Early College Awareness as an Enrollment Management Strategy

The Institute of Medicine and The Educated Citizen and Public Health Initiative suggest that an understanding of public health is a core component of an educated public and is necessary to develop social responsibility (Association of American Colleges and Universities [AAC&;U], 2011 Association of American Colleges and Universities (AAC&;U) . ( 2011 ). The educated citizen and public health . Retrieved from http://www.aacu.org/public_health/  [Google Scholar]; National Research Council, 2003 National Research Council . ( 2003 ). Who will keep the public healthy? Educating public health professionals for the 21 st century (Consensus report). Washington, DC: The National Academies Press.  [Google Scholar]). To respond to this call, the University of New Hampshire collaborated with faculty from the New Hampshire Community College System to introduce the public health field through a course called Global Public Health Issues. This article will discuss the development, implementation, and evaluation of a public health course between a two-year and four-year college. It will also discuss the potential for such a partnership and public health course to encourage life-long learning and a commitment to social responsibility, allow for new course/major/minor development in public health, enable faculty to expand their expertise, broaden the attractiveness of two-year colleges, and introduce a vocation-based student population to the value of public health and the public health workforce.     

Policy enacted – teachers' approaches to an outcome-based framework for course design

In this paper, we report on how teachers in Higher Education enact policy. Outcome-based education (OBE) serves as an example of a governmental educational policy introduced with the European Bologna reform. With a hermeneutic approach, we have studied how 14 teachers interpreted this policy and re-designed their courses. The findings show teachers' enactment of policy framed as different approaches to OBE: container, technocratic, pragmatic or ideological. The approaches range from being (1) highly regulated to being autonomous; and (2) from having a teacher-centred orientation to having a student-centred orientation to teaching–learning. Teachers who reinterpreted the policy to fit their learning-centred orientation used it to facilitate a joint development process together with colleagues. Thus, policy may stimulate development of teaching–learning.     

Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes

After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.     

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

We examined the independent contributions of prosodic sensitivity and morphological awareness to word reading, text reading accuracy, and reading comprehension. We did so in a longitudinal study of English-speaking children (N = 70). At 5–7 years of age, children completed the metalinguistic measures along with control measures of phonological awareness and vocabulary. Children completed the reading measures 2 years later. Morphological awareness but not prosodic sensitivity made a significant independent contribution to word reading, text reading accuracy, and reading comprehension. The effects of morphological awareness on reading comprehension remained after controls for word reading. These results suggest that morphological awareness needs to be considered seriously in models of reading development and that prosodic sensitivity might have primarily indirect relations to reading outcomes.     

Reallocating sitting time to standing or stepping through isotemporal analysis: associations with markers of chronic low-grade inflammation

Although high levels of sitting time are adversely related to health, it is unclear whether moving from sitting to standing provides a sufficient stimulus to elicit benefits upon markers of chronic low-grade inflammation in a population at high risk of type 2 diabetes (T2DM). Three hundred and seventy two participants (age = 66.8 ± 7.5years; body mass index (BMI) = 31.7 ± 5.5kg/m²; Male = 61%) were included. Sitting, standing and stepping was determined using the activPAL3^TM device. Linear regression modelling employing an isotemporal substitution approach was used to quantify the association of theoretically substituting 60 minutes of sitting per day for standing or stepping on interleukin-6 (IL-6), C-reactive protein (CRP) and leptin. Reallocating 60 minutes of sitting time per day for standing was associated with a ?4% (95% CI ?7%, ?1%) reduction in IL-6 (p = 0.048). Reallocating 60 minutes of sitting time for light stepping was also associated with lower IL-6 levels (?28% (?46%, ?4%; p = 0.025)). Substituting sitting for moderate-to-vigorous (MVPA) stepping was associated with lower CRP (?41% (?75%, ?8%; p = 0.032)), leptin (?24% (?34%, ?12%; p ≤ 0.001)) and IL-6 (?16% (?28%, 10%; p = 0.036). Theoretically replacing 60 minutes of sitting per day with an equal amount of either standing or stepping yields beneficial associations upon markers of chronic-low grade inflammation.     

The Efficacy of Frontline Near-Peer Teaching in a Modern Medical Curriculum

Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9. © 2018 American Association of Anatomists.     

Development and validation of the groupwork skills questionnaire (GSQ) for higher education

The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test–retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application.