By students, for students

Loneliness, writers' block and demotivation are just three of many challenges faced by PhD students across all disciplines. It was this realization that inspired me and a social-science colleague to organize an event about the experience of being a PhD student

For students by students

Peer reviewedPublisher PD

For Students, by Students: a Peer-Led Entrepreneurship Course for Medical Students

Recognising the growing importance of clinical leadership and entrepreneurship to implement innovative healthcare solutions, final year UK medical students developed a near-peer elective module for first- and second-year students. To date, five cohorts have completed the module and developed skills in the fields of medical technology, quality improvement, and leadership

Gaining Knowledge: Creating Activities for Students by Students

This article describes an activity suitable for high school and college/university communication courses. Combining outside research with in-class discussions and class interaction give students the opportunity to become more knowledgeable about interviewing in the ‘real world.’ Students research interviewing topics, find articles to support their topic, then create an activity and present this to the class. This allows more in-depth analysis of common topics discussed in an interviewing class allowing students to take control for their learning, deepening the learning process for themselves and others while decreasing common interviewing pitfalls

Student Partnership in E-learning: the Development of Online Resources for Students by Students in Dentistry

Dentistry is a dynamic and ever changing specialty that has been strongly influenced by developments in technology and therefore our teaching strategies must evolve to keep pace with these changes. E-learning has become an integral part of the dental curriculum, with a marked increase in use over recent years. However dental students have up until now been the recipients rather than active participants in the development of dental e-learning resources. Bovill et al (2011) conclude that it is incumbent upon us to reconsider students' roles in their education and reposition students to take a more active part - as co- creators of teaching approaches, course design and curricula. In this paper the presenters will outline the design and product of a self- selected study module (SSM) offered to year five dental students in e-learning. The SSM offers the opportunity for students to work as small teams with the school learning technologist and academic staff to identify, design, develop and evaluate quality-assured e-learning objects. Each group (n=2) with the guidance and quality assurance of academic staff will create a resource that can be integrated within the current University of Glasgow BDS curriculum for future years. It will become a useful revision resource that will supplement the learning and teaching received elsewhere within the course and will be accessible to all dental students in Scotland via the Scottish Dental Education Online (SDEO) programme. The SSM provides the opportunity of student participation in learning with technology and designing aspects of the curriculum, and aligns with the University's Learning and Teaching strategic objective of building staff-student partnerships to promote student engagement with learning

Reasons stated by commencing students for studying engineering and technology

Responses were collected from commencing engineering students and an inventory of reasons stated for electing to study engineering was developed. Commencing engineering students were strongly career oriented; they believed that engineering would be an interesting and rewarding career that would offer enjoyment and career options. No difference was found in the principal reasons stated by respondents based on gender or course of study. On-campus students nominated principally career-related reasons for their choice of study (71 percent). While career-related reasons were still important for off-campus students, the most frequent type of responses were related to career upgrading (43.9 percent).<br /

Keeping Schools Safe: Why Schools Should Have an Affirmative Duty to Protect Students from Harm by Other Students

[Excerpt] Federal statutes have attempted to make schools safer by providing grants to assist schools in becoming violence-free. Similarly, some states have passed “bullying laws,” which mandate procedures for school officials to follow when dealing with bullying. These statutes, however, do not provide adequate remedies for students who are harmed by their peers during the school day. The majority of courts that have addressed student- on-student violence have declined to hold that compulsory education creates the type of special relationship needed to impose an affirmative duty on schools to protect students from harm by other students. While I agree that compulsory education laws do not restrain students’ freedom in the same manner as, for example, a jailor restrains a prisoner, compulsory education laws do restrict students’ freedom by requiring students to attend school, under the care of their teachers. When teachers or school officials reasonably believe that students are being harmed by their peers, they should be required to inform their superiors who in turn should inform the parents. Teachers who know that one student is harming another student should have a duty to protect that student from harm. Requiring school officials to protect students from actual harm would, at the very least, make schools feel safer to students, thereby creating school environments more conducive to learning. This article argues that federal law should impose on school officials an affirmative, albeit limited, duty to protect students from harm by other students when school officials know, or reasonably should know, that students are harming other students. Part II of the article contains a brief historical overview of the official liability under 42 U.S.C. § 1983, as well as the current theories for holding state officials liable for harm caused by private actors. Part III discusses some recent cases where parents of children injured at school by other students have sued a school or school official( s) under section 1983. The decisions in these cases represent the majority view that schools do not have an affirmative duty under the Due Process Clause to protect students from harm by other students. Part IV discusses the minority view, which imposes a duty under certain circumstances. Part V describes other remedies available to students who are harmed by other students, and discusses some state responses to school violence. Part VI argues that courts should adopt the minority view and impose a limited duty on schools, thus requiring school officials to protect students when they are aware or have a reasonable belief that students are being harmed by other students. The article concludes with the policy reasons that support a limited duty, and the implications of imposing such a duty on schools

Redbook: 2003

Advice compiled by Boston University School of Medicine students for incoming first year students and third or fourth year students preparing for clinical rotations

Guide for third and fourth year students

Advice compiled by Boston University School of Medicine students for incoming first year students and third or fourth year students preparing for clinical rotations

Guide for third and fourth year students

Advice complied by Boston University School of Medicine students for incoming first year students and third or fourth year students preparing for clinical rotations