Undergraduate Education

The Collaboration for Maternal and Newborn Health, a multidisciplinary group of maternity care providers from the University of British Columbia (UBC), received funding from Health Canada to develop interprofessional education programs for health care students. Medical, midwifery, and nursing students from UBC were invited to participate in the three programs described in this article. The Interprofessional Student Doula Support Program, a year‐long program for 15 students, combines classroom learning about marginalized women with on‐call doula support to attend births. The Interprofessional Normal Labour and Birth Workshop is a 5‐hour event, comprised of lectures and hands‐on stations about normal labour, birth, and the immediate postpartum period. The Maternity Care Club Hands‐on Night occurs twice a year, and students gather to practice at maternity care stations in a casual setting. A total of 467 participants over 3 years completed evaluations of their experiences. Students rat...

l'intérêt des étudiants et des étudiantes pour la neurochirurgie devraient,à l'avenir, porter sur une exposition précoce au domaine, par exemple par des stages au choix en neurochirurgie avant le passage aux stages cliniques ou par des groupes de discussion formés d'étudiants et d'étudiantes en médecine, axés sur la neurochirurgie.

The authors present evidence for the role of undergraduate research in college completion and preparation of a highly skilled workforce, particularly in STEM fields. Nearly 2 million students graduate from four-year institutions each year (NCES 2013), which would suggest a steady supply of skilled labor to the workforce. Yet employers still lament the dearth of new employees with the appropriate skills to succeed and advance in the workplace. Hart Research Associates (2015) report that more than 80 percent of employers expect students to have strong skills in communication, problem solving, and critical thinking;

Ulf Grenander was born in Vastervik, Sweden, on July 23, 1923. He started his undergraduate education at Uppsala University, and earned his B.A. degree in 1946, the Fil. Lic. degree in 1948 and the Fil. Dr. degree in 1950, all from the University of Stockholm. His Ph.D. thesis advisor was Harald Cramér. Professor Grenander is well known for pathbreaking research in a number of areas including pattern theory, computer vision, inference in stochastic processes, probabilities on algebraic structures and actuarial mathematics. He has published more than one dozen influential books, of which Statistical Analysis of Stationary Time Series (1957, coauthored with M. Rosenblatt), Probabilities on Algebraic Structures (1963; also in Russian) and Abstract Inference (1981b) are regarded as classics. His three-volume lecture notes, namely,

The use of learning management systems (LMS) has grown considerably in universities around the world. The University of Minho (UM) has pioneered in this area in Portugal, adopting Blackboard as its official LMS. Moodle is also used in UM in scattered initiatives, allowing for interesting comparisons. Previous studies comparing Blackboard and Moodle have been confined to limited samples and focused on students' perceptions only. In this paper, we also try to relate those perceptions to the impact of the LMSs on student level of engagement. We assess the extent and depth of use of the two LMSs, presenting the results of a study of students' perceptions and experience with both Blackboard and Moodle. Unlike previous studies, more students (46.5%) stated a preference for Blackboard over Moodle, while 34.7% preferred Moodle, and nearly 20% had no preference. Factors that might explain these results are explored in some detail. By and large, a basic utilisation is made of both platforms, as little more than electronic document repositories, in what Francis and Raftery, in 2005, designate as a Mode 1 level of engagement. We could, however, detect some instances of a more sophisticated Mode 2 utilisation, particularly with Moodle, underlining the role of faculty in integrating a sophisticated use of LMSs when designing their courses. In recent years, we have witnessed the growing introduction of LMSs in all levels of schooling in Portugal. Establishments using LMSs are still a minority (a little above 25% of universities according to a study by , but this should evolve rapidly. The use of information technology (IT) in schools and universities has been strongly supported by the government through initiatives ranging from primary schools to higher education that have encouraged the acquisition of laptop computers for students and teachers under favourable conditions and secured broadband connections in all public establishments. Around 960 000 laptop computers have been purchased by secondary school students and teachers, and about 370 000 by primary schools (GCELPT, 2009). Students entering universities nowadays will already have their own laptop computer with an Internet connection, and a growing number will have used an LMS in school.

There is a new policy shift in the Nigerian university educational policy which promotes entrepreneurial education to facilitate entrepreneurial pursuit after graduation. This is in response to the growing rate of unemployment among the young population especially university graduates because governments at various levels cannot provide enough employment for the teeming population of youth who needs jobs. Entering the world of business or entrepreneurship could be challenging especially within the context of the ever-evolving 21st-century business climate. Business success thus becomes a huge concern for entrepreneurs and other stakeholders in the growth and development of the Nigerian society and economy. This apprehension becomes magnified with Nigeria's myriads of economic challenges. This work aims at contributing to the discourse on consolidating entrepreneurial practices in a developing economy such as Nigeria by targeting students at different levels of study in the university system. While exposing the concepts of creativity and innovation, the work proposes that the preparation of university students for business or entrepreneurial pursuit should include deliberate creativity and innovation through the use of structured tools and deliberate methods and principles for business success in a highly competitive and dynamic business world. This proposal becomes relevant within the context of the sustainability of businesses in the ever-challenging Nigerian economy. Conclusively, the paper avers that the principles and strategies canvassed will facilitate entrepreneurial success when these university students eventually become entrepreneurs.

Recent research indicates that students' learning styles and approaches to study may have a significant bearing on their academic success. A study was undertaken on first-, third-and final-year medical students to analyse their preferred learning styles and approaches to study, using the Lancaster Approaches to Learning Inventory. The results showed that students entering the medical school had preferences which were more similar to science students' than arts students'. The medical students had high scores on reproducing orientation (surface approach) in all years tested. The first-year students had low scores on meaning orientation (deep approach) but the scores from students in later years showed a progressive rise. The implications of these results with regard to selection, teaching and assessment are explored. However, this preliminary study does not allow us to differentiate between the effect of student preference and that of the context and the environment in which they study.

Propósito: El uso generalizado de Internet y redes sociales ha impulsado nuevas formas
de comunicación e interacción virtual, especialmente entre estudiantes universitarios de 18 a 24 años,
quienes son usuarios intensivos de esta tecnología. En este contexto, la inteligencia artificial (IA) y
su capacidad para generar contenido, como noticias, han suscitado debate sobre la veracidad de la
información y la necesidad de un consumo responsable para prevenir la desinformación. Además, diversos estudios muestran que el uso excesivo de dispositivos móviles, Internet y redes sociales puede
generar adicción y que los textos generados por IA pueden ser tan persuasivos como los escritos por
humanos. El objetivo principal de esta investigación es analizar si existen diferencias en la respuesta
emocional y la atencional ante noticias periodísticas frente a aquellas generadas por IA (GPT-4) en
función del sexo y del nivel de adicción a Internet. Metodología: Se emplea Sociograph, para evaluar la
activación fisiológica ante diferentes estímulos, y el test de adicción a Internet de Young. Resultados
y conclusiones: El estudio se realizó con 46 estudiantes universitarios. Los resultados muestran una
mayor reactividad emocional al consumir noticias generadas por IA, lo que resalta la necesidad de un
análisis crítico de la información en la era digital. Aportes originales: Este estudio ofrece evidencia
novedosa sobre cómo la información generada por IA puede generar una mayor respuesta emocional
que la periodística y plantea nuevas preguntas sobre el papel de la adicción a Internet como factor de
riesgo en la susceptibilidad a la desinformación.

in this curriculum development: an ability to function in multidisciplinary teams, designing and conducting experiments, understanding safety and environmental issues, analyzing and interpreting data, and using modem engineering toolsY 5 l Rowan University is a comprehensive regional state university with six colleges: Business Administration, Communications, Education, Engineering, Fine and Performing Arts, and Liberal Arts and Sciences. The College of Engineering was initiated using a major gift in 1992 from the Rowan Foundation. [l 6 l The engineering program is taking a leadership role by using innovative methods of teaching and learning, as recommended by ASEE,D 7 l to prepare students for entry into a

Data volumes from multiple sky surveys have grown from gigabytes into terabytes during the past decade, and will grow from terabytes into tens (or hundreds) of petabytes in the next decade. This exponential growth of new data both enables and challenges effective ...

In today’s digital world, technology is transforming education at an unprecedented rate. Nearly 80% of universities in the United States now use learning management systems (LMS) to support online and hybrid learning environments (Means, Bakia, & Murphy, 2014). This expansion is particularly significant for adult learners, many of whom balance work, family, and academic commitments. While platforms like Canvas provide essential flexibility, technology alone does not guarantee improved learning outcomes. It must be applied intentionally to enhance engagement and support student success.

Two technologies reshaping adult education are LMS platforms and artificial intelligence (AI). LMS platforms such as Canvas allow students to access materials and complete assignments asynchronously, which is especially valuable for adult learners. AI provides data-driven insights, enabling instructors to personalize instruction and manage learners’ cognitive load. This paper examines how Canvas and AI impact adult learner engagement in asynchronous learning, drawing on cognitive load theory and adult learning principles to argue that these technologies create more supportive and effective learning environments.

Undergraduate students attending large research universities often have the opportunity to participate in the design, conduct, analysis, and dissemination of research initiated by faculty, postdoctoral fellows, and graduate students. To date, guidelines for the conduct of this specific type of relationship – that of an academic researcher to an undergraduate research volunteer in a large team-based research laboratory – remain absent from the peer-reviewed education literature. The Boyer Commission on Educating Undergraduates in the Research University recently called for further integration and depth of experience for undergraduates into the research process. Although not impossible, in order for large research universities to respond, it is necessary to act in a strategic and well-planned manner. Included are specific suggestions for success in facilitating this relationship within the context of a large, research-oriented university department. Undergraduate research is on the ri...

This article describes a new and innovative open co-op program for MIS/IS students. The program, Global Enterprise Technology Immersion Experience (GET IE), has a global enterprise focus that is integrated with hands-on experiential workbased learning to provide a context in which students are stimulated to utilize their classroom knowledge. The program includes a two-semester internship component that can be seamlessly incorporated with an existing MIS curriculum. The internship's unique pedagogical innovation is to deliver academic coursework on global enterprise technology to the students just in time-that is, while they are participating in an extended internship. The program, in effect, creates a domain-specific, next generation co-op program that complements traditional information systems curricula with a skillset that is required for creating and running very large global enterprise applications. The guiding GET consortium consists of four universities and a number of large companies, and the consortium is open to future expansion. The continued growth of the consortium would enrich student choices and foster cross-fertilization of curriculum activities.

Peer mentoring programs in higher education aim to facilitate student integration and enhance both retention and academic performance. This study investigated the effectiveness of a peer mentoring program at a Spanish university over five academic years (2018-19-2022-23), encompassing the COVID-19 pandemic. Employing a quasi-experimental posttest-only control group design, we analyzed data from 4962 students (mentees: n = 2481; controls: n = 2481). Statistical analyses included independent t-tests, Cohen's d, phi coefficient, chi-square tests, and two-way ANOVA. Results demonstrated significantly lower dropout rates and higher academic performance among mentees compared to controls across all study years. These positive effects were observed inconsistently across most of the studied student characteristics, including gender, study choice order, region of origin, and field of study. Furthermore, our findings supported the mediating role of academic performance in the relationship between peer mentoring and dropout. This research provides valuable empirical evidence that supports the theoretical frameworks on peer mentoring, student development, and successful integration within the context of higher education, particularly during times of crisis.

Resumo: Esse trabalho apresenta os resultados da utilização da avaliação formativa em um curso introdutório de Mecânica clássica. Trata-se de um estudo de caso, no qual analisamos a evolução da aprendizagem de um estudante. Os dados incluem entrevistas e resoluções de uma das questões da primeira prova. A análise nos mostrou que a utilização desse tipo de avaliação foi positiva para a aprendizagem do aluno. Abstract: This work presents the results of the use of the formative evaluation in an introductory course of classical mechanics. This is a case study, which analyzed the learning evolution of a student. The data include interviews and resolutions of one of the question of the first assessment. The analysis showed us that the use of such evaluation was positive for the learning of the student.

com a intenção de apoiar as escolas médicas de forma objetiva e prática, na elaboração de projetos político-pedagógicos no contexto da Atenção Primária à Saúde. Um marco reconhecido na política educacional brasileira é a publicação das Diretrizes Curriculares Nacionais, as quais flexibilizam as organizações curriculares, possibilitando a construção de projetos político-pedagógicos contemporâneos e consonantes com o Sistema Único de Saúde brasileiro. A Atenção Primária à Saúde é o ponto de convergência entre estas duas políticas, descentralizando o ensino da Medicina dos hospitais para toda a rede de saúde no Brasil. Destaca-se a imperiosidade de que o ensino na Atenção Primária à Saúde esteja presente longitudinalmente, ao longo de todo o curso, de preferência com inserções significativas (de aprendizado real e a partir do trabalho), mas que, sobretudo, deva fazer parte do núcleo de ensino da prática clínica do futuro médico.

Aims and Scope: The COVID-19 pandemic exposed widespread gaps in undergraduate biomedical and health sciences programs' ability to prepare future healthcare professionals for public health emergencies. This study aimed to identify key curricular indicators for strengthening pandemic preparedness in undergraduate education, using Georgia as a representative case study of a resource-constrained setting. Methods: A qualitative study was conducted using virtual semi-structured interviews with 33 educators recruited through purposive sampling based on teaching experience and disciplinary background. Participants represented medicine, public health, nursing, dentistry, and pharmacy programs-30 from Georgian institutions and 3 international experts for data triangulation. Data collected from May to August 2024 were analysed using inductive thematic analysis in MAXQDA, a qualitative analysis software. Ethical approval was obtained from The

Teaching software engineering to undergraduate students is a challenge task. Students are expected to understand both technical and social aspects of software engineering. This paper presents a complete case study of a hybrid approach that systematically combines a game application-driven approach and social collaborations into the software engineering curriculum at the undergraduate level. The case study consists of 1) proposing a new curriculum design process, 2) identifying a set of software engineering principles, practices, and online collaborative learning tools by following the design process, 3) proposing a semesterlong game project, 4) integrating the principles, practices, and the collaborative learning tools into the game development process and 5) delivering the principles, practices, and tools to students during the game devolvement. The results of the case study, including analysis of the related project documentation and students' feedback indicate that adopting the games app-driven approach motivate students to learn in teams, help transferring knowledge effectively between instructors and students and facilitate achieving the student learning objectives.

With the considerable effort that has recently been put into developing high quality on-line teaching resources for engineering mathematics, questions arise as to how to incorporate on-line materials into a university education that still uses the traditional lecture and tutorial as the normal ...

EnglishThis paper describes an analysis of 53 completions of course work (TCC) in Chemistry at the Universidade Federal Fluminense (UFF), concluded between 2005 and 2010, in an attempt to reveal the profile of the professionals graduated in this institution. The data analyzed show that although only a small part of the teaching staff of the chemistry institute participates as adviser in the TCCs, they are distributed among 4 of the 5 departments of the institute. The main subjects treated in the completions of course work are related to categories such as development of methodological proposals and teaching resources. The theoretical framework employed is based on concepts of Ausubel, Vygotsky and Freire. The methodology used was based on conceptual maps, experiments, games and quizzes. Most of the data were collected in high schools. In general, the data analyzed revealed that the profiles of the students graduated in Chemistry at UFF are strongly influenced by the changes undertak...

The University of North Texas has for many years offered classes in game programming to Computer Science students and classes in game art and design to art students. A key feature of these classes is the opportunity for these diverse communities of students to collaborate on joint projects. We describe the features that make these classes unique.

Undergraduate education can play a transformative role in developing students' leadership capacities, the practice of which can be examined through the Scholarship of Teaching and Learning. This study examines how educational experiences in a senior undergraduate-level leadership development course at a western Canadian university contributed to shaping students' self-awareness, personal philosophies, and leadership skills. Using thematic analysis of reflective writing from 17 students, the research revealed a significant shift among students from perceiving leadership as a positional role to understanding it as a lifelong personal journey of growth and societal responsibility. The findings suggest that, in addition to developing leadership competencies, the course facilitated personal transformations by exploring the alignment of personal values, individual leadership styles, and social awareness. A major contribution of this paper is a model that maps a path for students' leadership growth, beginning with self-awareness, moving to the development of personal philosophy on leadership, and, finally, building practical skills. The findings of this study have broad interdisciplinary applications, highlighting the importance of fostering self-awareness and developing leadership philosophies to prepare students for navigating complex challenges and leading effectively in diverse fields. Universities and educators may consider integrating reflective teaching methods that encourage transformative learning. Such pedagogical approaches can support students in leading authentically, adapting their leadership to various contexts, and maintaining a strong commitment to ethical practices and positive societal impact.

Este trabalho tem como objetivo analisar os relatos de um grupo de cegos, egressos da educação superior, acerca do comportamento de seus professores, à luz dos princípios da educação em direitos humanos. Traz para o debate as novas políticas relativas a esse tópico, no Brasil. Constituiu-se em uma investigação de natureza qualitativa, assumindo a forma de estudos de casos de oito sujeitos. Os dados foram coletados por meio de entrevistas e submetidos a um processo de análise textual discursiva. Os achados apontam para a violação de alguns princípios da educação em direitos humanos, tais como, igualdade de direitos, dignidade e reconhecimento e valorização das diferenças e diversidades, por parte de docentes, materializados em comportamentos de origem preconceituosa.

Teaching and learning can be joyful! "The Joy of Learning" resource was created by the 3M National Teaching Fellows cohort of 2024 (Canada) to foster the joy that drew us to post-secondary teaching in the first place, recognizing that we are all committed to lifelong learning. Content relevant to undergraduate university instructors is interspersed throughout: time-saving tips, reflection prompts, recommended readings, inspiring quotations and our own stories — including moments of teaching delight and lessons from teaching failures. There is space to identify teaching, personal and other goals and even a few black-and-white images that you can colour in, if you feel so inspired. Created to be interactive, easily accessible and — importantly — used by our peers, this e-resource can be downloaded and used electronically on your note-taking application or you can print all or selected pages. We invite you to incorporate "The Joy of Learning" into your teaching practice by filling these pages with your questions, discoveries, and messy, fantastic ideas. Create time and space to rediscover the joy of learning!

(page 99-104) บทความนี้ตั้งคำถามต่อบทบาทและแนวทางการศึกษารัฐศาสตร์ในระดับปริญญาตรีว่า นักศึกษารัฐศาสตร์ในปัจจุบันยังคง “ฝัน” และตั้งคำถามถึงโลกที่ควรเป็น (what ought) อย่างแท้จริงหรือไม่ ผู้เขียนชี้ให้เห็นว่าระดับปริญญาตรีมุ่งเน้นการเปิดโปงความจริง (disclosure) และการเข้าใจโลกปัจจุบันได้ดี แต่ยังขาดการตั้งคำถามเชิงวิพากษ์ที่ลึกซึ้งต่อระบบความคิด หรือที่เรียกว่าระเบียบสัญลักษณ์ (symbolic order) และกรอบแนวคิดที่ครอบงำอยู่ ทำให้นักศึกษาหยุดอยู่แค่การรับรู้ความจริงโดยไม่กล้าฝันหรือริเริ่มสร้างโลกใหม่ที่ดีกว่า นอกจากนี้ บทความยังสะท้อนถึงปัญหา “ผู้ปฏิเสธความหวัง” (cynicism) ที่รู้ว่าโลกเป็นอย่างไรแต่ไม่กล้าหรือไม่อยากเปลี่ยนแปลง บทความจึงชวนให้นักศึกษารัฐศาสตร์กลับมาค้นคว้าฝัน และกล้าตั้งคำถามกับทุกองค์ความรู้ ทั้งของตนเองและของผู้อื่น เพื่อที่จะไม่ปล่อยให้รัฐศาสตร์กลายเป็นศาสตร์ที่ลืมฝันและหยุดนิ่งอยู่กับสิ่งที่เป็น

He received his PhD in Science and Technology Studies from Rensselaer Polytechnic Institute, holds a M Eng. in Electrical Engineering from Cornell University and a BSc in Electrical Engineering from the University of Lagos in Nigeria. His research focuses on studying the various processes by which societies select, adopt and implement large technological systems with an emphasis on digital telecommunication technologies, particularly mobile telephony systems and the Internet. He has previously carried out ethnographic work on mobile communications in Nigeria, and has undertaken a comparative study of the development and emergence of the telecommunications industries of the European Union and the United States.

This article briefly reviews the development of mathematics support in higher education over the last 25 years, highlighting in particular the work of sigma, centre for excellence in university-wide mathematics and statistics support as a Centre for Excellence in Teaching and Learning and subsequently as part of the National HE STEM Programme.  A description of sigma’s current HEFCE-funded programme of activities is included, giving particular attention to the development of the sigma network.  The article closes by focusing on the legacy of sigma’s current work and the future sustainability of the sigma network.

Mathematics Support Centres (MSCs) have been established at universities in the UK and a number of other countries, of which colleagues from Australia and Ireland have been the most prolific in publishing about their work. Their main functions are to address issues surrounding the transition to university mathematics and to support students' learning of mathematics and statistics across the wide variety of undergraduate courses. There is a growing body of research examining the operation and impact of MSCs. This article will review and synthesize available published research evidence so that informed decisions can be made about the value of mathematics support activity and the targeting of future funding. Evidence will be shown of the evaluation of MSCs in each of the following areas: the collection of data and the challenges that are presented in both quantitative and qualitative studies; analysis demonstrating MSC usage and activity; analysis showing the impact of MSCs on students, staff and the institution. The article will conclude by identifying areas where further research would be helpful.

International Relations (IR) as a discipline has long been criticized for its Western-centric foundations. Dominant theories, epistemologies, and pedagogical practices in IR have historically reflected the intellectual and political priorities of the Global North. This dynamic extends to the domain of IR teaching in terms of the selection of readings and theoretical frameworks in the course syllabi. The study investigates whether the Western orientation is similarly reproduced in the teaching of environment-related IR courses in Türkiye. This inquiry is especially relevant given that unequal consequences of environmental crises are to be more detrimental for non-Western societies. Analyzing whether the environment is framed through critical perspectives in a way to reflect global asymmetries is crucial for addressing the planetary crisis. This study utilized a descriptive content analysis to examine how the environment is being discussed in the teaching of International Relations (IR) programs in Türkiye. A total of 132 universities that offer undergraduate IR education, 73 of them did not offer any environmentrelated courses within their IR programs. In 59 universities, there are 66 distinct courses addressing environmental topics. However, it is found that detailed syllabi, including course aims and reading lists, were accessible for only 42. The analysis of course syllabi reveals that environment-related International Relations courses in Türkiye primarily focus on themes such as sustainable development, global environmental governance, and international institutional frameworks such as the Kyoto Protocol, UN environmental conventions, and energy security from a nation-state perspective. There was limited engagement with critical perspectives to environmental politics. The courses largely reflect a technocratic and managerial approach while reflecting limited focus on the structural inequalities embedded in the international system. Despite the growing urgency of ecological crises, the teaching of environmental politics in IR programs tends to reproduce mainstream problem-solving paradigms rather than critical perspectives.

Objective: To make a better understanding of P-drug concept among undergraduates to bring out a better physician in a society is the main objective behind to include P-drug in the curriculum which can only be made by including problem-based question learning among them. Materials and methods: An observational study was done by including case studies in their practical class of Pdrug. Results: There was a better understanding of the selection of P-drug among undergraduates; it was more convenient for them to understand how to select P-drug on the basis of clinical cases. Conclusion: More and more of the clinical case-based study should be included in the curriculum for better understanding and to bring the future physician with a good concept of rational use of medicine.

n 1986, as a young geologist in love with science and teaching, I (Mary) began planning how to start my first year of eighth-grade Earth science. I decided to begin with a mineral identification activity. I knew that many of the clues to understanding Earth's past are found in rocks, and rocks are made of minerals. A great place to start-or so I thought. I believed in rigor, so I designed a fairly detailed lab. Students looked at lots of mineral samples and performed tests to determine each mineral's properties. They used mineral identification tables to identify each of their minerals. Students willingly engaged with the activity, and I took that as the sign of a successful lab. But they didn't seem excited. And they weren't sufficiently curious or interested to explore beyond the scope of the task I gave them. When the lab was over, and I considered that lack of curiosity, my enthusiasm for the lab waned. Why hadn't students asked questions beyond "Did I get the right answer?"

n 1986, as a young geologist in love with science and teaching, I (Mary) began planning how to start my first year of eighth-grade Earth science. I decided to begin with a mineral identification activity. I knew that many of the clues to understanding Earth's past are found in rocks, and rocks are made of minerals. A great place to start-or so I thought. I believed in rigor, so I designed a fairly detailed lab. Students looked at lots of mineral samples and performed tests to determine each mineral's properties. They used mineral identification tables to identify each of their minerals. Students willingly engaged with the activity, and I took that as the sign of a successful lab. But they didn't seem excited. And they weren't sufficiently curious or interested to explore beyond the scope of the task I gave them. When the lab was over, and I considered that lack of curiosity, my enthusiasm for the lab waned. Why hadn't students asked questions beyond "Did I get the right answer?"

An accurate characterization of optical elements is one of the pivotal skills to be learnt in the context of undergraduate optics lab work or that of continuing education. We will show an experimental apparatus designed to measure the Modulation Transfer Function (MTF) of a camera lens. The educational scope of this apparatus ranges from the study of the aberrations of the lens and its suitability for use with a given sensor, to the design of the test bench itself. A first, purely visual observation allows the trainees to single-out the aberrations exhibited by an objective. The presence of the spherical and chromatic aberrations on the axis of the objective is thus identified, and a first estimate of the cut-off frequency of this objective can be given. There, the importance of the geometrical extent of the source and the impact of the optical elements of the test bench on the measurement can also be assessed. The second part of the experiment makes use of a CMOS camera to measure the Linear Spread Function (LSF) of the camera lens and the MTF is then retrieved by Fourier transform. The experimental setup consists of a fine slit as a source, a collimator, the studied objective exhibiting conspicuous aberrations and a microscope objective to re-image the LSF either for direct observation with an eye-piece or for analysis with the camera. The latter is performed with a homedeveloped Matlab software.

This paper presents a programming-enhanced educational framework that combines C# code, mathematical formulations, and visual descriptions to teach machine learning foundations. We present sixteen core mathematical domains through this approach, demonstrating how programming implementation enhances mathematical understanding. The framework addresses the gap between theoretical mathematics and practical machine learning applications, providing instructors with a transferable methodology for undergraduate education. Our approach shows how code implementation can serve as a bridge between abstract mathematical concepts and real-world applications, making complex topics more accessible to students.

Santa Clara University's Robotic Systems Laboratory has developed a highly successful robotics-based undergraduate education program that provides a wide range of learning experience relating to computer science and engineering fundamentals. A key element of this program is the senior capstone experience, a yearlong project that is typically hands-on, interdisciplinary, and team-based. These projects provide a comprehensive educational environment by exposing students to the breadth of engineering, all phases of a development cycle, and the challenges of managing a group enterprise. Over the past four years, a number of these projects have made significant contributions to the Lab's research program in multi-robot systems, ranging from the development of key testbeds to the execution of significant experimental demonstrations. This article reviews the Santa Clara program, presents specific undergraduate contributions to our multi-robot research program made by senior capstone students, and details some lessons learned regarding the value of such roboticsoriented work in an undergraduate educational environment.

High-fidelity patient simulation allows students to apply their theoretical knowledge of pharmacology and physiology to practice. The purpose of this study was to determine if experiential education using high-fidelity simulation improves undergraduate performance scores on simulation-based and written examinations. After receiving research ethics board approval, students completed a consent form and then answered a ten question multiple-choice quiz to identify their knowledge regarding the management of cardiac arrhythmias. Four simulation scenarios were presented and students worked through each scenario as a team. Faculty facilitated the sessions and feedback was given using students' videotaped performances as a template for discussion. Performance evaluation scores using predetermined checklists and global rating scales were completed. Students then reviewed the American Heart Association guidelines for the management of unstable cardiac arrhythmias. The afternoon session involved repetition of the four case scenarios with the same teams involved but different team leaders. Students then repeated the quiz they received in the morning. Descriptive statistics, paired t-test and repeated measures analysis of variance (ANOVA) were used to analyse results. Two hundred and ninety-nine students completed the study. There was a statistically significant improvement in performance on the pharmacology written test. Simulation team performance also statistically improved and a good correlation between checklist and global rating scores were demonstrated in all but one scenario. Student evaluation of the experience was extremely positive. High-fidelity simulation can be used to allow students to apply theoretical knowledge to practice in a safe and realistic environment. Results of this study indicate that simulation is a valuable learning experience and bridges the gap between theory and practice. Simulation technology has the potential to provide an enriching venue to examine the role of communication and dynamics of novice learners in team environments.

This state-of-the-profession white paper focuses on the interdisciplinary fields of astrostatistics and astroinformatics, in which modern statistical and computational methods are applied to and developed for astronomical data. Astrostatistics and astroinformatics have grown dramatically in the past ten years, with international organizations, societies, conferences, workshops, and summer schools becoming the norm. Canada's formal role in astrostatistics and astroinformatics has been relatively limited, but there is a great opportunity -and necessity -for growth in this area. In the 2020s, extremely large astronomy datasets will be available from both Canadian-and internationallyfunded projects and missions. Millions of dollars and thousands of human hours have been invested in order to obtain these data, and we need to make the most of these data when performing scientific inference. Novel statistical and computational methods from astrostatistics and astroinformatics will be the driving force in the next decade of scientific discovery, and interdisciplinary collaboration is key. In order to establish Canada as an international leader in astrostatistics and astroinformatics, we must first understand our current state in these areas. Thus, we conducted a survey of astronomers in Canada to gain information on the training mechanisms through which we learn statistical methods and to identify areas for improvement. We explore Canadian-based astronomers' exposure to and training in statistical methodology, their self-described statistical acumen, and their suggestions for improving training in statistics in astronomy programs and for increasing interdisciplinary collaboration with statisticians. In general, the results of our survey indicate that while astronomers see statistical methods as critically important for their research, they lack focused training in this area and wish they had received more formal training during all stages of education and professional development. These findings inform our recommendations for the Long Range Plan 2020 on how to increase interdisciplinary connections between astronomy and statistics at the institutional, national, and international levels over the next ten years. We recommend specific, actionable ways to increase these connections, and discuss how interdisciplinary work can benefit not only research but also astronomy's role in training Highly Qualified Personnel (HQP) in Canada.

Este artículo retoma la discusión de algunos resultados parciales de una investigación que intenta explicar, desde las concepciones de maestros y estudiantes, lo que ocurre con la comprensión de Textos Escritos Académicos (TEA) cuando los estudiantes realizan tareas escritas (TE) a partir de dichos textos. La investigación se realizó en dos asignaturas del área profesional ofrecidas al inicio de su formación universitaria. Las conclusiones provisionales ponen de manifiesto que, a pesar de que los profesores de lenguaje insistimos en que los docentes de otra áreas no asumen la responsabilidad frente al acompañamiento de los procesos de comprensión y composición de textos escritos relacionados con el aprendizaje, en la práctica sí existe esta preocupación didáctica por acompañar, de algún modo, la comprensión de los TEA y las tareas de escritura a partir de ella. Sin embargo, las calidades de dichos acompañamientos varían, en función de las concepciones o creencias de los docentes en ...

The Next Generation Science Standard (NGSS) is an educational standard used in the United States. It is also used in Indonesia because it has characteristics similar to Curriculum 2013, which is used today. This standard is adapted in science learning because it is expected to easily measure students' processing skills in a specific theme. Science learning by a process must be measured by students' specific skills and comprehension. This study aims to reveal the feasibility of NGSS-oriented science learning tools. The tools are lesson plans, science worksheets, and assessments of the developing and using model skills through observation. To improve the skill of developing and using models using NGSSoriented learning tools, we made quasi-experiment with one experiment and one control group. The developing and using models skill data were obtained by an observer through an observation sheet during the science learning process. The obtained data is further analysed to obtain a score which showed that the developing and using models skill of the experimental class, i.e., 3.69 is higher than that that of the control class, i.e., 1.58. The results include the validation of NGSS-oriented learning tools scored by experts, science teachers, and students in preliminary field testing.

Due to the COVID-19 pandemic, distance education replaced face-to-face education in the 2019-2020 academic year in Turkey. This basic qualitative study was conducted to show the metaphorical perceptions of teacher candidates about synchronous distance university education. In this study, 178 teacher candidates, including 79 secondary mathematics, 49 science, and 50 elementary teacher candidates studying in a public university in the Central Anatolia Region in the 2019-2020 academic year, were selected with the convenience sampling method. The data were collected online due to the pandemic with an online form which includes the phrase “Distance university education is like… because…”. The teacher candidates provided 173 well-structured metaphors about distance education. The content analysis method was used for data analysis. The findings obtained in this study showed that comfort, YouTube, home, incomplete, comfort, holiday, and emptiness metaphors were particularly used. Metaphors used by teacher candidates were collected under 17 different categories as "hardware", "satisfaction", "interaction", "future", "need", "complex", "comfort", "obligation", "motivation", "spiritual", "virtual", "systemic", "responsibility", “accessibility”, “suitability”, “efficiency” and “time”. The content analysis results revealed thatmetaphors differed according to the needs and nature of the departments. It is recommended to create solutions specific to the departments and prefer distance education methods suitable for the lessons.

Este artículo retoma la discusión de algunos resultados parciales de una investigación que intenta explicar, desde las concepciones de maestros y estudiantes, lo que ocurre con la comprensión de Textos Escritos Académicos (TEA) cuando los estudiantes realizan tareas escritas (TE) a partir de dichos textos. La investigación se realizó en dos asignaturas del área profesional ofrecidas al inicio de su formación universitaria. Las conclusiones provisionales ponen de manifiesto que, a pesar de que los profesores de lenguaje insistimos en que los docentes de otra áreas no asumen la responsabilidad frente al acompañamiento de los procesos de comprensión y composición de textos escritos relacionados con el aprendizaje, en la práctica sí existe esta preocupación didáctica por acompañar, de algún modo, la comprensión de los TEA y las tareas de escritura a partir de ella. Sin embargo, las calidades de dichos acompañamientos varían, en función de las concepciones o creencias de los docentes en ...

As “Stern-Gerlach first” becomes increasingly popular in the undergraduate quantum mechanics curriculum, we show how one can extend the treatment found in conventional textbooks to cover some exciting new quantum phenomena. Namely, we illustrate how one can describe a delayed choice variant of the quantum eraser which is realized within the Stern-Gerlach framework. Covering this material allows the instructor to reinforce notions of changes in basis functions, quantum superpositions, quantum measurements, and the complementarity principle as expressed in whether we know “which-way” information or not. It also allows the instructor to dispel common misconceptions of when a measurement occurs and when a system is in a superposition of states.

This paper analyses the way English grammar is described in Grammar for reading (DfES, 2003a(DfES, , 2003b) ) and the pedagogy that underpins the document. The following features are considered: the accuracy of the grammatical description and its evidence base, the meaning of Grammar for reading, and the evidence presented in support of this approach. While the description of English grammar at the beginning of each module is accurate and potentially helpful, the grammatical observations accompanying texts and activities are often vague and misleading. Furthermore, the value of Grammar for reading's reductive approach to engaging with texts is called into question.