Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students

This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience

Ready, Set, Communicate: Measuring Usability of Instructional Modules Designed to Improve Communications Skills of Students Studying Agricultural Sciences

Well-developed communications skills are essential to a proficient agricultural workforce. Online instruction via reusable learning modules (RLMs) is one way agricultural science faculty can provide their students with expert communications skills training. Although RLMs have many benefits, their value degrades rapidly if the learner cannot access or use the technology efficiently. Therefore, online instruction must be tested to ensure usability. The purpose of our study was to assess the usability of RLMs developed to bolster the communications skills of students studying in the agricultural sciences and provide guidance for future curricula and online instruction development. We used quantitative and qualitative data sources to assess the usability of three RLMs, according to N = 21 students. The usability metrics we assessed included learnability, navigation, video function, document access and readability, quiz and assignment practicality, and task difficulty. The RLMs garnered high usability scores from participants who had positive impressions and experiences completing them. Participants demonstrated an increase in confidence to perform communications skills and an increase in knowledge about communications after completing the modules. They thought embedded videos, documents, quizzes, and assignments were helpful in learning communications concepts. Some recommended improving navigation, document readability, and assignment details. Based on our findings, we recommend RLM developers embed short videos, printable handouts, and quizzes into RLMs, and include an overview of documents’ key points to guide reading. Participants’ positive feedback and willingness to engage with the RLMs suggests incorporating the RLMs into agricultural science courses will help students develop into science communicators

Good Practice Report : Curriculum Renewal

This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on curriculum renewal. The report contains: -a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships -a literature review of the good practices and key outcomes for teaching and learning from national and international research the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships -identifies areas in which further work or development are appropriate

12th Annual Focus on Creative Inquiry Poster Forum Program

The 2017 Focus on Creative Inquiry Poster Forum displays a selection of the projects accomplished by Clemson University students in their Creative Inquiry teams. What is Creative Inquiry? It is small-group learning for all students, in all disciplines. It is the imaginative combination of engaged learning and undergraduate research – and it is unique to Clemson University. In Creative Inquiry, small teams of undergraduate students work with faculty mentors to take on problems that spring from their own curiosity, a professor’s challenge, or the pressing needs of the world around them. Students take ownership of their projects. They ask questions, they take risks, and they get answers

Interactive Virtual Suturing Simulations: Enhancement of Student Learning in Veterinary Medicine

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Christine B. Boyd and Amy J. Staton on December 29, 2013

Researching Across Two Cultures: Shifting Positionality

Embodied and creative research methods provoke honesty, emotion, and vulnerability in participants, which add to the richness of the stories they tell and are willing to share. The positionality of the researcher is less of “interviewer” and more “co-producer” or participant in a dialogue. Visual and creative approaches invite participants to share in ways in which they are not able or willing through words alone. The data and outputs they produce, with film, art, or objects, can in turn affect those who see it more than written text and need to be analysed and disseminated along with more traditional transcripts, articles, and presentations. In the context of investigating sensitive issues such as those around embodied identity, these methods, which use embodied methods to explore embodied research questions, may feel the most appropriate. These approaches lie along the boundary of therapy and research, asking much of researchers who are unlikely to have received therapeutic training or ongoing support. Due to this deficit, the researched may find that their experience is not held or contained in a way that the content would demand. Similarly, the data themselves lie on the boundary of art and research, in that they can be seen as more than a tool to facilitate reflection, but as artifacts in their own right. What are the implications in this scenario? Where should we position ourselves and our work along these boundaries? Who holds the space for the researcher and the researched if both are made vulnerable

2023-2024 Undergraduate Catalog

2023-2024 undergraduate catalog for Morehead State University

2021-2022 Undergraduate Catalog

2021-2022 undergraduate catalog for Morehead State University

2022-2023 Undergraduate Catalog

2022-2023 undergraduate catalog for Morehead State University