Achievement of differentially prepared, nontraditional students in developmental mathematics at a community college : a study of modality (learning styles) preferences.

This is a study of modality preferences in learning styles of successful and unsuccessful nontraditional community college students while they were enrolled in developmental mathematics. The purpose of examining the learning style preferences was to look for visual, auditory, and/or kinesthetic patterns in learning that differentially prepared students used while studying Algebra I. To better understand students\u27 learning styles, modality strengths and learning strategies had to be identified for each participant in the research project. Questionnaires were administered to obtain self-reported data from students. Personal interviews with this researcher provided additional information. The Swassing-Barbe Modality Index, SBMI, was administered to identify modality strength. From these research tools, student profiles on learning style preferences were assembled. Students in the research project were enrolled in Algebra I class which was taught in traditional lecture style at an urban community college. The students who voluntarily participated were nontraditional and differentially prepared individuals. The study showed that successful visual, auditory, mixed modality students had high correlation between their identified modality strengths and matching study strategies in class and in private study. These modality groups utilized additional modality based strategies other than their strength to enhance their learning. However, successful kinesthetic students were not correlated and did not use study strategies that matched their identified modality strength in class or in private study. These students depended upon their developed visual and auditory preferences in learning algebra. The data revealed that students were unaware of applications of kinesthetic strategies in studying mathematics. There were two unsuccessful students, one identified by SBMI as auditory and the other as kinesthetic. The data on these students revealed that there was no correlation between their identified modality strengths and use of matched study strategies. An important aspect of this study that may influence community college faculty is awareness of success of students who used learning strategies that matched their modality strength. By incorporating a variety of modality based teaching methods, instructors of mathematics will provide a learning environment in which students can construct their own learning of mathematics

ESF Programme on Functional Genomics 1st European Conference: Functional Genomics and Disease 2003

In this report from the 1st European Conference of the European Science Foundation Programme on Functional Genomics, we provide coverage of the high-profile plenary talks and a cross-section of the many presentations in the disease analysis symposia and functional genomics technologies workshops

Well Series Handbook

The Well Series was conceived at Sheridan College in summer 2020 in response to the sudden move from in-person to online classes at the start of the COVID pandemic. A differentiator in post-secondary institutions, the self-directed modules are designed to support student in their academic success from pre-arrival to graduation. This handbook is meant to be a guide of all things Well Series, from module creation and governance to assessment and communications.https://source.sheridancollege.ca/lls_books/1002/thumbnail.jp

Review of Academic Skill Programs at Post Secondary Institutions & Designing Impactful Academic Supports for International Students

This paper presents a review of academic skills programs at post-secondary institutions and offers three options for designing impactful academic supports for international students, including Option A: Modules/Workshops; Option B: General Elective Course; Option C: Mixed Model Solution. This review was informed by the Academic Preparedness Plan prepared by Joan Sweeney Marsh, Marian Traynor and Danielle Palombi

Academic Integrity Report, 2016

At Sheridan, originality matters; prevention and education to reduce breaches of academic integrity (AI) is our shared responsibility. This past year, Library and Learning Services explored what an Integrated AI Model might look like at Sheridan. Extensive research including a literature review and interviews with experts from universities across North America was carried out. This report summarizes the findings and includes recommendations for an Integrated AI Model

Inclusiveness in mental health research: a survey of attitudes, awareness, and actions among journal editors

Background: Improving inclusiveness in mental health research merits attention as we seek to reduce inequalities in mental health. Academic journals can promote inclusiveness through editorial practices related to the selection of content and the composition of journal editorial boards. Objectives: To investigate the attitudes, awareness, and actions of journal editors con-cerning inclusiveness in mental health research and editorial practices. Methods: We surveyed 74 chief and senior editors, representing 55 prominent journals in neuroscience, psychiatry, and psychology (2021 impact factor M = 8.04, SD = 10.76). Results: Most respondents (74–99%) acknowledged the importance of inclusiveness in mental health research, and a majority (62–78%) were familiar with existing guide-lines. Half or fewer of the journals (49–50%) had policies for selecting content that is diverse, and 20% had policies regarding inclusion of individuals with lived experience of mental health challenges. Well over half the journals (57–72%) had policies to widen diversity among their editorial boards and roughly half (43–53%) among peer reviewers, although only a few (18–23%) included among their editors or peer reviewers individuals with lived experience of dealing with mental health challenges. Conclusions: This study highlighted an intention-action gap, with positive attitudes and awareness but limited editorial practices promoting inclusiveness in mental health research. Inclusion of individuals with lived experience emerged as an area in particular need of improvement. We discuss potential strategies that journals might consider to foster inclusiveness, such as diversity training, publication checklists, and infrastructure that supports participatory approaches