2199 research outputs found
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QM Standards and DL Instruction
No full textWe propose a Round Table Discussion on the challenges of creating quality Distance Learning courses using the Quality Matters (QM) standards as a guideline. QM standards, esteemed nationwide, presents guidelines for quality DL courses, which instructors use to check their course design strategies for effectiveness. This Round Table will present the QM standards at the start of the session and lead into a robust discussion of DL course design strategies and best practices to reach the QM standards. This session will address several pillars of the strategic mission of the university: how faculty meet their responsibilities to DL students; how QM provides critical insight for instructors designing DL courses; what knowledge QM imparts to faculty concerning quality DL course design; and how to use these strategies to engage students in the DL course.</p
Student Perceptions of Using Unfolding Cases in the Nursing classroom
No full textThe intent of this project is to gain insight into student\u27s perceptions of using unfolding case studies in the classroom and how these affect student learning. A literature review was performed in order to define what exactly an “unfolding case study” is and what outcomes have already been linked to unfolding cases studies. The PI designed unfolding case studies for each unit of content to be used in the nursing classroom, including innovative techniques such as patient monologues from the NLN’s ACES cases, and Lippincott’s Docucare to present the unfolding cases in a simulated electronic health record form. Students’ perceptions were measured via a brief survey with a Likert scale and student comments at the end of the semester. This study is still in data collection phase but preliminary results will be ready by the conference in October to be shared via a poster presentation.</p
Contemporary Commercial Music Vocal Pedagogy Institute at Shenandoah Conservatory
No full textClassically trained voice teachers face unique challenges in today\u27s college voice studios. Students are increasingly interested and required to sing in musical theatre styles. The Contemporary Commercial Music (CCM) Vocal Pedagogy Institute addresses this issue by teaching classical voice teachers musical theatre-style singing pedagogy. Started by Jeanette LoVetri, it is a body-based system of training for all styles of singing. A few course objectives covered included: learn an organized pedagogical approach based upon vocal function and principles of voice science and medicine; examine "belting" and the term "mix"; educate the eyes and ears about the healthy use of the voice in any CCM style; and sing in the three main registers.</p
Writing Center Review Volume 19 Spring 2014
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/wcr/vol19/iss1/1/thumbnail.jp
Hemingway, the Red Cross, and the Great War
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/hemingway/1/thumbnail.jpgErnest Hemingway’s initiation into war
Ernest Hemingway’s enlistment with the American Red Cross during World War I was one of the most formative experiences of his life, and it provided much of the source material for A Farewell to Arms and his writings about Italy and the Great War. As significant as it was, Hemingway’s service has never been sufficiently understood. By looking at previously unexamined documents, including the letters and diary of Hemingway’s commanding officer, Robert W. Bates, official reports of the ambulance and canteen services, and section newspapers published by volunteers, author Steven Florczyk provides crucial insights into Hemingway’s service.
The book opens by sharing tales of the volunteer ambulance units from the Western Front, which also led to the involvement of the American Red Cross in Italy. This was where Hemingway came to know many of the experienced drivers from France. In the spring of 1918 the young writer enlisted, serving first with an ambulance unit in Schio and then as a canteen worker at the Piave River until he was wounded. After the war when the volunteer outfits disbanded, Hemingway returned home where he took up his plan to earn a living as a writer.
Hemingway’s Red Cross experience was a major influence on his development as a writer and a thinker. Through the power of words, Hemingway’s journalism, short stories, and novels exposed the falsehoods of World War I propaganda. His involvement with the Red Cross led to some of the finest American literature on the Great War.
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The Second Annual Neuroscience Symposium at Kent State University: The Neuroscience of Obesity
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/ksuresearcherdirectories/8/thumbnail.jpg12 page booklet on research in the neuroscience of obesity</p
Engagement in high enrollment classrooms: Hybrid by choice
No full textThe purpose of this project was to enhance a large format course with an enrollment of approximately 130 students. The course was redeveloped and students were given flexibility and choice. Each lecture was accompanied by a clicker activity. Alternatively, there was a BbLearn quiz on the same topic from the textbook, available for 24 hours prior to the end of that day’s class. On a day-to-day basis, students could choose to learn in the auditorium or elsewhere online. Student evaluations show positive reception to the “hybrid by choice” arrangement. Large enrollment courses can effectively retain the lecture format, yet become more engaging by integrating creative solutions. One caveat, “hybrid by choice” needs to be coupled by a dynamic lecture. Without the additional resources of embedded videos and museum artifacts, there would be little competition between a “straight” lecture and the online quiz.</p
Prevention of Osteoporosis Fractures: The Fracture Liaison Service
No full textOsteoporosis, a bone loss disease, affects men and women resulting in weak bones, predisposing individuals to the risk of fractures even from simple falls. Fractures due to osteoporosis have become epidemic in the United States among older adults with over 2 million fractures each year- more than heart attacks, strokes, and breast cancer combined. Over 75% of older women who suffer from a fracture do not receive appropriate screening and treatment to prevent future fractures. The Fracture Liaison Service (FLS) Model of Care has been shown to improve patient outcomes by targeting physicians and nurses to improve patient outcomes in the early prevention, diagnosis, and treatment of osteoporosis. Building a FLS program requires principles of curriculum development. Faculty at Kent State University, College of Nursing, who are advanced practice nurses, are serving on the National Osteoporosis Foundation Advisory Council in Washington DC and are involved in developing the FLS curriculum.</p
Flipping an Anthropology Lab: Lessons Learned and Future Directions
No full textDuring Spring of 2014, I flipped one section of the laboratory course “Issues in Human Evolution,” and this attempt was met with mixed results. In this poster presentation, I describe this previous attempt and report on the difference in grades between my flipped classroom and previous sections of traditionally-taught sections of the same course. Though this pilot attempt of a flipped classroom did not uniformly improve all measures, the method still holds promise for increased; therefore, I will also outline my plans for (1) improving my practices and (2) measuring student success in order to check those practices. Regarding improvement, in-class activities must be aligned to online videos and also engaging; some elements of PBL pedagogy will be employed to this end. Regarding measurement, 5 total courses are planned for 2014-2015, during which I will collect data on my students in order to monitor student achievement under this new method.</p
