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This quasi-experiment tested whether co-constructing a writing rubric gives students an advantage over only using the co-constructed rubric. We used students' perception and use of the rubric, and their writing performance as outcome variables. One hundred and twenty-six second-year university students who enrolled in an elective course participated. The experimental group (N = 63) co-constructed the rubric with the lecturer. The rubric was then distributed to both groups to facilitate their writing. A peer-feedback session was held for the students to use the rubric to offer and interpret feedback. Independent-samples t-tests revealed no significant differences between the two groups in terms of their perception of the rubric, use of the rubric and writing performance. The overall null result suggests that as a one-off activity, rubric co-construction does not bring extra benefits to the students involved. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students' acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students' attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students' initial expectations matched their experiences, their perceptions of the technology's usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education. [ABSTRACT FROM AUTHOR]

The widespread use of mathematics throughout all facets of life and its universal presence in every culture suggests a strong intense relationship between mathematics and culture. Teachers can effectively communicate mathematical concepts to students from diverse cultural backgrounds by preparing high-level mathematical tasks that are culturally relevant. In our increasingly culturally diverse society, it is crucial for teachers to possess the necessary skills to effectively interact with students from various cultural and ethnic backgrounds. For this reason, this study aimed to assess the ability of preservice mathematics teachers to reflect the relationship between culture and mathematics in the mathematical tasks they created. In this qualitative case study, 57 preservice mathematics teachers completed 14-week elective course to develop the required basis for designing ethnomathematics tasks. The preservice teachers designed ethnomathematics tasks for a total of 19 groups upon completing the course. These tasks were analyzed in three stages. During these stages, we analyzed the conformity to the principles of activity design as outlined by Yeşildere-İmre (2020), assessed the cognitive demand levels of ethnomathematics tasks using Smith and Stein’s (1998) framework, and evaluated the level of integration culture and mathematics using Ethnocognitive demands in mathematics tasks rubric developed by researchers, in that order. As a result, the study revealed that the majority of tasks meticulously adhered to established activity design principles. Cognitive demand levels across the tasks varied significantly, with those at higher levels prompting deeper analytical thinking and problemsolving skills among students. Overall, the tasks demonstrated robust potential in facilitating a comprehensive learning experience, bridging theoretical knowledge with practical application. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University 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.)

The article discusses a school librarian's initiative to introduce a Young Adult Literature (YAL) elective course, highlighting the challenges, novel selections, and outcomes. Topics include the librarian's journey in curriculum development, the impact of chosen novels like "Heroine" and "Speak," and the positive outcomes, emphasizing students' renewed love for reading and changed perspectives on relevant issues.

One of the many challenges faced by universities in developing countries is to equip graduates with practical skills and knowledge for the demanding workforce. The traditional textbook-oriented lecture lacks up-to-date industrial practices. Purpose: This study highlights the development of a university-industry collaboration model for producing work-ready engineering graduates. An experienced practising engineer from Universiti Tunku Abdul Rahman's Industry Advisory Panel representing Techkem Group was invited as a guest lecturer for two undergraduate engineering elective courses. Besides conventional lectures and tutorial sessions, the invited guest lecturer with vast industrial exposure also demonstrated actual engineering equipment working principles to the undergraduate students. A total of 80 final year students and 10 lecturers took part to provide the feedback. Feedback from students and lecturers was analyzed to determine the acceptance level towards incorporating industrial practice knowledge in these elective courses. The integration of current industrial practices into these courses has shown encouraging response from both students and lecturers with scoring between 80.8 and 93.3 points out of the maximum 100 points. Positive results from the respondents have paved the path for the future development of such collaboration. Corporate social responsibility engagement by the industry as well as initiative to improve the teaching and learning process for elective courses by the university are essential aspects for a mutually beneficial collaboration in this model. [ABSTRACT FROM AUTHOR]

The 2018 Undergraduate Social Studies Instruction Program included 13 elective field courses. The pre-service teachers should select six elective courses to graduate. The present study aims to compare the content of the above-mentioned elective field courses and the 4th, 5th, 6th and 7th grade social studies curricula (2018) objectives. In the present qualitative study, the data were collected with the document analysis technique. The qualitative study data were analyzed with the Miles & Huberman (1994) reliability formula and the inter-coder agreement was determined as 91.4%. It was determined that 24 objectives in the Turkish Judicial System course, 21 objectives in the Turkish Economy course, 15 objectives in the Globalization and Society course, 10 objectives in the Environmental Education course, 9 objectives in the Historical Evidence in Social Studies Instruction, Local and Oral History, and Information Technologies in Social Studies courses, 8 objectives in the Maps and Applications course, 2 objectives in Current Global Issues, Regional Children's Games in Social Studies Instruction, and Material Design in Social Studies Instruction courses were associated with the social studies curriculum objectives. The objectives specified in Evaluation of In-Classroom Learning, Social Studies Textbook Review, and Drama in Social Studies Instruction courses were not associated with curricular objectives. [ABSTRACT FROM AUTHOR]

We examine whether a strategy professor's research performance affects students' evaluations in the business school classroom. We build a novel dataset of students' evaluations of 922 strategic management courses in a top-ranked business school in Spain during the period 2011–2016 and link it to the publication outcome of each professor. We find a significant positive association between research performance, measured by the number of publications in a 6-year interval, and students' evaluations of teaching. Specifically, an increase of two standard deviations in our variable for research performance is equivalent to a jump from the median of students' evaluations to the top quartile. Also, publishing four papers within 6 years significantly increases the likelihood that the professor's students in a required course will subsequently choose strategy elective courses. We also find a positive and strongly significant interaction of research performance with course length, suggesting that the benefits of research may emerge specifically in longer courses. [ABSTRACT FROM AUTHOR]

Over the last 20 years, Türkiye’s education system has undergone a period of transformation. The process of universalization from primary to higher education was largely achieved as Türkiye prioritized regions with comparatively lower schooling rates by making grand investments and conducting major projects. Furthermore, hiring new teachers and investing in new schools and classrooms have increased the quality of education, even as schooling rates rose. These investments and improvements led to a simultaneous rise in both universalization and quality in Türkiye’s education system. Significantly, they also led to increases in the democratic aspects of education; the coefficient regulation and the headscarf ban were removed. Diversity in elective courses also increased in response to social demand, and academic support for all students expanded. Together, these changes indicate that Türkiye’s education system has overcome the challenges it had inherited from the past and has increased its capacity to become even more effective and equitable for all children. [ABSTRACT FROM AUTHOR]

College physical education elective course is the last physical education course for college students. It also plays an irreplaceable positive role in the formation of College Students' lifelong physical education. Table tennis, as China's national ball, is of great significance to enhance the physique of elective courses. As an elective course of college physical education, table tennis is widely loved by college students. It is a very popular course in college physical education elective courses. This paper discusses the influence of table tennis on health. This paper puts forward the reform scheme of teaching plan design of table tennis elective course in colleges and universities, which has a certain reference value for the development of College Physical Education in China. [ABSTRACT FROM AUTHOR]

Guided by the Second Language Motivational Self System (L2MSS) framework, this study examined to what extent the L2MSS components of ideal self, ought-to self, and learning experience described the motivation of learners who chose to enroll in college elective courses of modern languages other than English (LOTEs) in the monolingual social setting of Taiwan. Questionnaire surveys were conducted at the end of two consecutive semesters and learners were interviewed. Triangulation of survey and interview data suggested that a positive learning experience was the strongest variable in motivating effort. Although some classroom factors were known, others worth further exploration in instructional settings were pointed out. The ought-to L2 self was found to be an insignificant predictor with questionable validity. Instead, academic responsibility and instrumentality were found to be more relevant factors. Results on ideal self were less straightforward, suggesting that the ideal self for LOTEs may be qualitatively different from the English ideal self. Comparisons of data sets across time and learner groups indicated motivation did not change over time. By considering major L2MSS components and related constructs together, this study uncovered their relative adequacy in explaining LOTE motivation and suggested possible new perspectives for studying LOTE motivation in instructional settings. [ABSTRACT FROM AUTHOR]

Along with core courses, an education program is usually designed with discretionary elective courses for professional advancement. It is naturally inherent that most electives' course contents need periodic apprise to persevere to the state-of-art. The pace at which industries adapt to new technologies is considerably rapid as compared to the teaching and learning that happens at the university. However, an elective design needs an equal role and support to be played by the industry and the institute. This paper proposes the design principles for an elective course, which envelopes from curriculum structure to evaluation methodologies. The principles are outlined to cover the design aspects, selection methodologies for the content and course materials, syllabus division to units, course learning outcomes, teaching pedagogy, industry principles, evaluation methodologies, and course learning attainment. Each principle is presented with an objective and deliberation. The intended principles were applied to the design and delivery of an elective - Semantic Web. The course, which was offered with an industry-institute collaboration, was opted by 125 students in the sixth semester. The paper further presents each of the principles as applied and delivered for the semantic web course. The course attainment with respect to course learning outcomes, student elective opt ratio, and the feedback obtained stand in favor of the proposed model. The principles can be applied to design the elective for enhanced learning experiences and make students industry-ready, which is one of the major objectives for introducing the electives. [ABSTRACT FROM AUTHOR]

Undergraduate sociology students need more opportunities to develop their research skills while earning their degree. However, a common reaction to this assertion is that there simply is not enough time to provide students with hands-on experience doing sociology while also ensuring that "all the material" is covered in elective courses. Therefore, much of the burden of helping students develop their sociological research skills occurs in isolated methods and statistical courses. Students then reach their senior year with underdeveloped sociological research skills and lack the confidence to conduct a research project with data collection. I encountered this challenge when I began teaching our Senior Seminar course. When I turned to the literature for insight, I quickly realized that my experience was not unique nor new. In this address, I describe the challenge I faced and the scholarship I have undertaken to illuminate where challenges lie and the missed opportunities for methods instruction and practice throughout the undergraduate sociology curriculum. Helping students develop their sociological research skills is just as important as helping students develop a sociological perspective. [ABSTRACT FROM AUTHOR]

Background; Until 2018, the Breast and Endocrine surgery had no student calendar. A questionnaire survey was conducted on how students felt by creating a weekly schedule of individual students from 2019. Method: 6th-year elective courses, targeted at students who selected Breast and Endocrine surgery clinical clerkship. The schedule clarifies the contents of the training as follows; outpatient visits, small group study (preparation for graduation and national exams including mammography reading), simulator training, and surgery. The questionnaire adopted an anonymous five-point evaluation method (5; I think very much; 4; Somewhat I think; 3; Normal; 2; Somewhat I don't think; 1; I don't think), and provided a free text box. The following seven questions were asked; A. I was able to send a good training, B. I was useful for studying national and graduation exams, C. Time constraints were appropriate, D. I could fully experience surgery, E. Appropriately experienced outpatients, F. Assignments (presented at conference) appropriate, G. I was interested in Breast and Endocrine surgery. Results: Average values were A. 4.7, B. 4.9, C. 4.6, D. 4.9, E. 4.8, F. 4.7, G. 4.7. However, C and F received low ratings of 1 and 2. In the free text box, there were favorable opinions such as the fact that it was good to prepare for the national examination and that reading mammography was helpful. Conversely, there were some negative opinions, such as a time spent outpatient was too long, a difference in enthusiasm among the instructors, and a hope to see more at the first visit and to cope with the procedure. Discussion: Preparing a weekly calendar of individual students generally yielded satisfactory results, but also highlighted the potential for future improvements in clinical clerkship. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla 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.)

Elective courses concerning the curriculum of a university career contain knowledge that creates an added cost to the academic and professional formation of the students. In the first year of the Hydraulic Engineering career Plan E, the subject Introduction to Hydraulic Engineering is taught, in which students receive the first knowledge on the subject. In order to motivate them in the use of the virtual laboratories that they will carry out in different subjects in the second and third year, in the present work the program of the optional subject Virtual Hydraulics is elaborated, with the necessary didactic treatment and all its methodological elements. [ABSTRACT FROM AUTHOR]

Copyright of OPUS - International Journal of Society Researches is the property of OPUS - International Journal of Society Research 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/Context: Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can "de facto" track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship between mathematics and engineering--the focus of this study. Purpose/Objective/Research Question/Focus of Study: Mathematics placement is likely to shape participation in engineering given its position under the STEM umbrella. Yet, de facto tracking does not occur all the time. This may depend on the categorization of courses as "academic" or "vocational," but there is little research about this aspect of course-to-student matching. Therefore, we investigate an unexpected case of equitable participation where mathematics placement does not de facto track students in engineering. We ask: How do institutional and organizational factors shape the absence of de facto tracking? Research Design: We used qualitative data drawn from a two-year mixed-methods study in a public high school district with one large comprehensive high school. The school is in the lower third of per pupil spending in the state of Massachusetts, yet has significant engineeringrelated course offerings. Located near Boston, it serves an economically and racially diverse student body of ~1,800 students. For this article, we analyzed 998 hours of observations during and after school, in engineering-related elective courses and extracurricular activities, and interviews with 29 students, 31 teachers, six guidance counselors, two district administrators, and the principal. Findings/Results: We find competing vocational and academic logics equally frame engineering, which we call "institutional ambiguity." This dual framing is present at the institutional level and is supported at the school level by three organizational factors: 1) courses and activities that occur in both vocational and academic spaces, 2) teachers who link vocational and academic fields, and 3) an organizational commitment to support the integration of vocational activities. Conclusions/Recommendations: Overall, this article contributes to educational and organizational research by identifying the institutional factors and organizational processes that shape the categorization of courses and student-to-course matching. Our research reveals the conditions under which schools and the actors within them have greater agency, where ambiguity in the broader environment allows for contestation and renegotiation of status hierarchies. We argue that by leveraging ambiguity, schools may avoid contributing to inequity in STEM. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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.)

A web-based content analysis of the management education for sustainability-related curricula of 642 business schools from the European Quality Improvement System (EQUIS) and Association to Advance Collegiate Schools of Business (AACSB) accreditation system revealed drastic variations in curriculum design between European and American business schools. European schools favored an elective-oriented approach and placed more emphasis on the graduate level; whereas American business schools placed more sustainability-related courses at the undergraduate level, mandating them as compulsory. Additional differences were found between global regions including Asia and Oceania, and between national developmental stage and university ranking with regard to the overall level of sustainability-related curriculum offered, specific sustainability content, and teaching methods. Differences were noted as well in the distribution across undergraduate and graduate levels and in compulsory and elective offerings. Our findings suggest diverse differences in sustainability-related curriculum design from business schools of different backgrounds. If curriculum design is a reflection of local circumstances, we are cautious about an accreditation-led imposition of standards on business schools, since it is only at the local level where the best ideas regarding sustainability education tailored to surrounding situations can originate. [ABSTRACT FROM AUTHOR]

Purpose: This study evaluated the outcome of treatments performed by students in the undergraduate implant elective program at Dalhousie University. Materials and Methods: All patients treated with dental implants in the undergraduate elective program at the Faculty of Dentistry, Dalhousie University, Halifax, Nova Scotia, Canada, between 1994 and 2004 were identified from patient records. Brånemark implants (Nobel Biocare) were placed by experienced oral and maxillofacial surgeons or periodontists using the traditional 2-stage protocol and an intermediate healing period of 3 to 6 months. Undergraduate students in the elective implant program were responsible for the restorative part of the treatment. Results: A total of 166 implants were placed in 95 patients (38 men, 57 women; mean age: 52 years, range: 18 to 84 years). Of the 166 implants, 142 had been restored at the time of the study. Ten of the implants failed: 4 were lost during healing and the remaining 6 were lost after loading, leading to an implant survival rate of 93%. A total of 64 single-implant restorations, 7 multiple-unit fixed restorations, and 33 implant overdentures were fabricated. Conclusion: The results indicate that the clinical outcome of implant treatments performed by undergraduate students in the implant elective program at Dalhousie University is similar to that reported by experienced clinicians/research teams. Although the implant surgery was performed by an experienced oral and maxillofacial surgeon or periodontist, the student had the main responsibility for treatment planning and performing the prosthodontic procedures. The results also suggest that implant dentistry could be implemented as part of the curriculum in the undergraduate programs of dental schools. [ABSTRACT FROM AUTHOR]

Background: many undergraduate student nurses have the opportunity to undertake an international elective—that is, a placement in another country. The benefits of undertaking an elective include developing cultural competence, understanding different healthcare systems and experiencing a different culture. Aim: the aim of the study was to evaluate the impact of a faculty-structured international travel elective to Zambia for undergraduate UK nursing students. Methods: a descriptive phenomenology approach was used to discover and explore the students' experiences of their elective. Findings: 6 students participated in semi-structured interviews. Themes that emerged included the importance of preparing for the elective, different nursing cultures, realities and patient safety concerns. Conclusion: this study found that students involved in an international elective to Zambia overall had a positive experience but did report some challenges; the findings contribute to the body of evidence relating to international electives. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer 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.)

Educational data mining (EDM) applies data mining techniques to resolve educational managing problems. This paper proposes a general process of EDM for elective course recommendations based on student grades. Furthermore, proper and inadequate reasons for applying conventional measurements in the course recommendation domain are studied and complemented with new proposed quality measurements. Several techniques were studied to establish a model for estimating the grades in elective courses. The experiments suggested that SVD classifier using course information gave the best results. The overall results indicate that the proposed model is able to provide personalized recommendations for individual students based on the student's abilities. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to explore the reform and development of the MBA within pre-1992 and post-1992 universities in the United Kingdom with reference to New Institutionalism and field theory.Design/methodology/approach The methodology adopted the approaches of Navarro (2008) and Kars-Unluoglu (2016) that involved a web-based review of those pre-1992 universities listed in the Financial Times "top-100" MBAs, as well as a review of a regional grouping of four post-1992 universities.Findings The findings echo the work of Wilkins and Huisman (2012) who argued that British business schools were stratified into distinct organisational fields, each catering for their own market. While the pre-1992 universities are able to offer a wide array of electives and pathways to enable personalisation and specialisation of the curriculum, post-1992 universities appear to offer a more constrained curriculum offer. The reform of the MBA should be seen as part of a wider agenda of professionalisation.Research limitations/implications Albeit following on other research that used this research strategy, this web-based review would have benefited from closer interrogation of curriculum content through interviews with Programme Leaders/Directors. Future research should involve a larger sample from the post-1992 sector.Originality/value This paper provides an up-to-date analysis of the direction taken by British universities. It shows that the MBA market is differentiated with an elite focussed more catering for an international market than the post-1992 universities who still exhibit a commitment to their local market. [ABSTRACT FROM AUTHOR]

Charles W. Eliot’s revision of curriculum through the elective system has had significant influence on U.S. higher education. Contemporary concerns about constrained resources and “efficiency” efforts have called into question the value of investments in diverse course and degree offerings. This summary of Eliot’s elective system and its impact on U.S. higher education curricula offers a historical perspective to inform contemporary discourse in a time of reform. Eliot’s inaugural speech and introduction of the elective system are examined, including the context for its introduction, the challenges incurred during implementation, and the benefits it has yielded for U.S. higher education and society. [ABSTRACT FROM AUTHOR]

As educators, we seek to find creative ways to introduce research components into undergraduate classes. Embedding quality research activities into courses has been a challenging endeavor across undergraduate students in many courses. This paper details the collaborative efforts between the library and faculty in an undergraduate elective course, at a large research university. Key areas of focus involve bringing the library expertise to the classroom in multiple ways, reinforcement of research and writing skills, application of research and writing skills through group and individual research papers, and a dedicated library research web page, embedded in the LMS (Learning Management System). The researchers were interested in whether or not the content taught in the librarian-led workshops would have an impact on the types, quality, and timeliness of sources used. A blind study of 160 research papers collected from Fall 2016 to Spring 2018 were used to conduct a quantitative and qualitative study of research practices and application based on undergraduate student performance. The study was conducted to determine initial research quality, techniques and tools and to discover any improvement in research quality, techniques and tools over time. [ABSTRACT FROM AUTHOR]

This research was conducted to examine factors affecting pre-service mathematics teachers' intentions to integrate Web 2.0 tools in their future teaching of mathematics. Thirty preservice teachers who registered for the elective course within the department comprised the study group for the research. At the beginning, middle and end of the two-credit course, three semistructured interviews, reflective journals and field notes were used to collect the qualitative data. The decomposed theory of planned behaviour was used to analyse the collected data. The results of this study showed that attitudes, subjective norms and perceived behavioural control explicitly influence pre-service mathematics teachers' intentions regarding Web 2.0 technology integration. In particular, pre-service teachers expressed their inclination to use Web 2.0 applications in their professional lives so as to develop student learning, communication, and share teaching materials. Although future mathematics teachers plan to apply Web 2.0 technologies in mathematics education because of pedagogical outcomes, they held the belief that successful integration of Web 2.0 is contingent upon the meaningful integration of these technologies with mathematics topics being taught and learning outcomes. This study presents some recommendations for educators who will prepare pre-service mathematics teachers to integrate Web 2.0 technologies within the teacher education program. [ABSTRACT FROM AUTHOR]

The training of translators is one of the objectives of the English Language Major at Universidad de Oriente. The syllabus design makes possible the development of skills in direct translation (from the foreign language into the mother tongue). However, the training in reverse translation (from the mother tongue into the foreign language), although essential component of the students' future task as translators, is not an objective of the syllabus. This research work is aimed at improving the teaching learning process of translation by proposing an elective course for the training in reverse translation, filling the gap between the academic education and the translators' professional work. [ABSTRACT FROM AUTHOR]

Summary: Background: Forty per cent of UK medical students undertake their elective in a developing country. Although these opportunities are often rewarding, students encounter ethical questions, both in preparation and undertaking these projects. The British Medical Association highlights three key ethical considerations for elective students: clinical challenges, cultural challenges and impact on the host institution. This report reflects on these considerations in the context of a 4‐week medical elective conducted by UK medical students in the Solomon Islands. Methods: Daily interviews were conducted with a focus group of six medical students in the Solomon Islands over a 4‐week elective period. Descriptive analysis identified key themes. Findings: Students were aware of guidelines stating that they must act within their competency, but found it difficult to assess their own skills and capacities in unfamiliar non‐UK settings. Culturally different societal and medical norms proved particularly challenging. The impact of the student elective on the host hospital was also larger than anticipated. Discussion: In UK medical education, formal assessment sets the benchmark for competency. Assessments cannot cover every situation encountered on elective, and so students must therefore develop an alternative benchmark to measure their ability. The lack of research into the impact of electives on host institutions makes assessing the ethical nature of electives challenging. The British Medical Association highlights three key ethical considerations for elective students Conclusion: Prospective elective students would benefit from pre‐departure training on self‐assessment of competency and cultural awareness. UK medical schools have an ethical duty to encourage students to consider the impact of their elective placements on host institutions. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education 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 aims to analyse a group of k12 students' self-efficacy regarding coding. The students are receiving "Coding Education" at a private school via Code.org as part of an elective course. The "Coding Self-Efficacy Scale" was used in the study. The scale which consists of 31 items is a 5-point Likert-type scale. The study is a descriptive survey model. The study's experimental group consisted of k12 students. The research sample is comprised of 193 students receiving coding education. Results will be derived from arithmetic means, standard variation, mode, median, frequency and t analyses of the collected data. At the end of the study, it was identified that the students taking coding education had a higher self-efficacy compared to the students who had not received coding education and that more than half of the students not taking coding education stated that they would like to take this course. It is believed that the study findings will provide an insight for other researchers working in the area of students' self-efficacy regarding coding. [ABSTRACT FROM AUTHOR]

Increasing enrollment in undergraduate and graduate economics courses that focus on the natural world (natural resource, environmental, energy, and mineral economics) is important for preparing a work force capable of addressing complex environmental issues. This is especially challenging for smaller universities that want to offer diverse electives in economics. This study seeks to obtain information on the effects of course attributes and student characteristics on preferences for and probabilities to enroll in economics courses offered at Michigan Technological University. A discrete-choice experiment is used to elicit 723 students’ stated preferences for eight different course attributes. A latent-class model is used to probabilistically group students into different preference classes. The cost-effective methods demonstrated in this study can be applied to any courses in any fields to inform course-level marketing efforts aimed at bolstering enrollment while addressing administrative budget constraints. [ABSTRACT FROM AUTHOR]