Digital Commons Network^™

Effectiveness Of A Question Formulation Rubric With Second-Year Medical Students: A Randomized Controlled Trial, Jonathan D. Eldredge, Melissa A. Schiff, Jens Langsjoen

Publications

OBJECTIVE: The FAC (Focus, Amplify, Compose) rubric for assessing medical students' question formulation skills normally accompanies our Evidence Based Practice (EBP) training. The combined training and assessment rubric have improved student scores significantly. How much does the rubric itself contribute to improved student scores? This study sought to measure student improvement using the rubric either with or without a linked 25-minute training session.

METHODS: Randomized Controlled Trial. The authors tested the hypothesis that a 25-minute training session combined with use of a rubric would lead to higher scores than a brief explanation of this rubric alone. All 72 participating second-year …

"Design For Co-Design" In A Computer Science Curriculum Research-Practice Partnership, Victor R. Lee, Jody Clarke-Midura, Jessica F. Shumway, Mimi Recker

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This paper reports on a study of the dynamics of a Research-Practice Partnership (RPP) oriented around design, specifically the co-design model. The RPP is focused on supporting elementary school computer science (CS) instruction by involving paraprofessional educators and teachers in curricular co-design. A problem of practice addressed is that few elementary educators have backgrounds in teaching CS and have limited available instructional time and budget for CS. The co-design strategy entailed highlighting CS concepts in the mathematics curriculum during classroom instruction and designing computer lab lessons that explored related ideas through programming. Analyses focused on tensions within RPP interaction dynamics …

Breaking Silos: Cross- And Interdisciplinary Stem, Emily Faulconer

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Integrated STEM connects disciplines to enhance learning.

• Scientific inquiry to understand
• Technological literacy to measure
• Engineering design to learn from failure
• Mathematical thinking to analyze

From Degree To Chief Information Security Officer (Ciso): A Framework For Consideration, Wendi M. Kappers, Martha Nanette Harrell,

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Educational entities are establishing program degree content designed to ensure cybersecurity and information security assurance skills are adequate and efficient for preparing students to be successful in this very important field. Many Master’s level programs include courses that address these skills in an attempt to provide a well-rounded program of study. However, undergraduates who are in the practitioner’s world have other alternatives to gain these skills. These individuals can gain various certifications, such as the Certified Information Systems Security Professional (CISSP) or the Certified Information Security Manager (CISM). Due to a perceived gap between academics and field knowledge, it appears …

Quick And Easy Notes: Practical Strategies For Busy Teachers, C. C. Bates, Stephanie Madison Schenck, Hayley J. Hoover

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Teachers’ knowledge of each child helps them to plan appropriately challenging environments and activities that are tailored to the children’s strengths and needs. Assessing children regularly is essential to build that individualized knowledge—and to identify children who may benefit from more specialized supports. This article offers practical tips for you to engage in systematic, observation-based assessment by keeping anecdotal records on each child.

Developing A Homeland Security Curriculum: A Case Study In Outcomes-Based Education, Daniel A. Cutrer

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In 2007, I began research for my doctoral dissertation on what a curriculum in an undergraduate degree in homeland security should look like. At that time, the field of homeland security was a nascent discipline, and as such it did not have a standardized academic curriculum. There were several institutions of higher learning in the United States that were offering degrees in homeland security, but no consensus existed on what the curriculum should contain. This is what prompted me to perform a case study, gathering input from a body of subject matter experts as to what these experts felt were …

Vision & Change: Why It Matters, Anneke M. Metz, Jacqueline Mclaughlin

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The 2011 AAAS "Vision and Change" report has been inspiring undergraduate biology educators nationwide to rethink their educational approach, favoring active learning strategies to better prepare today's students for a complex, data-rich future. Here, we consider the history of the movement, its place in the greater arena of STEM education. and the reasons why this new approach has never been more critical. We encourage all biology educators to consider becoming agents of change, and focus on helpful resources and practical suggestions to help ABT readers take the plunge (or at least get their feet wet) into the welcoming waters of …

Toward Developing An Academic Discipline, Tim Brady, Alan J. Stolzer

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It is not often in the life of an academic or of an academic institution that circumstances coalesce to bring about a new academic discipline. But it happened recently, thus a review of the circumstances may be of interest and potentially instructive. Disciplines are typically characterized as a field of study at institutions of higher learning; they have a definable body of knowledge, scholars who contribute to that body of knowledge, teachers who teach in the field, a community of people who identify with the field, a refereed journal, are often associated with a professional practice and, in many cases, …

Gaise In Discipline-Specific Courses, Beverly Wood

Publications

While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses designed for students in a specific major, providing explicit evidence for this assumption.

The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College Report’s Goals for Students and Recommendations for Teaching are used as a framework for a qualitative study …

Evolving: Using Science Fiction To Engage Students In Evolutionary Theory, Chad Rohrbacher

Publications

Evolutionary biology is not well-understood by a majority of the population. Many misperceptions and misconceptions exist as well as outright resistance to the theory. Various teaching and learning strategies have been tried in an attempt to involve students in exploring the theory, with mixed results. The use of science fiction to engage students in this area has been sparse, and virtually no quantitative assessment of learning with the method has been done. Using Origins, an anthology based on evolution, we created an interdisciplinary teacher’s resource manual that will be offered free to teachers. This paper examines some of the difficulties …

The Gaise College Report: The American Statistical Association Meets Sound Pedagogy In Central Virginia, Beverly Wood

Publications

Research in undergraduate statistics education often centers on the introductory course required for a large percentage of college students. While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses in various academic departments to provide explicit evidence for this assumption. The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College …

Compendium Of Library/Informatics Competencies For The Health Sciences Professions, Jonathan D. Eldredge, Sarah K. Morley, Ingrid C. Hendrix, Richard D. Carr, Jason Bengtson

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No abstract provided.

Core Information Literacy Competencies In Hsc Curricula, Jonathan D. Eldredge, Ingrid C. Hendrix, Charity T. Karcher

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Information literacy has become an essential skill set for all health professionals, particularly due to its central role in evidence-based practice. The purpose of this document is to provide HSC programs with the basic information literacy competencies that should be included, integrated, and assessed in all HSC curricula. This document can be adapted to the needs of individual curricula. For example, individual programs can use it to identify at what points in their curriculum these competencies are or should be met or whether these competencies should be met as prerequisites.

Building A Framework For Engineering Design Experiences In Stem: A Synthesis, Cameron D. Denson

Publications

Since the inception of the National Center for Engineering and Technology Education in 2004, educators and researchers have struggled to identify the necessary components of a “good” engineering design challenge for high school students. In reading and analyzing the position papers on engineering design many themes emerged that may begin to form a narrative for engineering design in a high school setting. Before educators can provide a framework for engineering design in STEM courses, four questions need to be answered: (a) To what degree should engineering design challenges be open-ended or well-structured? (b) What are the relationships between engineering design …

Library/Informatics Skills In Unm Health Curricula: Potentially Relevant National Association Statements, Jonathan D. Eldredge

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Compiled by Jon Eldredge for the HSLIC Strategic Planning Education Committee. 2005. Assists HSLIC faculty members by providing competency statements from national associations that oversee or accredit HSC professional degree programs.

Integrating The Study Of Technology Into The Curriculum: A Consulting Teacher Model, Thomas Erekson, Steven Shumway

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Over the past 40 years there have been several initiatives by leaders in the profession to make revolutionary changes in philosophy, curriculum, methods, and facilities in the transition from industrial arts to technology education. The transition to technology education has been grounded in the dramatic changes that technology and technological innovations have brought to all aspects of society. It has been postulated that to fully participate in a technologically-based society, people must be technologically literate (Pearson & Young, 2002). Thus, the need arose to assure that all students have experience in technology education in order to acquire technological literacy.

Teaching Corporate Law From An Option Perspective, Peter H. Huang

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No abstract provided.

Corporate Finance, Corporate Law And Finance Theory, Peter H. Huang, Michael S. Knoll

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No abstract provided.

Cases Versus Theory, Richard B. Collins

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No abstract provided.