Dental, Dental Hygiene, and Graduate Students’ and Faculty Perspectives on Dental Hygienists’ Professional Role and the Potential Contribution of a Peer Teaching Program

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153742/1/jddj002203372016809tb06187x.pd

Learning Through Collaboration and Competition: Incorporating Problem-Based Learning and Competition-Based Learning in a Capstone Course

This article discusses an innovative capstone course to prepare students to be more business-ready upon graduation. By combining aspects of problem-based learning (PBL) and competition-based learning (CBL), a new undergraduate course allows students to gain practical experience while applying classroom knowledge to real business problems. Students are organized into teams of three to five and act as “consultants” to local businesses. Student consultants then develop and present competing recommendations (similar to the television show The Apprentice) to high-level managers within the organizations. Benefits from this course accrue not only to students, but also to faculty members, area businesses, and the college. Details are provided to enable the course to be adopted in other undergraduate programs

Learning on two campuses: students' transition experiences in a China- UK Articulation programme

This thesis presents a longitudinal ethnographic research study of the intercultural transition experiences of 50 engineering students in the China- UK Articulation programme. The aim is to explore the factors that have influenced their transition and the impact of their transition on the educational context on both campuses. The field work was carried out over fifteen months in China and the UK. Data have been collected mainly through participants observations, document analysis and in-depth interviews with 16 Chinese programme students (3 rounds), 5 home students, 2 international students, 10 Chinese academic and administrative staff, 8 British academic and administrative staff and 2 parents. Data were analysed by using the data analysis principles advocated in grounded theory

Finding common ground : enhancing interaction between domestic and international students - guide for academics

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How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology

This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource

The impact of extracurricular activities on beginner Chinese as a foreign language learners in the formal classroom

The following describes a two-part classroom-based study examining the impact of extracurricular, peer-taught activities on the formal learning of beginner students of Chinese as a foreign language (CFL).Student thoughts and comments related to their learning performance are also investigated and reported upon in the paper. Due to the difficulty of learning CFL, the lack of familiarity with the Chinese language and culture among students, and the need for additional practice outside the formal foreign language university classroom, the researchers provided students with more informal opportunities to use and be exposed to the Chinese language. Building upon the theory of intergroup communication, the multicultural space in which these informal activities took place is designed to encourage learners to engage in cross-cultural exchanges with peer teachers. It is located in an Irish university, and within the space local and international students promote and share their culture and language through various peer-teaching activities. The study took place in two stages over two consecutive academic years, firstly, in semester two of first year (Stage 1) and, secondly, in semester one of first year (Stage 2). Feedback from Stage 1 shows that most students agreed that the combination of formal in-class practice and peer-teaching enhanced their learning of Chinese. Before Stage 2 of the research began in a new semester with a new cohort of students, changes were implemented to the initiative based on feedback from students in Stage 1, who asked for more cohesion between the formal language classroom and the extracurricular activities. All students in Stage 2 of the research agreed that the combination of in-class practice and peer-teaching activities enhanced their learning of Chinese. The paper discusses the merits and limitations of formally linking credited courses with peer-teaching activities, and offers some recommendations for implementing future collaborations

Teaching Tolerance in a Globalized World: An Introduction

The increasing diversity of student populations is a global educational trend. The relatively recent rapid influx of immigrants, refugees and asylum seekers, coupled with issues of increasing intolerance, social exclusion and feelings of alienation, and extremism among young people, are posing complex challenges for educational systems around the world. Education has a key role to play in preparing future generations to address these problems and ensuring that young people acquire the social, civic, and intercultural competences needed for active and successful participation in society. This book presents five empirical studies, designed to examine differing factors and conditions that may help schools and teachers in their endeavors to promote tolerance in a globalized world. The 2009 International Civic and Citizenship Education Study (ICCS) provided the research data. This introductory chapter describes the overall theoretical framework, discusses key constructs, and outlines the aims guiding the five studies, concluding with an overview of all chaptersInternational Civic and Citizenship Education Study (ICCS) provided the researchdata. This introductory chapter describes the overall theoretical framework,discusses key constructs, and outlines the aims guiding the five studies, concluding with an overview of all chapters