The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course

Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the form of student consulting projects. While the literature on student consulting has largely focused on projects to assist small business owners, this research demonstrates the potential for using student-consulting projects in the Production/Operations Management course. We use a case study to describe the use of a student-consulting project as an alternative to the other types of active learning described in the Operations Management education literature.     

PYRAMIDS,PRISONS, AND PICTURESQUE HOUSING: A DISCUSSION ON DIVERSITY IN HIGHER EDUCATION

Part of what has given higher education its remarkable stability in recent years has been its diversity. From the point of view of policy, there are three kinds of diversity in higher education: systemic, programmatic, and structural. Binary higher education systems, representing a form of systemic diversification, have evolved as a response to the massification of higher education. However, because of a number of factors, the perceived ideal remains the traditional university. The non‐university components of binary systems tend increasingly to resemble universities through processes of academic drift. To prevent these processes which in fact negate many of the intentions of planned diversification, social esteem and prestige must be built into all sectors which will then have an interest in preserving their individual identities.     

The effects of various mastery criteria on student performance and attitude in a mastery-oriented course

The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in a course in which mastery learning strategies were employed. Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90% to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion (90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance. Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria should be set.     

价值观教与学的途径

一个可持续发展的知识型社会应以价值观为中心,尊重生命、尊重人的尊严、尊重社会和文化的多样性,将人类的劳动和工作作为自我实现和自我完善的源泉,同时也作为经济和社会发展的动力。教育者转变传统价值观教育模式,需应对四个挑战。奎苏姆宾博士提出了新的整合后的教学方法,即以认知、理解、评价和行动组成的四步教学法。这一方法提供了价值观教学的全面和统一的示范流程。     

The Librarian BFF: A Case Study of a Cohort-Based Personal Librarian Program

This case study presents the development and implementation of a personal librarian program for a cohort-based, executive-style higher education administration doctoral program. Librarians and the program director collaborated to create a student-centered program based on individual research needs. The personal librarian program was designed to build a close relationship between the librarian and individual students; to help identify their research knowledge gaps; and to identify resources to meet each individual students' research needs.     

Students' estimates of knowledge gained as measures of the quality of teacher education

One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the consistency of the findings with other measures of quality is described. Specialisations: science and technology curriculum, environmental education, educational disadvantage. Specialisations: research and evaluation in teacher education, technical and further education and total quality management. Specialisations: research in educational systems.     

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists.