STEM Conference 2019

Conference Program with all presentation

Research and Creative Activity, July 1, 2019-June 30, 2020: Major Sponsored Programs and Faculty Accomplishments in Research and Creative Activity, University of Nebraska-Lincoln

Foreword by Bob Wilhelm, Vice Chancellor for Research and Economic Development: This booklet highlights successes in research, scholarship and creative activity by University of Nebraska–Lincoln faculty during the fiscal year running July 1, 2019, to June 30, 2020. It lists investigators, project titles and funding sources on major grants and sponsored awards received during the year; fellowships and other recognitions and honors bestowed on our faculty; books published by faculty; performances, exhibitions and other creative activity; and patents and licensing agreements issued. Based on your feedback, the Office of Research and Economic Development expanded this publication to include peer-reviewed journal articles and conference presentations and recognize students and faculty mentors participating in the Undergraduate Creative Activities and Research Experience Program (UCARE) and the First-Year Research Experiences program (FYRE). While metrics cannot convey the full story of our work, they are tangible measures of impact. Nebraska achieved a record $317 million in total research expenditures in FY 2019, a 26$450 million in research expenditures by 2025. Husker researchers are stimulating economic growth through university-sponsored industry activity. Nebraska Innovation Campus created 1,657 jobs statewide and had a total economic impact of $324.1 million in FY 2019. NUtech Ventures brought in$6.6 million in licensing income in FY 2020. The University of Nebraska system now ranks 65th among the top 100 academic institutions receiving U.S. patents, jumping 14 spots from 2019. I am proud of the Nebraska Research community for facing the challenges of 2020 with grit and determination. Our researchers quickly adapted to develop solutions for an evolving pandemic — all while working apart and keeping themselves and their families safe. As an institution, we made a commitment to embrace an anti-racism journey and work toward racial equity. Advancing conversations and developing lasting solutions is among the most important work we can do as scholars. Against the backdrop of the pandemic, rising racial and social tensions, and natural disasters, Nebraska researchers worked diligently to address other pressing issues, such as obesity and related diseases, nanomaterials, agricultural resilience and the state’s STEM workforce. Let’s continue looking forward to what we can accomplish together. Thank you for participating in the grand challenges process and helping identify the wicked problems that Nebraska has unique expertise to solve. Soon, ORED will unveil a Research Roadmap that outlines how our campus will develop research expertise; enrich creative activity; bolster commitment to diversity, equity and inclusion; enhance economic development; and much more. Amidst the uncertainty of 2020, I remain confident in our faculty’s talent and commitment. I am pleased to present this record of accomplishments. Contents Awards of $5 Million or More Awards of$1 Million to $4,999,999 Awards of$250,000 to $999,999 Early Career Awards Arts and Humanities Awards of$250,000 or More Arts and Humanities Awards of $50,000 to$249,999 Arts and Humanities Awards of $5,000 to$49,999 Patents License Agreements Creative Activity Books Recognitions and Honors Journal Articles Conference Presentations UCARE and FYRE Projects Glossar

Evaluation of a "flipped" classroom model within a pharmacy professional practice class: a comparison across three consecutive cohorts

Background: The “flipped” classroom model promotes student responsibility for learning and increased one-on-one interaction with the instructor (Bergmann & Sams, 2012) allowing classroom time to be maximised for more complex activities. This model was first implemented during the Professional Practice (dispensing) classes of the M.Pharm programme at the University of Nottingham in September 2014. Aims: To investigate student performance across three consecutive cohorts at the Malaysia campus, one before and two after the implementation of the “flipped” classroom model. Method: Students’ performance for one particular practical each during the 2nd and 1styear of the programme was retrospectively analysed. Average exercises completed per student, percentage who completed a complex exercise requiring role-play, and percentage making a particular serious error were monitored. Data were analysed using descriptive statistics. Ethical approval was secured from the Science & Engineering Research Ethics Committee of the university. Results: Average exercises completed during the 2ndyear practical significantly ( p<0.01) increased from 5.44 (±1.31) prior to implementation to 6.47 (±1.95) and 6.23 (±2.15) during the 1st and 2nd year of implementation respectively. Percentage who completed complex exercises increased from 67.0% to 79.6% and 77.7% respectively. Average exercises completed during the 1st year practical significantly decreased (p<0.01) from 7.57 (±0.79) prior to implementation to 5.86 (±1.74) and 6.62 (±1.63) during the 1st and 2nd year of implementation respectively. Percentage of students making a serious error dropped from 39.3% to 19.7% and 28.4% respectively. Conclusion: The increase in complex exercises completed suggests this model allows students to cover more material at greater depth. The fewer serious errors made suggests that prior preparation allows students to progress faster. The reduction in total output among 1st year students, however, could be because when simpler exercises are involved, students’ ability to manage time effectively in class is adversely affected with prior knowledge of the class exercises. Further studies to assess students’ performance in later years of the programme will be valuable to fully appreciate the outcome of this model

Scientia Fall 2020 - Full Issue

The full issue of the fall 2020 issue of Scientia

Western Oregon University 2017-2018 Course Catalog

https://digitalcommons.wou.edu/coursecatalogs/1020/thumbnail.jp

2023-2024 Boise State University Undergraduate Catalog

This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State

Western Oregon University 2016-2017 Course Catalog

https://digitalcommons.wou.edu/coursecatalogs/1013/thumbnail.jp