Improving spatial thinking skills among undergraduate geology students through short online training exercises

ABSTRACT

Spatial reasoning is a critical skill in the Geosciences. Using a randomized control study with 592 undergraduate students enrolled in introductory and advanced Geology courses, our data indicates that regular, short interventions throughout an academic semester improve students’ spatial thinking skills significantly with a moderate to large effect size when compared to an instruction-as-usual control group. We found evidence for additional gains in students who participated also in hands-on training interventions. We found even larger training effects on students who achieved correct scores of >50% on the practice modules, with gains of almost three-quarter of a standard deviation relative to their baseline scores. Male and female students display significant differences in spatial skills, with males outperforming females. Training resulted in similar magnitudes of improvement in both genders, so we see no evidence that the interventions closed the gender gap. Using the initial performance as a baseline, poor performers’ spatial skills appear to improve through practice at the same rate as their peers. We argue that 15.4% of students improve their spatial skills through participation in the training towards a threshold that appears to be critical for participation in STEM careers. On a reflection survey, half of the students reported that they felt their spatial thinking skills improved through their participation, and over a third found the training beneficial for their overall learning in Geology or other classes. We hypothesise that formal training opportunities for spatial reasoning could increase the potential pool of students who successfully enter and succeed in Geoscience careers.     

Collection development policies and practices in medical school rare book libraries

A survey of collection development policies and practices in medical school rare book libraries indicated that only 20% had documented criteria for collection development. The advantages of preparing and maintaining a formal written collection development policy are presented with guidelines for formulating such a policy.     

Der Nachweis wissenschaftlicher Literatur auf dem Gebiet der Sportpädagogik

Ohne Zusammenfassung     

From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development

In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations.     

Universal Service from the Bottom Up: A Study of Telephone Penetration in Camden, New Jersey

Ethnographic methods and geographic information systems were used to investigate the extent, causes and consequences of telephone disconnection in Camden, NJ. The results have significant implications for public policies intended to promote universal telephone penetration. Universal service is usually perceived as an issue for rural areas and the elderly, but the most extensive pockets of low telephone penetration are found in inner cities, where the problem is associated with the young, the transient, and ethnic minorities. The basic monthly rate paid by subscribers is usually thought to be the most important factor affecting affordability, but the data suggest that most marginal users are driven off the network by usage-related costs, and more generally by the problem of credit-worthiness. Given prevailing consumption patterns in low-income urban areas, 'electronic redlining' seems less of a threat than that poor Americans will, upon exposure to the advanced features of the national information infrastructure (NII), buy services that they cannot afford. Intellectuals and policy analysts value telephone service more than cable television service, but residents of inner cities frequently do not agree with this evaluation. In reformulating universal service policy, we must take account of the growing heterogeneity of telecommunications services, and keep in mind the importance of credit risk as a factor affecting the public's ability to access and use telecommunication networks.