Project description:Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy.
Project description:Integrated Science Education Outreach (InSciEd Out) is a collaboration formed between Mayo Clinic, Winona State University, and Rochester Public Schools (MN) with the shared vision of achieving excellence in science education. InSciEd Out employs an equitable partnership model between scientists, teachers, education researchers, and the community. Teams of teachers from all disciplines within a single school experience cutting-edge science using the zebrafish model system, as well as current pedagogical methods, during a summer internship at the Mayo Clinic. Within the internship, the teachers produce new curriculum that directly addresses opportunities for science education improvement at their own school. Zebrafish are introduced within the new curriculum to support a living model of the practice of science. Following partnership with the InSciEd Out program and 2 years of implementation in the classroom, teacher-interns from a K-8 public school reported access to local scientific technology and expertise they had not previously recognized. Teachers also reported improved integration of other disciplines into the scientific curriculum and a flow of concepts vertically from K through 8. Students more than doubled selection of an Honors science track in high school to nearly 90%. 98% of students who took the Minnesota Comprehensive Assessments in their 5(th) and 8(th) grade year (a span that includes 2 years of InSciEd Out) showed medium or high growth in science proficiency. These metrics indicate that cooperation between educators and scientists can result in positive change in student science proficiency and demonstrate that a higher expectation in science education can be achieved in US public schools.
Project description:National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.
Project description:Women and racial minorities are underrepresented in the synthetic biology community. Developing a scholarly identity by engaging in a scientific community through writing and communication is an important component for STEM retention, particularly for underrepresented individuals. Several excellent pedagogical tools have been developed to teach scientific literacy and to measure competency in reading and interpreting scientific literature. However, fewer tools exist to measure learning gains with respect to writing, or that teach the more abstract processes of peer review and scientific publishing, which are essential for developing scholarly identity and publication currency. Here we describe our approach to teaching scientific writing and publishing to undergraduate students within a synthetic biology course. Using gold standard practices in project-based learning, we created a writing project in which students became experts in a specific application area of synthetic biology with relevance to an important global problem or challenge. To measure learning gains associated with our learning outcomes, we adapted and expanded the Student Attitudes, Abilities, and Beliefs (SAAB) concept inventory to include additional questions about the process of scientific writing, authorship, and peer review. Our results suggest the project-based approach was effective in achieving the learning objectives with respect to writing and peer reviewed publication, and resulted in high student satisfaction and student self-reported learning gains. We propose that these educational practices could contribute directly to the development of scientific identity of undergraduate students as synthetic biologists, and will be useful in creating a more diverse synthetic biology research enterprise.
Project description:IntroductionCollege smokers are often considered to be one homogenous group, those reporting smoking on at least one of the past 30 days. However, considerable heterogeneity exists among college students who report current smoking. The aim of this paper is to characterize disparate patterns of smoking among college students using latent class analysis (LCA).MethodsThe sample consisted of 1,102 past-month smokers from 10 colleges in North Carolina who completed a Web-based survey. LCA was used to create homogeneous groups of smokers with similar patterns defined by multiple indicators of smoking behavior, including quantity and frequency of smoking, smoking contexts, and weekly patterns of smoking.ResultsFive subclasses of smokers were identified: "heavy smokers" (28%), moderate smokers (22%), social smokers (19%), puffers (26%), and no-context smokers (4%). Demographic characteristics that varied among these subgroups were year in school, Greek membership, and residence location. Puffers were more likely to be younger students than heavy and social smokers, suggesting a transition from experimentation to regular use over time. Social smokers and puffers were more likely to be involved in Greek organizations than were heavy and moderate smokers. Moderate and social smokers were more likely to be current drinkers and to have engaged in binge drinking in the past month than were heavy smokers. This finding suggests that, for moderate and social smokers, a strong relationship exists between alcohol and tobacco use.DiscussionThe results highlight the heterogeneity of college student smokers and underscore the need for targeted interventions.
Project description:Latent class analysis can identify unmeasured mutually exclusive categories (class membership) among participants for either observed categorical or continuous variables. More recently, latent class analysis has been applied to accelerometry to better understand the day-to-day patterns of physical activity and sedentary behavior. Typically, the class assignments are only relevant to the study for which they were derived and not made available for others to use. Using one-week accelerometry (ActiGraph #AM7164) data collected from the National Health and Nutrition Examination Survey during 2003-2006, latent classes of physical activity and sedentary behavior were derived separately for youths 6-17 years and adults >=18 years. The purpose of this article is to provide the latent class assignments developed on this source population (United States) available to others to apply to their studies using similarly collected accelerometry. This method will extend the usefulness of the latent class analysis and allow for comparisons across studies.
Project description:Higher vocational education is the core component of China's national education system and shoulders the mission of cultivating high-skilled and applied talents. The wide application of Massive Open Online Courses (MOOCs) has effectively improved the curriculum system of China's higher vocational education. In the meantime, some MOOCs suffer from poor course quality. Therefore, from the perspective of sustainable course quality improvement, we propose a data-driven framework for mining and analyzing student reviews in China's higher vocational education MOOCs. In our framework, we first mine multi-level student demands hidden in MOOC reviews by combining web crawlers and text mining. Then we use an artificial neural network and the KANO model to classify the extracted student demands, thereby designing effective and sustainable MOOC quality improvement strategies. Based on the real data from China's higher vocational education MOOCs, we validate the effectiveness of the proposed data-driven framework.
Project description:BackgroundThe quality of medical care depends on effective physician-patient communication. Interpersonal skills can be improved through teaching, but the determinants are poorly understood. We therefore assessed the factors associated with the interpersonal skills of medical students during simulated medical consultations.MethodsWe conducted a cross-sectional study of fourth-year medical students participating in simulated consultations with standardized patients. Each video-recorded medical consultation was independently assessed by two raters, using a cross-cultural adaptation of the Four Habits Coding Scheme (4-HCS) into French. We then collected information on demographics and education-related characteristics. The relationship between the overall 4-HCS score and student characteristics was modeled using univariable and multivariable linear regression.ResultsOur analytical sample included 165 medical students for analysis. The factors significantly associated with 4-HCS score were gender (β = - 4.8, p = 0.011) and completion of an international clinical placement (β = 6.2, p = 0.002) or a research laboratory clerkship (β = 6.5, p = 0.005). Education-related characteristics, multiple-choice examinations in the first to third preclinical years, and number of medicine or surgery clerkships were not significantly associated with 4-HCS score.ConclusionsUndergraduate students with higher level of interpersonal skills during video-recorded medical consultations with standardized patients are more likely to be female, to have completed international clinical placement as part of the ERASMUS exchange program or research laboratory clerkship.
Project description:IntroductionThere are few curriculum materials designed to provide training and support for peer tutors to become effective clinical skills teachers. We designed the Clinical Skills Tutoring Program (CSTP) curriculum to guide tutors to help their students reflect on clinical skills performance, create an individualized learning plan, and engage in improvement based on feedback to achieve clinical skills competencies.MethodsCurriculum content was delivered through an in-person training session, formal curriculum written content, online resources, and longitudinal support from faculty directors. Tutors (fourth-year medical students) received surveys to evaluate the in-person training session, curriculum resources, and overall program experience. Student participants (medical students of any year) completed a survey to rate their satisfaction in working with their tutors.ResultsThere were 12 tutors in cohort 1 and 18 tutors in cohort 2. Survey response rates ranged from 50% to 70% among tutors. The tutors were satisfied with the in-person training session, program experience, curriculum resources, support from directors, development of learning goals with the student, and clinical skills practice with the student (mean Likert ratings greater than 4 out of 5). Student participants were satisfied with their experience creating learning goals and receiving feedback from their tutors.DiscussionThe tutor curriculum fills a gap by training and supporting tutors before and during their work with students needing further resources and remediation in one or more clinical skills domains. The curriculum can be implemented and further adapted by other tutoring programs locally and nationally.