436,491 research outputs found

    Education for Sustainable Development

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    The U.S. Partnership for Education for Sustainable Development has collected resources to help educators and the general public understand sustainable development (creating healthy ecosystems, communities and economies). Resources are categorized into youth, K-12, higher education, business, faith and funding. Educational levels: Primary elementary, Intermediate elementary, Middle school, High school, Undergraduate lower division, Undergraduate upper division, Graduate or professional, General public

    Breathing Life into Information Literacy Skills: Results of a Faculty-Librarian Collaboration

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    When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, but also organization strategies

    Undergraduate medical education: looking back, looking forward

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    This commentary briefly looks at some history of Medical Education in Scotland with a focus on the last two decades since the publication of 'Tomorrow's Doctors' by the General Medical Council in 1993. The current influences on Scottish Medical Education are discussed, and some of the advantages provided by technology are described. The piece concludes by emphasising the current strengths of Scottish Medical Education, which are learning from contact with patients and good clinical role models, to help students make sense of their clinical experience

    Quality and inequality in undergraduate courses: a guide for national and institutional policy makers

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    Summary of Main Findings ‘The Pedagogic Quality and Inequality in University First Degrees Project’ was a longitudinal investigation of sociology and related social science degree courses in four universities . Its main objectives were to investigate what social science students value about their university education and differences in curriculum and teaching in different universities. The main findings are summarised below and relate to defining, improving and measuring the quality of undergraduate courses. Defining good quality undergraduate courses • High quality undergraduate courses are those in which students engage with academic knowledge in transformative ways. Courses in different disciplines are likely to be transformative in different ways. • In sociology-related social sciences, academic engagement is transformative in three ways: students gain access to an understanding of academic knowledge that is interesting and relevant to their lives; it changes the way that they understand themselves and their place in the world; and they gain an enhanced understanding of society. Such outcomes emphasise the importance of maintaining sociology-related social science courses across the sector. • Good teaching is vital if students are to engage with academic knowledge in transformative ways. Improving the quality of undergraduate courses • Improving teaching is central to improving the quality of undergraduate courses. • Good teaching is multidimensional and improving it is timeconsuming and challenging. • A focus on quality enhancement that supports lecturers is in danger of being obscured by the emphasis in recent policy documents on improving quality through competition. Measuring the quality of undergraduate courses • Key measures of the quality of undergraduate courses are students’ engagement with academic knowledge and good teaching. • When quality is measured by engagement with academic knowledge, the ranking of the universities in the study is very different from that in national higher education league tables. • Without engaging meaningfully in academic knowledge, students are unlikely to gain much benefit from studying an undergraduate degree. So in order to be valid measures of the quality of undergraduate courses, national higher education league tables, Key Information Sets and the National Student Survey need to take account of students’ engagement with academic knowledge

    Development and Evaluation of the Nebraska Assessment of Computing Knowledge

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    One way to increase the quality of computing education research is to increase the quality of the measurement tools that are available to researchers, especially measures of students’ knowledge and skills. This paper represents a step toward increasing the number of available thoroughly-evaluated tests that can be used in computing education research by evaluating the psychometric properties of a multiple-choice test designed to differentiate undergraduate students in terms of their mastery of foundational computing concepts. Classical test theory and item response theory analyses are reported and indicate that the test is a reliable, psychometrically-sound instrument suitable for research with undergraduate students. Limitations and the importance of using standardized measures of learning in education research are discussed

    Confidence amongst multidisciplinary professionals in managing paediatric rheumatic disease in Australia

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    Objective. Interprofessional collaboration is a crucial component of care for children with rheumatic disease. Interprofessional care, when delivered appropriately, prevents disability and improves long-term prognosis in this vulnerable group. Methods. The aim of this survey was to explore allied health professionals’ and nurses’ confidence in treating paediatric rheumatology patients. Results. Overall, 117 participants were recruited, 77.9% of participants reported being “not confident at all,” “not confident,” or “neutral” in treating children with rheumatic diseases (RD) despite 65.1% of participants reporting having treated >1 paediatric rheumatology case in the past month. Furthermore, 67.2% of participants felt their undergraduate education in paediatric rheumatology was inadequate. “Journals” or “texts books” were used by 49.3% of participants as their primary source of continuing professional development (CPD) and 39.3% of participants indicated that they did not undertake any CPD related to paediatric rheumatology. Small group and online education were perceived to be potentially of “great benefit” for CPD. Conclusion. This paper highlights allied health professionals’ and nurses’ perceived inadequacy of their undergraduate education in paediatric RD and their low confidence in recognising and treating RD. Undergraduate and postgraduate education opportunities focusing on interprofessional collaboration should be developed to address this workforce deficiency

    The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

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    Introduction – Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu Objective – To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions. Method: A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature. Discussion - Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) Legacies from the past and the inherent features of nurse education and (2) Challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models. Conclusion(s) – Ongoing challenges in providing accessible, effective and quality clinical learning experiences are apparent
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