Information Literacy Instruction for Upper-Year Undergraduate Students: A Stratified Course-Integrated Approach

Undergraduate students face many potential barriers to learning about the process of conducting research. Information literacy instruction provided through faculty-librarian collaboration in an effort to expand the abilities of the “novice researcher” can ease the experience of undergraduate students. In addition, information literacy instruction may invoke increased student participation in the scholarly discourse of their chosen discipline. The implementation of a stratified course-integrated approach may be particularly valuable to upper-level undergraduates in preparation for completing a thesis or other culminating project in their final year of study. This claim is examined within the context of an instruction session observed as a component of a third-year undergraduate Materials Science and Engineering course

Teaching critical appraisal to Sport & Exercise Sciences and Biosciences students

Seminars were implemented to develop undergraduates’ critical appraisal skills and their effectiveness was evaluated. Participants were 140 undergraduate students consisting of 103 students from Sport and Exercise Sciences and 37 from Biosciences. Four seminars were employed to develop and reinforce critical thinking and provide an opportunity for practise and group work. Source material included research proposals and published journal articles. Two linked pieces of coursework assessed critical thinking skills. Teaching method effectiveness was examined using the students’ questionnaire responses and comparison of coursework grades across the module. Students reported finding the seminars useful and helpful, and their self-ratings of critical appraisal skills improved from pre- to post-seminar. However, this was not generally reflected in assessment grades across the group. Overall, there was a significant decline in grades from the first to the second piece of coursework. However, although Sport and Exercise Sciences students’ scored significantly lower on the second coursework, Biosciences students scored higher. It is possible that this type of teaching helps to boost performance in students who originally are new to such skills. Future studies would need to examine whether different methods or longer follow-up might also yield improvements in objective measurements of students’ critical appraisal ability

Criminology in the professions: turning academic benchmarks into employability skills

This report reflects on a case study example of teaching a dedicated employability module in an undergraduate criminology curriculum. The report uses various sets of data collected from students, criminology alumni, a sample of employers and university academic and support staff, to reflect on pertinent issues relating to graduate employability. Findings suggest that understanding the links between critical academic theory, technical knowledge and generic skills, are empowering both for staff and students, and such a framework represents a creative way of addressing the QAA criminology employability benchmarks. Whilst staff are unable to change the national context relating to graduate employability, understanding the pertinent issues and contradictions within the area helps in counteracting potential ‘bad news’ and also enables students to be more aware of what they need, beyond their degree, to be successful in gaining appropriate employment. Apart from the research detailed below, outcomes include a DVD entitled ‘Life after Criminology’ which features contributions from criminology alumni, academic and careers staff and students, and also a Mahara portfolio including materials used for a criminology information day held in July 2010

Advice to Students Considering Graduate Work in English

Drawing on specific case histories from over 50 students who applied to graduate programs in English Literature, Composition, and Writing, this document represents my advice to students applying nationwide to do graduate work in the various subfields of English studies

Detection and tracking for radar simulation using MATLAB

The objective of the project is to simulate the real time Radar detection and tracking operations using MATLAB software. Radar system use modulated waveforms and directive antennas to transmit electromagnetic energy into a specific volume in space to search for targets. Objects (targets) within a search volume will reflect portions of this energy (radar returns or echoes) back to the radar. These echoes are then processed by radar receiver to extract target information such as range. Velocity, angular position, and other target identifying characteristics. The project mainly concentrates on the radar displays and different radar types to collect the information of the flying objects, such as the range, speed, distance, angles. The display types are A-scope, B-scope, C-scope, PPI, and RHI, which are used in modern radars. While others are either obsolete or are found only in very specialized applications. Signals displayed on these scopes can be raw video, synthetic video (detected video) or computer-generated symbols. The radar types consider in the project are CWT (Continuous Wave Transmission), Pulse, Doppler, and MTI (Moving Target Indicator). For each display, all the values related to the object are calculated in different patterns and graphs for the corresponding formulated values and angles

The Undergraduate Creative Writing Workshop

More and more institutions are offering undergraduate Creative Writing Programmes. Many of these offer the workshop as part of that programme. The undergraduate creative writing workshop differs from the postgraduate one and is also different from workshops offered outside of the academy. This paper defines that workshop, and discusses some of its advantages and disadvantages. It offers some further thoughts about the undergraduate creative writing workshop in general. It looks at the format used at one institution, showing how previous modules feed into a Level 3 two semester long workshop. It illustrates the practice of one particular lecturer, giving special emphasis to how work is marked and feedback given within sessions to ensure maximum confidence and progress in students. Suggestions are made of useful strategies for workshop facilitators. This paper proposes that participating in a workshop is a skill that needs to be taught and that that skill is enhanced in students as they progress through the three levels, which in turn leads to the nature of the workshop changing as they progress

Pedagogy: How to best teach population health to future healthcare leaders

Our healthcare system is moving from a fee-for-service reimbursement model to one that provides payment for improvements in three areas related to care: quality, coordination, and cost. Healthcare organizations must use a population health approach when delivering care under this new paradigm. Health administration programs play a critical role in training future leaders of healthcare organizations to be adaptable and effective in this dynamic environment. The purpose of this research was to: (1) engage health administration educators in a dialogue about population health and its relevance to healthcare administration education; (2) describe pedagogical methods appropriate for teaching population health skills and abilities needed for successful careers in our healthcare environment; and (3) identify current student learning outcomes that participants can tailor to utilize in their undergraduate and graduate health management courses. Authors conducted focus groups of participants attending this educational session at the 2018 annual AUPHA meeting. Qualitative analysis of the focus group discussions identified themes by a consensus process. Study findings provide validated recommendations for population health in the health administration curriculum. The identification of pedagogical approaches serves to inform educators as they prepare future health administrators to practice in this new era of healthcare delivery

Student experiences of two small group learning-teaching formats: Seminar and fishbowl

Abstract Introduction As teaching strategies, the seminar and fishbowl approaches promote active learning and shift the focus from the teacher to the learner. The aim of this study was to compare the self-reported perceptions of each student-centred teaching technique amongst a group of dental students as well as resultant quiz scores after each teaching technique. Material and Methods During the first semester of 2017, all year-3 (N = 88) Semiology and year-5 (N = 71) Oral Surgery students participated in weekly seminars in which teams of students from both cohorts were given an actual clinical case to study; a diagnosis and treatment plan would be rendered, and an oral case presentation would be presented to the rest of the class. In the second semester, the same students tried to solve similar clinical cases using the fishbowl training format. A course coordinator provided final feedback, and the session culminated with a quiz. Students were invited to provide quantitative and qualitative perceptions whilst quiz scores obtained during seminar and fishbowl teaching formats were compared. Results and Discussion A total of 97 (61%) seminar and 92 (58%) fishbowl students provided insights regarding these teaching techniques. Both cohorts believed the fishbowl format allowed them to be actively involved. However, only year-3 students gave the fishbowl format a significantly higher score than the seminar format, considering it an attractive format that allowed them to learn. In contrast, year-5 students believed the seminars met their expectations better than the fishbowl format. Interesting clinical cases as well as the final round of feedback were qualitative themes reported by both cohorts. The mean seminar and fishbowl quiz scores were statistically significant different for year-3 students (

Linking teaching and research in disciplines and departments

This paper supports the effective links between teaching and discipline-based research in disciplinary communities and in academic departments. It is authored by Alan Jenkins, Mick Healey and Roger Zetter