforementioned E/RCR guidelines, are described herein.

Employment within student affairs divisions offers environments in which students can apply the knowledge they have gained, as well as acquire new competencies, helping them to build solid foundations for their futures. Researchers used an online survey to assess the outcomes associated with part-time student employment within the student affairs division at a large Midwest university. Results show duration of employment, rank, sense of community, civic engagement, and cultural awareness to be strong predictors of student development in preparation for their futures.

This paper examines the current level of ethics integration across the accounting curriculum, analyzing the quantity, methods and topics included in coverage. Results of a survey of U.S. accounting faculty from 44 states and 97 different institutions on these issues are presented. The study is broken into two sections: the actual level of ethics integration and what is actually being taught. Prior research in the field has been limited to the extent to which ethics is covered in the classroom and avoided looking at what specifically is being done. This study extends this research by providing an update on the level of coverage as it exists today in the U.S., and by identifying the specific ethics topics being covered. Overall, we find that ethics integration efforts on a per-course basis are modest, and may be inadequate. We suggest that accounting programs that integrate ethics develop a formal ethics integration plan to ensure essential topics are covered, and to maximize the impact on students' ethics.

The design and fabrication of functional scientific instrumentation allows students to forge a link between commonly reported numbers and physical material properties. Here, a two-point and four-point probe station for measuring electrical properties of solid materials is fabricated via 3D printing utilizing an inexpensive benchtop fused-deposition modeling system and designed by standard computer-aided design software. Stainless steel tapestry needles serve as probes for contacting a sample; these are also electroplated in order to study their electrical performance, and provide a framework for discussion of electrical charge transport, contact resistance, and conductivity in materials. A microcontroller board is integrated into the probe and controlled using open-source software. Our robust and simple design provides an instrument that is easily fabricated by students and readily applied to a wide range of classroom settings focused on materials science, mechanical and electrical engineering, as well as solid-state physics and chemistry. This 3D printed probe station costs less than $100 US in materials per unit excluding source meter. We demonstrate that two- and four-point resistance measurements carried out on a solid-state semiconductor differ only by less than 5% in magnitude when compared to data collected using a standard and expensive commercial probe station. Two- and four-point resistance measurements carried out on gold deposited on silicon and on the soft nanostructured organic semiconductor poly(3,4-ethylenedioxythiophene) result in reproducible and accurate current versus voltage (I-V) curves.

The Gaelic Athletic Association (GAA) is an Irish amateur sporting and cultural organisation. It represents in excess of 20,000 teams nationwide and is committed to supporting the development of players and coaches through its Coach Education Programme (CEP). A strategic goal of the CEP is to supplement the traditional field based coach education model with a blended learning approach using online multimedia resources. Two eLearning professionals employed by the GAA are seeking to develop online resources to enhance the knowledge and skills of coaches nationwide. Whilst both professionals possess the expertise and relevant technical skills to create high quality resources, their participation in a Masters in Education and Training Management (eLearning) programme in the Institute of Education, Dublin City University (DCU) is ensuring that the multimedia resources will be based on solid pedagogical insights in order to facilitate the organisation's move to online learning.

Testing water samples for arsenic contamination has become an important water quality issue worldwide. Arsenic usually occurs in very small concentrations, and a sensitive analytical method is needed. We present here a 1-day laboratory module developed to introduce Earth Sciences and/or Chemistry student undergraduates to key aspects of this topical issue. In this practical session, students were first introduced to the worldwide problems of arsenic contamination in groundwaters as a motivation of the experimental work. The latter consisted of quantification of arsenic levels in surface and drinking water at trace levels (nM, ppb) using the electroanalytical technique of anodic stripping voltammetry and the method of standard addition. Results were discussed with respect to water quality guidelines and geology. The complexity of data interpretation in this exercise can be tailored to a range of abilities and subject areas suited to the students and the course.

Synthesizing and testing bicomposite adsorbents for the removal of environmentally problematic oxy-anions is high on the agenda of research-led universities. Here we present a laboratory module successfully developed at Imperial College London that introduces the advanced undergraduate student in engineering (chemical, civil, earth) and science (chemistry, materials, earth science) to several fundamental principles associated with this research area in a simple, engaging and safe way. This includes (i) the synthesis of inorganic bicomposite sorbents, (ii) the evaluation of the adsorption-removal process, and (iii) the analysis of the sorbate; all underpinned by theory. We devise an experiment using phosphate oxyanions and an iron-titanium oxide bicomposite sorbent, which is simple to synthesize. The adsorption of phosphate solutions of varying concentration is tested and assessed at pH 5 and 9. Phosphate concentrations at equilibrium are analyzed using UV-vis spectroscopy to plot adsorption isotherms and compare the Langmuir and Freundlich models. This topical introduction to environmental engineering is an excellent opportunity to investigate adsorption processes. The complexity of data interpretation can be tailored to a range of abilities, and the topics addressed in the experiment are relevant starting points for further exploration of environmental geochemistry, pollution control, element transport, and adsorption. We present ready-to-use spreadsheets for the students to facilitate data analysis.

Qualitative interviews were employed to assess the effectiveness of a leadership program geared toward African American male personal and professional development, and to examine the relationship between program participation and connectedness. Elements of both social engagement (mentoring and being mentored, peer-to-peer relationships, and networking) and student/professional development (pre-entry characteristics, self-awareness and reflection, legacy planning and succession, and leadership skills) were found to be important to personal and professional development.

Purpose: The purpose of this paper is to describe specific techniques of "inquiry-based learning" employed by three instructors in Engineering schools, one in Europe and two in the USA. Design/methodology/approach: Theorists such as Bransford et al. argue that twenty-first century educators need to teach students to do more than simply remember and repeat information. Engineering educators Prince and Felder critique traditional methods of teaching in which instructors focus on mathematics and theory, but fail to convey practical applications of that knowledge. They advocate moving students to a higher level of learning--past the stage of memorizing and reciting data--to more sophisticated methods of analysis, synthesis, and application of knowledge. To enact such transformations, Prince and Felder recommend "inductive teaching methods," including "inquiry-based learning," in which students learn through engaging with challenges and a series of questions. The paper provides examples of inquiry-based learning activities from each of the authors. The paper then discusses the cross-pollination of ideas and describes how the authors have shared inquiry-based teaching strategies and collaborated to develop new and relevant assignments and approaches to teaching. Findings: The willingness of learners to discuss a range of pedagogical topics, from specific practices to shared experiences and readings, led to an exchange of ideas, and also to deeper reflections on current practices. The cross-pollination of assignments and techniques resulted in well-structured, stimulating, and relevant research projects that engage engineering students from Texas to Portugal, and from communication to technical classes. Research limitations/implications: The use of inquiry-based learning activities and the sharing of resources across continents aimed at improving learning and teaching requires expanding upon and further development. Originality/value: The paper demonstrates the use of cross-pollination of ideas, development of assignments and improved approaches to teaching. (Contains 5 tables and 2 figures.)

Post-secondary education sees an increasing variety of instructional media and an increasing diversity among learners. The goal of this study was to ascertain whether students of different learning styles, majors, and genders benefited from particular instructional media. Students completed a learning styles inventory and a survey of perceived usefulness of each instructional medium. Qualitative information was collected in student focus groups. All students perceived some of the same instructional media as useful and all valued a mix of media. A rich ecology of media appears to enhance student learning. (Contains 2 tables, 2 figures, and 1 note.)

This article describes an assignment for a secondary education course in which students compiled curriculum resource guides on ability, class, sexual identity, gender identity, and race/ethnicity. Student groups presented at least twenty resources, with no more than four resources of the same medium. Resources included videos, books, guest speakers, organizations, websites, music, and art. This assignment helped students expand their knowledge of current sociopolitical issues in education and provided for the development of resource guides that could be used in their future teaching practices. For this annotated resource guide, authors researched and compiled appropriate resources provided by the students. Also included are additional resources as deemed relevant to this collective guide. The course context and the course theoretical framework are explained, and a variety of resources that K-12 teachers may use when considering issues of ability, class, sexual identity, gender identity, and race/ethnicity within the context of their classroom curricula are presented.

Whereas many researchers have examined differences in values and behavior between Westerners and Asians, fewer have investigated differences within Asian cultural groups. A recent government initiative in Taiwan to encourage international education has led to the development of an international MBA program at the National Cheng Kung University in Taiwan; both Chinese and Southeast Asian students participate in the program. They exhibit different behaviors in their classes, particularly in their postings in online discussion boards. For reasons that can be partly explained by the students' responses on a Chinese-Value Survey, Chinese students tend to post fewer messages than Southeast Asians, and both groups post fewer messages than Westerners in the classes under study. Instructors in multicultural classes have to consider such differences when they design assignments and set expectations for students in online discussions. (Contains 1 table.)

We draw on two studies of student teachers as they learn about learning while interacting with pupils. We argue that the affective notion of relational agency needs to become more central to understanding pedagogy if we are to prepare learners for the demands of the knowledge age. Here relational agency is defined as a capacity to engage with the dispositions of others in order to interpret and act on the object of our actions in enhanced ways. The social practices of settings in which these dispositions for collaborative engagement are enacted are examined using the conceptual tools of sociocultural psychology and activity theory. Implications for both the learning of pupils and of student teachers are discussed.

Great Britain's Nuffield report and the United States' Millis report suggesting strategies for reform in pharmaceutical education and pharmacy practice are compared. (MSE)

Since the writing of Plato's Republic, how far has the world progressed in the advancement of education? The article looks at the career education philosophy, John Dewey's philosophy of experience and education, as well as Plato's views as expressed in his writings in the Republic. (Author)