Browsing by Subject "Undergraduate Students"

Now showing 1 - 3 of 3
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    Classroom use of narrative and documentary film leads to an enhanced understanding of culture and diversity in science
    (Association of College and Biology Educators, 2016) Gonzalez, Edward L. F.; Lewis, C. T.; Slayback-Barry, D.; Yost, Robert W.
    For a first-year seminar, Windows on Science, the authors developed a cooperative learning activity around film designed to meet two of the campus-wide Principles of Undergraduate Learning. The teaching method utilizes the power of storytelling by screening narrative and documentary films. In the process, the methodology helps students to realize the contributions of many cultures, specifically African Americans, to our knowledge of science and the advancement of scientific methodology. Additionally, students are exposed to issues that focus on ethical conduct in the sciences and that provide an opportunity to discuss the leadership role that women have played in advancing science and technology. A pedagogical approach using narrative and documentary film in a freshman science course is an effective means for promoting an understanding of the endeavors and contributions of minorities and women in science, and for developing an increased awareness of issues concerning diversity and ethics.
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    A Descriptive Study of Undergraduate Student and Faculty Perspectives of Engagement When Learning About Cultural Content
    (Office of the Vice Chancellor for Research, 2015-04-17) Lewis, Carly; Eldridge, Whitney; Riner, Mary Beth
    Purpose: The purpose of this study was to explore student perception of engagement and knowledge gained during two class sessions on cultural competence using interactive teaching strategies. Improving cultural knowledge among nursing students can be expected to lead to the provision of culturally competent care upon graduation. Methods: A qualitative, descriptive design was used. Data was collected at the IU School of Nursing during two class sessions from 49 students and the course faculty. Three strategies were used to collect data: the one-minute paper (OMP) to gather the students’ perspectives, field notes taken during the class sessions, and interviews with the faculty before and after the class sessions. Results: Data showed recurring themes for each of the 3 OMP questions. When asked “What three things did you learn about culture during class,” the themes that emerged included knowledge of specific cultural practices, intercultural communication strategies, subculture/cultural differences, and the importance of cultural competence. Themes from the second question “What stood out for you the most” were cultural specifics, broad concepts, and means of teaching. The themes of the third question, “When did you feel most engaged,” were scenario/skit, questions, while presenting, feedback, and interaction. We found that out of the all the interactive techniques used, the skit had the greatest positive feedback. Students who reported the skit as being the time of greatest engagement also reported the skit as the time they learned the greatest content on cultural and subcultural differences as well as importance of cultural competency. Conclusion: We found that a high impact teaching strategy enhanced student engagement and learning. We encourage both students and teachers to take full advantage of interactive learning strategies as a way to promote deep learning about cultural competence.
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    Graduate Student and Undergraduate Medical Student Adoption of ORCID: Establishing Benchmarks
    (Midwest Chapter/MLA 2024 Conference, 2024-10-11) MacIsaac, Olivia; Morgan, Teryn; Ramirez, Mirian; Odell, Jere D.
    Objective A key use case for ORCID at the university is to support early career researchers, including graduate students and medical students. Librarians at a university with a large medical school have promoted the adoption of ORCID. However, apart from occasional anecdotes, little is known about the outcomes of these efforts. In this study we establish an adoption rate for this population. This study aims to establish ORCID adoption rates among graduate students, providing a benchmark for future efforts. Methods We acquired a complete list of currently enrolled graduate students (2023-2024) from the registrar (n=8180). We randomized these records to create a sample of 375 students. We then coded this sample for the status of the student's ORCID account (unfound, found, likely found, and unable to verify). Results Across the sample we found that 8.5% of graduate students (n=32) had registered an ORCID with identifying information. Another 13% (n=50) of students in the sample appear to have created an ORCID record but have not shared enough data to fully affiliate them. However, this adoption rate varied widely between campus schools. Notably, the School of Medicine demonstrated a higher adoption rate, with 32% (22 out of 69) of sampled students having identifiable ORCIDs. Conclusions The School of Medicine, supported by the Medical Library, has achieved better adoption rates than other schools at the university. With these rates established, the libraries can identify approaches that have been successful and more widely implement them.