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Undergraduate College Student Perceptions Of Empathy Cultivation In The Humanities Classroom: A Qualitative Narrative Inquiry
Get PDFEmpathy—the human attribute of possessing concern for other humans in a way that others’ emotions are mirrored—is both an inborn characteristic, and one that can be taught in various settings throughout one’s life. This qualitative narrative inquiry study explored perceptions from undergraduate college students regarding empathy cultivation in the college humanities classroom setting using the theory of mind—the perspective-taking ability to infer other people’s intentions. Through Zoom-based, semi-structured interviews, data was collected from five undergraduate students at the university research site. Using thematic analysis to examine the data, four prominent themes emerged: (a) empathy cultivation in the classroom, (b) empathy cultivation in formative settings, (c) instructor support in empathy cultivation, and (d) the specific pedagogical strategies of small groupwork and discussions. The most prominent finding was that the study participants unanimously agreed empathy cultivation can and should transpire in the classroom setting; this could be beneficial for current or future instructors, students, and administrative personnel to understand empathy, and create and promote pedagogical materials to effectively deliver that end. It is recommended that instructors integrate specific pedagogical strategies into their curriculum and that administrators provide the necessary time and materials for instructors to be able to do so
The Perceptions Of Former Japanese High School Graduates Regarding Student Autonomy: A Qualitative Phenomenological Study
Get PDFThis qualitative phenomenological study examined the open-ended interview between the researcher and participants to investigate the perceptions former Japanese high school graduates had as it pertains to the development of student autonomy. One interview was used for each of the four participants in the study. Over a four-week period the transcribed interviews were analyzed and coded. Across all four interviews key themes emerged, including (1) Opinions in High School Classes, (2) Independent Thought While Doing Class Activities, (3) Talk Time Between Teacher and Student, (4) Experience Doing Group Work, (5) Teacher Control in the Classroom, (6) Answering Questions Wrong, and (7) Student Autonomy in High School. The two findings revealed that using lecturing as the mode of teaching creates a lack of student autonomy development. Secondly, the next finding indicated that a passive student does not coincide with that student being autonomous in the classroom. Implications for Japanese high school students suggest that Japanese high school students are more productive when engaged by one another as well as the teacher. Implications for Japanese high school educators indicate that teachers could benefit from using different teaching techniques instead of focusing on teacher-centered learning. Implications for MEXT focus on the need for professional development to help instructors succeed in developing student autonomy. Further research is needed to examine the development of student autonomy in Japanese high school classrooms
Examining Middle School Core Teacher Knowledge And Practices In Stem Education
Get PDFMany educational institutions reported challenges with achieving student success in STEM disciplines and attribute these challenges to the lack of knowledge and education among educators on how and what to teach regarding STEM education (Stehle & Peters-Burton, 2019). This qualitative case study explored how core subject teachers outside STEM/CTE education in one middle school in the mid-Atlantic region of the United States view, understand, and integrate STEM education and skills into their curriculum. The study used a combination of Likert surveys and semi-structured interviews to identify themes that may contribute to challenges many educational institutions are experiencing in regard to student success in STEM disciplines. The study found three themes and three subthemes. The first theme discovered was that most teachers outside STEM/CTE courses understand what STEM is and agree that it promotes STEM skills within the content areas they teach. The second theme identified was that there is a lack of training in STEM education and STEM integration among teachers at the study site. The third theme found was that many teachers struggle to collaborate with other teachers in different content areas to conduct STEM activities and integrate STEM across the curriculum. This struggle is due to a lack of knowledge and pressure to implement state standards and prepare students to be successful on the state standardized test. The interpretations of the data led to the implications that there is a need for more professional development in STEM education among all educator in all content areas at the school level. Another implication is that there is a need to include STEM focused programs for teachers in teacher preparation programs so that they are equipped with the skills needed to successfully integrate STEM education in any content area
Effects Of Heat On Seven Endodontic Sealers
Get PDFPurpose: To examine the microscopic surface features, chemical composition, and thermodynamic profile of seven endodontic sealers (AH Plus, Adseal, MTA-Fillapex, RoekoSeal, GuttaFlow 2, GuttaFlow BioSeal, and EndoRez) exposed to high-temperature changes using an endodontic obturation device.
Methods: The thermal properties were examined using scanning calorimetry (DSC) and thermogravimetric analysis (TGA). Then, six disc-shaped specimens of each sealer were prepared and divided into two groups – a room temperature group and a heat exposure group – for analysis of surface and chemical changes using scanning electron microscopy (SEM) and energy-dispersive X-ray spectroscopy (EDS).
Results: DSC analysis showed that AH Plus had the highest exothermal signal (122.9°C), while TGA analysis showed that MTA-Fillapex was most affected by increased temperature (32.4% mass loss at 230ºC). SEM analysis showed that while AH Plus and GuttaFlow BioSeal maintained their surface integrity after heat exposure, the EDS profiles demonstrated changes in the chemical composition of the sealers after heat exposure for 5 s. High-temperature exposure had a negative impact on the properties of five of the sealers (Adseal, MTA-Fillapex, RoekoSeal, GuttaFlow 2, and EndoRez).
Conclusion: AH Plus and GuttaFlow BioSeal showed minimal changes upon high-temperature exposure, suggesting their suitability for thermal endodontic obturation techniques
Postcard, Still-Hildreth Sanatorium
No full textBath House and pavilion, Still-Hildreth Sanatorium, Macon, Missouri
Postcard, Still-Hildreth Sanatorium
No full textMain building of the Still-Hildreth Osteopathic Sanatorium, Macon, Missouri
Where the River Takes Us
Get PDFSometimes we try to stay on a specific track in life, but it can be important to learn to follow where the river takes
Fetal Alcohol Spectrum Disorder Awareness
Get PDFWe are an interprofessional team that worked together to educate and bring awareness to FASD. There are a lot of misconceptions regarding this disorder. After learning that there are no medical trainings for physicians regarding diagnosing which results in a lack of therapy, we were eager to bring awareness to this serious matter.https://dune.une.edu/cecespring2022/1020/thumbnail.jp
Interprofessional Peer Leadership in Support of Teaching First Year Students
No full textThe Westbrook College of Health Professions (WCHP) has recruited a highly motivated group of sophomore, junior, and senior students, from across the health professions majors, to serve as Peer Teachers for the IHS 130 Interprofessional First Year Experience course for first-year health professions students. Peer Teachers are responsible for attending their weekly course section to co-lead the class with the instructor.
As Lead Peer Teachers, Colleen Moody and Carolyn Nevin collaborate with Collyn Baeder each week to provide continuous support to the Peer Teachers. Weekly communication and monthly meetings from the Lead Peer Teachers serve as guidance for Peer Teacher leadership development, and in turn, supports the first year student’s adjustment to the first year of college. In addition, Lead Peer Teachers are working with faculty to revise the curriculum to enhance an interactive and engaging learning environment.https://dune.une.edu/cecespring2022/1016/thumbnail.jp
Interprofessional Team Immersion: Team Resilience
Get PDFHealthcare practitioners take on the responsibility of helping clients maintain or improve their quality of life. Interprofessional collaboration is a key aspect of treating clients in order to provide them with the best possible care. Each healthcare profession has their own therapeutic process, yet they compliment each other very well. The state of the research shows that high functioning healthcare teams can improve the quality of care provided to clients by decreasing communication failures and reducing medical errors (Babikar, et al., 2014; Rosen et al., 2018; Smith, et al., 2018). The aim of the Interprofessional Team Immersion (IPTI) was to provide University of New England and Rosalind Franklin University students with the opportunity to gain a better understanding of the roles and responsibilities of each healthcare profession and have a chance to practice communication skills in a telehealth setting. The current group included students from occupational therapy, physical therapy, social work, osteopathic medicine, allopathic medicine, dental hygiene, and nursing programs. The immersion consisted of 10 total hours, 80 minutes of which were dedicated to direct patient care with client actors. At the end of IPTI, students concluded that they felt more confident defining the roles and responsibilities of other healthcare professionals. It was evident that communication played a key role in the successful approaches the team took, and having opportunities to get to know one another outside of patient simulations allowed the team to build trust, leadership, and cohesion (Cohen-Konrad et. al, 2014). Students also felt that their motivational interviewing skills and ability to navigate difficult client interactions improved because of the IPTI experience.https://dune.une.edu/cecespring2022/1005/thumbnail.jp