Evaluation of Courses by Whole Student Cohorts: a case study

In a climate of unprecedented change in higher education (HE), accurate and immediate course feedback information is vital to the management of institutions, in assisting the development of course material relevant to present student needs. Student contribution to qualitative course evaluation is commonplace although use of relatively small representative groups of students is usual. However, with class sizes increasing — between 100 and 200 is now common — the ability to acquire accurate qualitative evaluation, representatively, is a major issue. This paper describes a methodology providing opportunity for whole cohort groups of students to be involved simultaneously in the generation of feedback. It considers the effectiveness of student consultation meetings as a collection method, the utility of the results in the course development process, how the issues raised and discussed compare with matters included on a university‐wide questionnaire, and whether participating students feel inhibited in discussing matters so publicly.     

Hydroxychavicol,a polyphenol from Piper betle leaf extract,induces cell cycle arrest and apoptosis in TP53-resistant HT-29 colon cancer cells

This study aims to elucidate the antiproliferative mechanism of hydroxychavicol(HC).Its effects on cell cycle,apoptosis,and the expression of c-Jun N-terminal kinase(JNK)and P38 mitogen-activated protein kinase(MAPK)in HT-29 colon cancer cells were investigated.HC was isolated from Piper betle leaf(PBL)and verified by high-performance liquid chromatography(HPLC),nuclear magnetic resonance(NMR),and gas chromatography-mass spectrometry(GC-MS).The cytotoxic effects of the standard drug 5-fluorouracil(5-FU),PBL water extract,and HC on HT-29 cells were measured after 24,48,and 72 h of treatment.Cell cycle and apoptosis modulation by 5-FU and HC treatments were investigated up to 30 h.Changes in phosphorylated JNK(pJNK)and P38(pP38)MAPK expression were observed up to 18 h.The half maximal inhibitory concentration(IC₅₀)values of HC(30μg/mL)and PBL water extract(380μg/mL)were achieved at 24 h,whereas the IC₅₀of 5-FU(50μmol/L)was obtained at 72 h.Cell cycle arrest at the G0/G1 phase in HC-treated cells was observed from12 h onwards.Higher apoptotic cell death in HC-treated cells compared to 5-FU-treated cells(P<0.05)was observed.High expression of pJNK and pP38 MAPK was observed at 12 h in HC-treated cells,but not in 5-FU-treated HT-29 cells(P<0.05).It is concluded that HC induces cell cycle arrest and apoptosis of HT-29 cells,with these actions possibly mediated by JNK and P38 MAPK.     

Changement et résistance au changement dans le milieu universitaire roumain

December 1989 meant for the Romanian academie world the break off with the communist dogmaticism and the politics of indoctrination and also the possibility of installing a critical analysis and the continuity of the true values of Romanian universities. Two inquiries conducted in 1990 and 1991 among students and Professors revealed a strong contesting pathos (persons, teaching contents and methods. The entire educational System were contested) and also a true desire to find out the critical aspects which enhances a new ideology in the higher education System. Students and a part of the faculty have discovered expressions like “academic freedom” and “academie autonomy”. They started to use concepts like “change”, “academic democracy”, “social responsibility”. New expectations concerning the behavioural offer of Professors occurred. When defining the direction of this change, authors chose the expression “toward normality”. Indices of normality could be the assumption by the university of new functions and value orientations previously forgotten and abandoned, under the dictatorial system such as creation and diffusion of values, introduction of criteria of competence and morality in evaluating both academic status and behaviour of Professors.     

Gender differences in self-estimates of general, mathematical, spatial and verbal intelligence: Four meta analyses

Four meta-analyses were conducted to examine the magnitude of sex differences in self-estimates of general, mathematical/logical, spatial and verbal abilities. For all but verbal ability males gave significantly higher self-estimates than did females. The weighted mean effect size d for general intelligence was .37, for mathematical .44, for spatial .43 and for verbal .07. As these were significantly heterogeneous, homogeneity analysis was performed to identify moderating factors. These included age, instruction type, country and dominating author's gender. The outcomes were discussed in terms of possible causes of this phenomenon and some concerns about the interpretation of the results were raised.     

Variability and typical error in the kinematics and kinetics of the maximal instep kick in soccer

The purpose of this paper was to establish the variability and typical error of kinematic and kinetic variables representing the maximal instep kick in soccer for both the kicking and support legs. Ten skilled (good amateur or semi-professional) soccer players performed 20 maximal instep kicks of a stationary ball into a goal mouth. Motion of the kicking and support legs was recorded by an optoelectronic motion analysis system, and a six degrees of freedom model was used to compute kinematic and kinetic variables. Participants repeated the kicks on a second day at least 1 week later. The mean within-subject coefficient of variation across the kinematic and kinetic variables, trials, and days was 16% and did not change substantially as trial number increased or between day of test. Increasing trial number reduced the typical error (as determined by the standard error of the mean) such that for 20 trials 75% of the variables were below an arbitrary 5% threshold. It was concluded that for kicking investigations, 10–15 trials could be used and typical errors of 5% should be expected.     

A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task

Growth mindset, the belief that personal attributes such as intelligence are malleable, has previously been related to more effort investment. Here, we investigated how undergraduates' mindset (N = 114) relates to the choice to invest effort during an arithmetic task, indexed by whether they make low vs. high effort-related choices. Social cognitive theory suggests that past performance experiences (mastery vs. failure) and physiological state are important sources for competence self-evaluations. Therefore, in addition to mindset, we also investigated how effort-related choices are influenced more dynamically, by failures and physiological responses during the task. Growth mindset and physiological effort mobilization did not predict effort-related choices but making mistakes did predict lower effort choices in the subsequent round. This study further supports the importance of mastery experiences for effort investment and provides a novel approach for integrating different levels of influence on effort-related choices during an educationally-relevant task.     

The changing academic environment and diversity in students' study philosophy,beliefs and attitudes in higher education

Student populations in higher education in Australia and elsewhere in the developed world have experienced significant diversity over the past two decades. The existing literature has provided limited clarity about the effects of this diversity on the dimensions underpinning students' study philosophy domain. Based on a large data set from a leading Australian university, this paper analyses students' study philosophy, beliefs and attitudes towards teaching and learning. Factor analysis explored themes (or dimensions) within the survey. Multivariate analysis of variance used these dimensions as dependent variables with age, sex, ethnicity, study discipline, study level, academic performance and sex/ethnicity interaction as grouping variables to identify significant sources of variations. Deep learning, expediency and responsibility reflected the students' study philosophy domain. Deep learning and responsibility varied with ethnicity and academic performance. Expediency differed according to ethnicity, study discipline and academic performance. Students in business-related disciplines displayed greater expediency than peers elsewhere, treating education like any other commodity. The contribution of this study lies in its rigorous analysis of the impact of the diversity of the student population on the study philosophy domain, compared to the existing literature.     

Information and communications technologies (ICT) in higher education teaching—a tale of gradualism rather than revolution

The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large‐scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.