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2022 opened with World War C, the first major cyber world war. Wanting to capitalize on history in the making, Information Systems faculty are integrating real time events to increase student engagement, comprehension, and application of IS concepts. This paper outlines a successful midterm evaluation pivot that leverages current events. We discuss two different actions taken and objectives, outcomes, and implications for teaching and educational research. We find that incorporating extreme current events motivates students towards self-learning and creative knowledge outlets, which in turn stimulate greater comprehension, application, and retention across the entire class.

Most current statistics courses include some instruction relevant to causal inference. Whether this instruction is incorporated as material on randomized experiments or as an interpretation of associations measured by correlation or regression coefficients, the way in which this material is presented may have important implications for understanding causal inference fundamentals. Although the connection between study design and the ability to infer causality is often described well, the link between the language used to describe study results and causal attribution typically is not well defined. The current study investigates this relationship experimentally using a sample of students in a statistics course at a large western university in the United States. It also provides (non-experimental) evidence about the association between statistics instruction and the ability to understand appropriate causal attribution. The results from our experimental vignette study suggest that the wording of study findings impacts causal attribution by the reader, and, perhaps more surprisingly, that this variation in level of causal attribution across different wording conditions seems to pale in comparison to the variation across study contexts. More research, however, is needed to better understand how to tailor statistics instruction to make students sufficiently wary of unwarranted causal interpretation.

The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC's Recommended Practices (RPs). These strategies are shared through a "spiraling curriculum" framework, and progress from an awareness level to reflection of candidates' own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

Preservice educators' attitudes and beliefs towards families can have a profound impact on family-centered practices (FCPs) and family-professional partnerships (FPPs); unfortunately, negative beliefs about families can surface during preservice early childhood preparation and can be a challenge for faculty in higher education to address. This article shares promising instructional practices (e.g., projects, assignments, teaching methods) that have been shown to reshape preservice educators' existing beliefs about families. In addition, these instructional practices aim to cultivate positive perspectives in preservice educators by aligning with the recent joint policy statement from the U.S. Department of Health and Human Services and the U.S Department of Education on inclusive early learning programs (2023) regarding engaging families as full partners. The purposes of this article are to: (a) briefly summarize the literature on relational FCPs and FPPs, (b) describe the connection between beliefs about families and their contribution to strengthen or hinder relational FCPs and FPPs, and (c) present instructional practices that faculty can use to support preservice EI/ECSE students' constructive beliefs about families. Examples of instructional practices are organized and presented as: in class activities with families (e.g., guest speakers); in class activities without families (e.g., role playing); and out of class activities with families (e.g., attending an Individualized Education Program [IEP] meeting). By integrating these instructional practices, faculty can equip preservice educators with necessary skills and attitudes to build authentic connections with families, which can lead to improved outcomes for young children with disabilities and their families.

An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form's ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.

The First2 Network is an alliance of higher education institutions across the State of West Virginia striving to improve science, technology, engineering, or math (STEM) education by supporting rural, first-generation, and underrepresented college students pursuing STEM majors. Over the summers of 2019 and 2020, the First2 Network delivered two-week summer research immersion experiences at various institutions throughout West Virginia, including our institutions. The 2019 program was delivered on-campus at four universities while the 2020 program was redesigned to be delivered virtually, due to the COVID-19 pandemic, across nine sites. Before and after the immersion experience, students who participated in the program completed a variety of survey questionnaires for the assessment of their interests, expectations, identity, and belonging in STEM. We found that the in-person research experience in 2019 had better outcomes compared to the virtual experience, suggesting that students conducting research directly under their faculty supervisors in-person and on-site will have a more positive impact on their STEM education and career. However, participation in the virtual research format with structured group activities still resulted in an improvement in belonging and STEM identity, indicating that connecting with students remotely is still worthwhile when it is the most viable option. The student population in West Virginia/Appalachia region faces a number of academic barriers, so there is much to gain by finding new ways to reach as many students as possible with early career development programs. Our virtually delivered program using citizen science projects, group discussions, and team building activities may be a useful template for other STEM programs to search for new ways to connect with a broader population of students offsite.

Although research has extensively documented international students' adjustment and acculturation challenges, the role of academic advising in assisting with such challenges has received scarce empirical attention. This phenomenological study explored how international students' communications with their academic advisors influenced their educational adjustment and growth in a university setting. Semi structured interviews with 15 international students revealed three overarching themes: advisor-advisee interactions, quality of information, and advising limits vis-à-vis international student issues. Using validation theory, this study's discussion and recommendations centered on advising practices that fostered or hindered international students' perceptions of academic advising.

The didactic class is a pedagogical tool meant to increase classroom interactivity by encouraging student discussion of real-life cases in connection with theory. This paper evaluates the pedagogical impact of using a one-off didactic class where an external expert is brought in to discuss how to relate a cognitive psychology course's content to real-life problems. Using a mixed-methods approach, we measure the undergraduate students' sense of conceptual understanding, their perspective on applying cognitive sciences, their sense of belonging to the department, and their motivation to work. Students' sense of understanding and their perspective in applying cognitive sciences to real-world problems significantly increased after this class. However, we found no significant differences in their sense of belonging to the department or their motivation to study. This suggests didactic classes may further course-specific content but do not change broader aspects of motivation or belonging. The qualitative interviews support the quantitative results. Students reported that the didactic class made them think laterally about content from other modules and how they could apply theoretical insights to real-world problems, which boosted confidence. Students reported great satisfaction with the didactic class. Of course, the speaker must be relevant to the course content, and students should feel empowered and able to speak in class. However, these are practical concerns that should not discourage lecturers from exploring didactic classes as a fun and instructive tool that has significant pedagogical benefits.

Participation in student peer leader roles, roles in which more senior students serve as mentors and educators to their peers, have continued to grow in their application and importance to institutions of higher education around the globe. Using a theoretical approach based in Legitimate Peripheral Participation and drawing from the International Survey of Peer Leaders, our paper explored the role of the quality and quantity of participation in important outcomes of the college experience: leadership development, skill development, and academic success. The results showed that the number of hours per week spent on peer leadership activities and the total number of peer leadership positions contributed to positive quality of engagement and enhanced students' academic outcomes, overall leadership skills, and career readiness. Moreover, findings showed that the quality of engagement moderated the influences of the quantity of participation particularly for measures of academic success. As students develop relationships with faculty, staff, and peers throughout their time in peer leader roles and feel a deepening sense of connection and belonging to the college or university, students in peer leader roles become fuller participants in the academic community and, as a result, develop the knowledge, skills, and ways of doing, thinking, knowing, and being that are critical for student success.

First-generation college students (FGCS) experience high rates of attrition compared to continuing generation college students. FGCS frequently identify with several other historically marginalized identities on college campuses. The development of a sense of belonging on-campus is one of the main drivers of retention. The current study examines how sense of belonging on-campus develops during the first-year of college for different FGCS and how attitudes about on-campus relationships evolve over time. Thirteen participants were interviewed at three time points during their first year of college. Grounded theory analysis revealed four themes: 1) higher education provides a cultural learning environment; 2) multiple factors create challenges to relationship building; 3) extreme value differences create hard limits around friendships; and 4) within group friendships provide social and psychological value. Findings extend the current literature on the importance of social belonging for retention of diverse FGCS and highlight the importance of intersectionality in this work.

Background: The COVID-19 pandemic and the shift to digital learning materials have dramatically reduced the use of paper-based textbooks in higher education. In the field of engineering, students need a comprehensive understanding of mathematical concepts, which can be achieved through the use of e-textbooks. These digital learning materials can provide a more comprehensive and effective learning experience by incorporating a variety of multimedia elements, such as audio, visual aids, and interactive features. Rationale/Relevance: Mathematics students are expected to possess critical problem-solving skills, yet they are rarely asked to elaborate on and explain their mathematical reasoning and concepts through written argument in the engineering mathematics classroom. While students may excel in formula manipulation, they may still possess misconceptions about mathematical principles and concepts. A reliance on mechanical and procedural approaches, such as formula application, without proper conceptual understanding can result in serious misunderstandings of mathematics and its real-world applications. Without the ability to reason about mathematical concepts, students may struggle to connect what they are learning in class with real-world scenarios, leading to difficulties in solving practical problems. It is, therefore, crucial to foster conceptual understanding and critical reasoning skills in mathematics education, rather than solely relying on memorisation, in order to equip students with the necessary skills to succeed in their careers. Research Problem/ Research Question: This study will answer the following research question:How effective are e-textbooks in promoting conceptual understanding of engineering mathematics? Aim of the Study/Focus: The purpose of this study is to investigate conceptual learning in engineering mathematics using an e-textbook as a learning tool. Methodology: This qualitative case study explores e-textbooks as adaptive technology, with functionalities that include artificial intelligence allowing students to develop their understanding by interacting with digital text, watching videos of real-world mathematics concepts, and responding to quick quizzes on concepts; as well as practising and mastering further mathematical principles and concepts. It focuses on first-year engineering students and lecturers at a University of Technology in South Africa. The analysis of interview recordings was done with ATLAS.ti. analytical software. Theoretical Framework: The data from this study was analyzed through the lenses of cultural historical activity theory (CHAT) and Vosniadou's notion of conceptual change, allowing the researchers to explain complex real-world situations that students experience when engaging with the e-textbook to solve mathematics problems. Recommendations: The work presented here has implications for future studies of conceptual learning in mathematics research and may provide opportunities around learning engineering mathematical concepts, particularly in the context of developing countries. This is because it offers novel instructional approaches that are tailored to the specific needs and challenges of these countries.

Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education.

A detailed, unbiased perspective of the inter-relations among medical fields could help students make informed decisions on their future career plans. Using a data-driven approach, the inter-relations among different medical fields were decomposed and clustered based on the similarity of their working environments. Publicly available, aggregate databases were merged into a single rich dataset containing demographic, working environment and remuneration information for physicians across Canada. These data were collected from the Canadian Institute for Health Information, the Canadian Medical Association, and the Institute for Clinical Evaluative Sciences, primarily from 2018 to 2019. The merged dataset includes 25 unique medical specialties, each with 36 indicator variables. Latent Profile Analysis (LPA) was used to group specialties into distinct clusters based on relatedness. The 25 medical specialties were decomposed into seven clusters (latent variables) that were chosen based on the Bayesian Information Criterion. The Kruskal-Wallis test identified eight indicator variables that significantly differed between the seven profiles. These variables included income, work settings and payment styles. Variables that did not significantly vary between profiles included demographics, professional satisfaction, and work-life balance satisfaction. The 25 analyzed medical specialties were grouped in an unsupervised manner into seven profiles via LPA. These profiles correspond to expected and meaningful groups of specialties that share a common theme and set of indicator variables (e.g. procedurally-focused, clinic-based practice). These profiles can help aspiring physicians narrow down and guide specialty choice.

Medical training has become a global phenomenon, and the Physician's Charter (PC), as a missionary document, is key to training those outside the Global North. Undergraduate and postgraduate students in the medical profession are sometimes trained in contexts foreign to their social and ontological backgrounds. This might lead to confusion and blunders, creating an impression of what might look and feel unprofessional to those unfamiliar with the local context. Understanding the cultural backgrounds of the trainees is crucial, and the reverse is also as important. It is essential for clinicians and trainees to understand the cultural backgrounds of their patients to avoid miscommunication. In this phenomenological study, we recruited participants in 2020 who were in their first to fourth year of study of medical training during the #FeesMustFall protests. We used data from this extensive study looking at students' experiences during their training amidst protest and social upheavals in a South African tertiary institution. For this paper, we examined what professionalism means to the student participants using an African Ubuntu lens. Ubuntu and the Collective Finger theory were used to investigate what professionalism means to participants. The Ubuntu philosophy was compared to the PC. In the findings, the clinical space is hierarchical, silencing and the opposite of what Ubuntu means. In comparison to the PC, respect is overarching while compassion and responsibility are the most comparable to the Charter. This study adds an African voice to the professionalism discourse while showing African elements that could be aligned to the PC to challenge the current global discourses.

In UNESCO's 2021 report, "Reimagining our futures together: A new social contract for education," futures emerge as a key orientation for establishing not just improved educational systems but for creating liberatory worlds for everyone. Amidst the COVID-19 pandemic, social and economic instability, and the climate crisis, the future of education, especially higher education, has become highly uncertain. Dominated by "elite futurism", education futures are often dictated by powerful institutions, corporations, and nongovernmental organizations, failing to account for the diverse perspectives and needs of communities. This lack of inclusivity perpetuates conditions of uncertainty and instability worldwide. To address these challenges and foster education futures that prioritize justice and liberation, this article explores the role of radical imagination. While conventional imagination is constrained by discursive enclosures and powerful affective economies, hindering transformative and diverse visions of the future, radical imagination challenges the status quo, seeking to address the root problems of societal norms and ideologies. This article emphasizes the importance of collective processes in radical imagination, promoting inclusivity and diverse perspectives. Importantly, this work isn't simply for students, but must include researchers, educators, and policymakers, challenging their complicity in systems of oppression and divesting from harmful structures. By incorporating "depth pedagogies" that prioritize caring relationships with the natural world and contextual understanding of histories of oppression, education can empower learners to envision and act on alternative futures.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.

This study, originally prompted by the impact of the COVID-19 pandemic on educational practices, examined Canadian faculty members' expectations of teaching and learning modalities in the year 2026. Employing a speculative methodology and thematic analysis, interview responses of 34 faculty members led to the construction of three hypothetical scenarios for future teaching and learning modalities: a hybrid work model, a high tech and flexible learning model, and a pre-pandemic status quo model. In contrast to radical education futures described in the literature, the findings do not depart significantly from dominant modes of teaching and learning. Nevertheless, these findings offer insights into the expectations that Canadian faculty members have with respect to future teaching and learning modalities, the contextual issues and concerns that they face, the use of speculative methodologies in educational technology research, and the potential impacts remote learning trends have on the future of higher education in Canada.

This study examines the factors that affect pre-service and in-service teachers' intention to use Mobile Augmented Reality (MAR) in their teaching through the proposed Mobile Augmented Reality Acceptance Model (MARAM). The MARAM builds on the existing Technology Acceptance Model (TAM) to incorporate four other components namely perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self-efficacy. In addition, this study investigates the validity of the MARAM. Data were collected from 137 pre-service and 169 in-service teachers who completed a questionnaire after having developed their own MAR applications during an undergraduate university course and a training seminar, respectively. Structural Equation Model (SEM) analysis was conducted separately for each group, as well as for both samples together. We also conducted a multi-group analysis to examine differences across the two samples. The results for both samples together (N = 306), showed that intention was affected by attitude, perceived usefulness and facilitating conditions. In turn, attitude was affected by perceived enjoyment and perceived usefulness. Perceived usefulness was affected by perceived enjoyment and perceived relative advantage. Perceived ease of use was affected by mobile self-efficacy and facilitating conditions. However, perceived ease of use did not affect perceived usefulness or attitude. A multi-group analysis conducted on the sample of pre-service and in-service teachers produced similar results, with minor differentiations. These results have implications for the use of MAR in research and schools, as well as technology acceptance models in education.

Liberalisation of higher education in Uganda meant opening its provision to the private sector, and also running a public-private mix model at public institutions. Consequently, the composition and needs of the student population at universities have changed due to flexibility in provision of study programmes and access routes. Students who had previously been excluded are also joining in increasing numbers. This article uses the feminist frameworks to equality and difference, discourses of integration and exclusion, and the concepts of Othering and Other to unpack equality of access, equity and inclusivity spaces of these new types of students. The aim is to contribute towards a learning agenda that promotes quality and sustainable educational development for all. We draw our findings from the voices of non-traditional students at a public university in Uganda. We validate these with voices of other germane actors to understand better the institutional policy and practice environments available to them. The equal opportunity provision has widened access for NTS but their equity and inclusivity spaces remain inadequately filled. To achieve sustainable inclusive and equitable quality higher education, we suggest a policy, practice and provision environment that promotes a transformative lifelong learning agenda.

While peer tutoring is a valued experiential activity, little is known about the peer tutoring experience and its relationship to desired 21st century outcomes of college. This paper features the results from a multi-institution study of the characteristics and benefits of peer tutoring for tutors. The National Survey of Student Engagement was administered along with a set of experimental questions specifically designed to interrogate the process of peer tutoring at 30 four-year institutions. In general, peer tutors who identified as seniors in college showed patterns of engagement and gains in learning and personal development that exceeded substantially those of their non-tutor counterparts, especially for those who received training and feedback from supervisors. The findings have implications for tutoring program administrators, experiential educators, and others to enhance the effects of peer tutoring and other experiential learning activities.

Academic labor has expanded beyond the walls of academic institutions. Academics are expected to communicate with students online, use digital tools to complete their work, and share their research with broad audiences--often through online spaces like social media. Academics also face technology-facilitated violence and abuse (TFVA) in these same spaces. When this happens, employers have a responsibility to protect and support workers. However, recent events have shown that universities are not always prepared to do so. We use data from a discourse analysis of harassment and discrimination policies and interviews with university managers (including Vice President Academics/Provost, Faculty Deans, and directors of human rights offices) to examine how prepared Canadian universities and colleges are to support academics targeted by TFVA. We found that institutions are unprepared in three ways: first, they focus on physical safety over non-contact harms; second, they envision perpetrators to be named, local, and part of the campus community; and third, the reporting process is cumbersome and outpaced by the speed and frequency with which TFVA occurs. We consider these findings in the context of work-overflow and context collapse to demonstrate how the institutional apparatus for maintaining a safe and respectful working environment has not expanded in kind with the extensification of contemporary academic labor.

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.

A replication study was conducted to determine the effectiveness of an instructional treatment based on self-efficacy theory when used with novice Arduino microcontroller users. Students (n = 32) in an introductory university agricultural systems technology course participated in a lesson on Arduino microcontrollers, circuit breadboarding, and Arduino programming which included four hands-on practice tasks, designed to provide students with positive mastery, vicarious and social persuasion experiences. Next, students completed a laboratory activity and were provided additional opportunities for mastery, vicarious, and social persuasion experiences. The one-group pretest-posttest design indicated the instructional treatment had significant (p < 0.001) and large effects in increasing students' interest in Arduino, breadboarding self-efficacy, programming self-efficacy, and Arduino knowledge. These findings were consistent with the original study and provided additional evidence for self-efficacy theory as an effective model for developing instruction for novice Arduino users. Students' written comments provided additional insight concerning the instructional treatment.

Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students' emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte's Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners' EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students' EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.

The COVID-19 pandemic forced Higher Education Institutes (HEIs) to adopt alternative approaches to the delivery of their learning activities, including examinations. Many HEIs choose Remote Electronic Examinations (REEs) as a one-way solution due to physical presence restriction measures imposed by governments around the world. The present study aimed to record and analyze students' perceptions of the implementation of remote electronic examinations by the Hellenic Open University (HOU). A number of 5412 students participated voluntarily and filled out a questionnaire. Both qualitative and quantitative analyses were employed. Results revealed that students were satisfied in general with the examination process. Regarding integrity assurance issues, students were also satisfied. Furthermore, they expressed their desire to be examined remotely again. Avoiding traveling and saving money were the main benefits of remote electronic examinations. Regarding the examination topics and the duration of the examination sessions, some issues were reported. Finally, students suggested the provision of more time length.

Introduction: Transnasal flexible endoscopy (TNFE) is necessary for multiple assessments in speech-language pathology (SLP), but it is generally considered an advanced practice technique to be learned during clinical practice. As such, there is no standardized way that it is taught in training programs, leading to a substantial knowledge gap for new graduates. Though peer-to-peer practice has been discussed as an important step in training, it is not clear whether it confers additional benefits above and beyond simulation. This study sought to answer that question in the areas of student confidence, endoscopy speed, and motivation to pursue further TNFE experiences. Methods: Thirty-six SLP graduate students completed TNFE training and one of two practice conditions: simulation only or simulation with additional peer-to-peer practice. Outcome measures included confidence and comfort surveys, intrinsic motivation to complete an additional TNFE experience, and speed of TNFE. Results: No significant differences were found between the two groups for any measure, and consistently low effect sizes indicated there was little difference between groups. Conclusions: These results indicate that teaching TNFE through simulation may provide similar outcomes to peer-to-peer practice during the initial training that an SLP graduate program can provide. This adds to the literature indicating that TNFE simulation is a worthwhile addition to SLP programs.

College access and success programs, which typically take place during out-of-school time, range widely in their size, target demographics, and services offered. Although concerted funding and energy have been dedicated to college access programs, the field suffers from a significant research and practice gap. Studies have demonstrated that college access initiatives increase college matriculation rates, but little is known about the mechanisms that drive their success; even less is known about the effectiveness of community-based college access programs, despite their prevalence. This paper shows how a student-led college access program implemented by a community-based nonprofit served as an effective mechanism for preparing first-generation students for college success.

Scholarship of teaching and learning (SoTL) is recognized in Boyer's model, along with discovery, integration, and application, as one of four essential scholarships and is the systematic study of teaching and learning. As such, in 2007, the American Occupational Therapy Foundation (AOTF), and later the American Occupational Therapy Association (AOTA), supported the development of a SoTL mentorship program in an effort to foster SoTL within the discipline of occupational therapy. This mixed-methods study describes AOTA SoTL Program outcomes across ten years, 2007-2017, gathered via survey of past program mentee (n = 50) and mentor (n = 12) participants. Results suggest that mentored inquiry communities are a useful approach to fostering SoTL collaborations. In the future, the AOTA SoTL Program and similar disciplinary-specific SoTL programs should consider additional strategies for supporting mentee participants to completion with their projects.

The outbreak of COVID-19 and the consequent lockdown took the world by surprise, forcing the trimming of the school curriculum and institutions of higher learning to urgently adopt online platforms to continue teaching and learning. This article is a case study that explores the use of a social media platform, WhatsApp, to improve peer learning and peer support in a South African context. The study sought to explore the nature of peer-to-peer learning that took place, and how peer support contributed positively to a student's conceptual understanding of the mathematics concepts. It involved a cohort of 180 entry-level students of an undergraduate engineering mathematics course. Guided by social constructivism, we analysed the data qualitatively using grounded theory. The results suggest that WhatsApp served as a viable platform for communication and peer-to-peer learning of engineering mathematics concepts. The study also found that the WhatsApp postings peer support alleviated the negative effects of remote learning. Some implications of the study as well as recommendations are suggested.

Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students' competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher's assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student's perception and the teacher's regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.

Enabling education programs in Australia assist students, who would otherwise have been excluded from higher education, to transition into undergraduate study. These programs emerged independently in response to the needs of individual universities and the varying cohorts of students they serve. The exclusion of these programs from the Australian Qualifications Framework (AQF) has meant they remain unregulated, with no national framework for standards. The development of academic standards is a dynamic, consensus driven process, and benchmarking provides a method through which academics from across institutions can work in partnership to reach shared understandings and improve and align practices. This practice report outlines the results of the first comprehensive cross-institutional benchmarking project involving nine Australian universities and demonstrates there is shared understanding of the standards of enabling programs between institutions. These findings will contribute to the establishment of national standards for enabling programs in Australia.

The aim of this study was to investigate whether there is a statistically significant mean difference in various entrepreneurial tendencies (including the need for achievement, need for autonomy, creative tendency, calculated risk-taking, and internal locus of control) between student-teachers who have received university entrepreneurship education (Bachelor of Education in Commerce) and those who have not (Bachelor of Education in Adult and Community Education) at the School of Education, University of Dar es Salaam. The study focused on a total sample size of 36 participants, utilizing an independent sample t-test (two-tailed) to compare mean differences. Given the limited sample size, the study's findings are applicable only to student-teachers at the Bachelor's degree level at the School of Education, University of Dar es Salaam, Mwalimu Julius Nyerere Mlimani Campus. Except for the need for autonomy, no statistically significant mean difference was observed among the target population. The study recommends further research to investigate the reasons behind the statistically significant mean difference in terms of the need for autonomy between recipients and non-recipients of university entrepreneurship education at the study location.

The topic of cheating at the college level has received greater attention since the 2019 pandemic. This is in part because countless institutions of higher education switched many of their live/inperson classes to an online learning format. In comparing cheating in live classes to online classes during the 2020-2021 academic year, our survey study results showed a stronger prevalence of cheating in online classes, and more than half (53.2%) of the students reported knowing a classmate who cheated during the pandemic. The aspects of gender and class rank are also discussed related to cheating.

The democratization of knowledge is liberating and has presented some new and difficult challenges. When everyone can position themselves as an expert, how do we create new frames of intellectual and pragmatic knowledge with integrity? How do we understand the histories of expert privilege and harm that have led us to this time of uncertainty? And finally, how do we work productively across different types of expertise to ensure that community voice, academic voice, and professional voice (and the overlapping nexus within) connect for epistemic and social justice? In this article, we explore the harm and capacity to dehumanize through expert privilege and focus on economics as a disciplinary case study. We critically examine the factors that often lead to dehumanizing practices, interrogate where our own power and privilege need to be checked and understood, and articulate/imagine community engagement practices that might bring about epistemic justice as a reparative opportunity.

Purpose: There are significant challenges facing academics and senior leaders in higher education (HE) institutions internationally. These challenges have led to increasing levels of metrification and managerialism, which has fostered work intensification, reduced professional autonomy, stress and burnout amongst faculty staff. Traditional approaches for supporting and developing staff, such as mentoring and training, do not provide the resources faculty staff need to meet the challenges they face. In contrast, experiences in various other educational and professional settings have demonstrated the effectiveness of workplace coaching in fostering well-being, adaptability, flexibility and sustainable performance. This review argues that workplace coaching could similarly support academics. Design/methodology/approach: A critical literature review evaluates coaching interventions across educational and comparable sectors to identify positive well-being and performance-based outcomes. Findings: While there is limited research into the efficacy of coaching interventions for faculty staff in HE, research in other educational, as well as comparable professional contexts, identifies significant sustainable improvements in well-being and performance for professional staff. Practical implications: The evidence that identifies positive outcomes of coaching in professional workplace contexts is compelling. This critical review uses some of that evidence base to propose an agenda to implement coaching programmes that support faculty staff to improve their well-being and performance. Originality/value: While there are published research studies on the positive outcomes of coaching in primary and secondary educational contexts, as well as for postgraduate research students, there is very limited knowledge, practice and research about coaching faculty staff in HE. This article addresses this by critically reviewing a broad range of literature to identify coaching and research initiatives for faculty staff in HE institutions.

Mentoring schemes for aspiring BAME clinical psychologists, are being introduced in universities across the UK. The aim of this study was to conduct a mixed-methods prospective evaluation of the 2021/2022 mentoring scheme. Mentees (n = 8) and mentors (n = 20) completed an online questionnaire at the beginning (T1) and end (T2) of the 2021/2022 mentoring scheme. Quantitative data was analysed descriptively and using a mixed ANOVA. Content analysis was conducted on qualitative contributions. Mentees reported having the confidence and knowledge necessary to apply for the clinical psychology doctorate and assessments of mentoring skills were high. Participants provided their goals and expectations for the scheme, as well as constructive feedback. The findings suggest an overall modest, positive impact of the mentoring scheme. Wider implications include ensuring mentoring pairs establish regular contact and providing additional support for mentors to mitigate self-doubt.

Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of example-generation tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners to generate examples of increasing and decreasing sequences, with a task inviting them to classify given examples; it also investigates the effectiveness of different sequences of generation and classification tasks. The second study replicates the investigation of interactions between generation and classification tasks. The findings suggest that there is little difference between the two types of task, in terms of students' ability to answer later questions about the concept.

Despite high college expectations and enrollments among young people, their trajectories through higher education have become increasingly complex. Even after initially starting as "traditional" students, many college graduates are only able to complete a bachelor's degree after a series of stops and starts across multiple institutions. While there is a growing body of research regarding nontraditional students, we know very little about how these individuals make sense of their trajectories. This qualitative study draws on interviews with 40 college graduates who attained a bachelor's degree following an extended and interrupted path. We consider how these individuals, who we define as post-traditional graduates, come to understand the value of college, distinguishing between the moral value, referred to as the expressive logic, and more practical and economic explanations, referred to as the instrumental logic. Our study found that an instrumental logic characterized the beginning of their college journeys, but what sustained our participants over time was an expressive logic: an evolved understanding of college as a process conferring personal development and moral worth.

Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.

Haptic perception is used in the anatomy laboratory with the handling of three-dimensional (3D) prosections, dissections, and synthetic models of anatomical structures. Vision-based spatial ability has been found to correlate with performance on tests of 3D anatomy knowledge in previous studies. The objective was to explore whether haptic-based spatial ability was correlated with vision-based spatial ability. Vision-based spatial ability was measured in a study group of 49 medical graduates with three separate tests: a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRT A) and three (MRT C) dimensions and a Surface Development Test (SDT). Haptic-based spatial ability was measured using 18 different objects constructed from 10 cubes glued together. Participants were asked to draw these objects from blind haptic perception, and drawings were scored by two independent judges. The maximum score was 24 for each of MRT A and MRT C, 60 for SDT, and 18 for the drawings. The drawing score based on haptic perception [median = 17 (lower quartile = 16, upper quartile = 18)] correlated with MRT A [14 (9, 17)], MRT C [9 (7, 12)] and SDT [44 (36, 52)] scores with a Spearman's rank correlation coefficient of 0.395 (p = 0.0049), 0.507 (p = 0.0002) and 0.606 (p < 0.0001), respectively. Spatial abilities assessed by vision-based tests were correlated with a drawing score based on haptic perception of objects. Future research should investigate the contribution of haptic-based and vision-based spatial abilities on learning 3D anatomy from physical models.

This paper investigates the preparation of Australian undergraduate university arts students for a life challenging arts-teaching and creative experience in Timor-Leste. It explores university teaching practice and how we may achieve better student experiences in preparation for their futures as teaching artists. This narrative inquiry research hears the voices of the students through their individual, personal stories. The emerging teaching artists articulate challenges, identify shifts in beliefs and values, and confirm skills that are transferable to cultural arts teaching contexts in the future. In all, the research has resulted in 46 recommendations, some minor, and some requiring more significant structural changes that affect course delivery. For the purposes of this paper, we reflect on and discuss three of the major findings and recommendations in the pedagogical, cultural, and artistic areas of the project implementation. As such, this paper represents a reflective analysis of some of the findings regarding curriculum design within this project.

Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the already rapidly growing AIEd literature base in higher education, now is the time to ensure that the field has a solid research and conceptual grounding. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research.

Leveraging the state's dual enrollment program, Georgia policymakers introduced a novel postsecondary pathway called "Option B" that allows students to bypass many traditional high school graduation requirements by completing sub-baccalaureate credentials for career and technical education instead. Given the distinctiveness of this policy, high school counselors play an important role in its implementation as "street-level bureaucrats." Drawing on sensemaking theory, this qualitative study examines how counselors consider the feasibility of the new pathway and for whom it serves best. Results suggest that there is disagreement between policymakers and street-level bureaucrats regarding the appropriate extent of postsecondary expansion for high school students.

Objective: The objective of this study was to identify out-of-hospital cardiac arrest characteristics for patients treated by collegiate-based emergency medical services (CBEMS) organizations. Participants: CBEMS organizations provided data via the National Collegiate EMS Foundation Cardiac Arrest Data Registry. Methods: CBEMS organization details, patient demographics, cardiac arrest characteristics and treatments, and prehospital outcomes for cases spanning October 2007 to May 2020 were analyzed with descriptive statistics. Results: There were 65 OHCA entries. The majority were for male patients (82%) and a notable number of cases occurred in patients 45 years of age or younger (41%). Cases were frequently witnessed (71%) with high rates of bystander cardiopulmonary resuscitation (57%) and defibrillation (29%) prior to EMS arrival. Almost half of the patients (48%) had achieved return of spontaneous circulation until care was transferred to a provider of equal/higher level. Conclusions: CBEMS organizations may be well situated to respond rapidly to on-campus OHCAs.