Essential yet overlooked

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

RIO GRANDE VALLEY, the Robert C. Vackar College of Business and Entrepreneurship, School of Accountancy invites applications from

Research calls for the sexual and reproductive rights field to prioritize gender norms to ensure that women can act on their reproductive rights. However, there is a gap in accepted measures. We addressed this by including important theoretical components of gender norms: differentiating between descriptive and injunctive norms and adding a referent group. Our team originally developed and validated the G-NORM, a gender norms scale, in India. In this paper, we describe how we subsequently adapted and validated it in Nepal. We administered items to women of reproductive age, conducted exploratory and confirmatory factor analysis, and examined associations between the subscales and reproductive health outcomes. Like the original G-NORM, our factor analyses showed that descriptive norms and injunctive norms comprise two distinct scales which fit the data well and had Cronbach alphas of 0.92 and 0.89. More equitable descriptive gender norms were associated with higher decision-making scores, increased odds of intending to use family planning, disagreeing that it is wrong to use family planning, and older ideal age at marriage. Injunctive gender norms were only associated with disagreeing that it is wrong to use family planning. Findings offer an improved measure of gender norms in Nepal and provide evidence that gender norms are critical for agency and reproductive health outcomes.

This research delves into the assessment of students’ perspectives regarding virtual internships within Brazilian organizations, a phenomenon accelerated by the global pandemic. Evaluating 78 students’ virtual internships via a survey, the study employs the Fuzzy TOPSIS Class method for analysis. Additionally, a sensitivity analysis was conducted to assess the robustness of the results. Key insights for enhancing virtual internships encompass: emphasizing application and deeper understanding of topics learned during the undergraduate course, enhancing understanding about how organizations work, and fostering comprehension of market dynamics. Among the points best rated by students are the opportunity to explore new subjects, development of soft skills, and supervisors’ competence in managing teams in virtual environments. This paper contributes methodologically by proposing a multicriteria decision-making approach to assess virtual internships. The findings serve as a valuable resource for internship supervisors in companies and higher education institutions, aiding them in guiding students through this pivotal developmental phase that shapes their future careers.

Artificial intelligence (AI) has been a topic of growing interest and investigation in various fields, including higher education. This research article explores the impact of AI on higher education by examining its effects on teaching and learning, assessment, ethics, required skills, and future careers. The aim of this study is to analyse the influence of AI on higher education, investigate its impact on the teaching and learning process, examine its effect on assessment and grading, and predict its influence on graduates' future careers. To accomplish this, the study employs a qualitative approach based on a survey of the higher education audience. The results of this study demonstrate the crucial role of AI in the future of higher education. The findings highlight the effectiveness and efficiency of AI in equipping graduates with new skills for their future careers. They also emphasise the importance of considering the ethical implications of AI. The study reveals that higher education institutions need to integrate AI more extensively in their programs to prepare graduates for the future workforce. AI has the potential to revolutionize education by personalizing teaching methods to suit individual student needs, providing prompt feedback, and automating administrative tasks. It can also assist in grading and assessment, freeing educators to focus on developing curriculum and providing quality instruction. The study findings suggest that AI has a positive impact on the learning experience by facilitating the acquisition of new knowledge and skills. This research provides insights into the potential of AI to transform higher education and contribute to the development of new skills for graduates. It has important implications for educators, policy-makers, and other stakeholders in the higher education sector. The study findings suggest that AI should be more extensively integrated into higher education curricula, and that institutions need to consider the ethical implications of AI in the development and implementation of their programs. By doing so, they can better prepare graduates for the demands of the future workforce.

The lack of a definition about the meaning of Information Technology (IT) applied to Architecture and Urbanism in the existing legislation was the motivation towards the development of this research. The goal was to analyze the teaching of Applied IT on undergraduate courses in Architecture and Urbanism. The adopted research methodology, consisted of field surveys to verify how the Brazilian undergraduate courses in Architecture and Urbanism interpret this term when offering disciplines, whose content is identified as Applied IT in correspondence with Ordinance n 1.770/1994 issued by the Ministry of Education -MEC. This regulation brought flexibility to Higher Education Institutions (HEIs) to exert autonomy and slight flexibility in structuring the curriculum guidelines of their own educational projects. HEIs and their undergraduate courses related to Architecture and Urbanism were drawn from the e-MEC system. The universe of this study, IT applied to Architecture an Urbanism disciplines and contents, was drawn from each HEI's Website. In order to know the profile of the teachers responsible for the disciplines of Applied IT, an online questionnaire was submitted to them. Rsums of each of the teachers who responded to the questionnaire were downloaded from the Lattes Website. The survey reveals the various nomenclatures given to disciplines related to Applied IT and different contents for the same designation in several courses of Architecture and Urbanism. Analysis of course contents reveals the prevalence of 2D and 3D CAD. GIS is already offered in several Architecture and Urbanism courses. The trend is towards the introduction of Building Information Modeling (BIM). Most courses offer two Applied IT disciplines, however there are courses offering three or more, up to fifteen disciplines. Sixty class hours is prevalent for Applied IT disciplines. Applied IT disciplines are typically on the 3rd and 4th course semesters. The sample identified that the majority of Applied IT teachers who responded to the questionnaire acquired computer skills in undergraduate and sought ways to learn about Applied Computer Science through open courses and postgraduate programs. Results of previous studies on this theme, served as a basis to advance and expand the analysis of various factors. During this research the author felt the need for creating a database for querying and presentation of surveyed data (teachers, courses, HEIs and Applied IT disciplines). A suggested model of such database for future studies is presented in Appendix J. The academic preparation of future architect professionals regarding new technologies should require a constant effort from HEIs in updating their educators.

BackgroundPerson-centered quality for family planning has been gaining increased attention, yet few interventions have focused on this, or measured associations between person-centered quality for family planning and family planning outcomes (uptake, continuation, etc.). In India, the first point of contact for family planning is often the community health care worker, in this case, Accredited Social Health Activists (ASHAs).MethodsIn this study, we evaluate a training on person-centered family planning as an add-on to a training on family planning provision for urban ASHAs in Varanasi, India in 2019 using mixed methods. We first validate a scale to measure person-centered family planning in a community health worker population and find it to be valid. Higher person-centered family planning scores are associated with family planning uptake.ResultsComparing women who saw intervention compared to control ASHAs, we find that the intervention had no impact on overall person-centered family planning scores. Women in the intervention arm were more likely to report that their ASHA had a strong preference about what method they choose, suggesting that the training increased provider pressure. However, qualitative interviews with ASHAs suggest that they value person-centered care for their interactions and absorbed the messages from the intervention.ConclusionsMore research is needed on how to intervene to change behaviors related to person-centered family planning.Trial registrationThis study received IRB approval from the University of California, San Francisco (IRB # 15–25,950) and was retrospectively registered at clinicaltrials.gov (NCT04206527).

Businesses have integrated sustainability reporting into their corporate responsibility efforts. However, universities, as the hubs of sustainability awareness, have been struggling with reporting their sustainability practices. The purpose of this study is to examine sustainability assessment tools in higher education institutions and develop a sustainability reporting assessment tool suitable for evaluating sustainability reporting in these institutions. The study attempts to fill the research lacuna in sustainability reporting in these institutions. In doing so, this study proposes a tool for assessing sustainability reporting in higher education institutions and applies the framework to the University of California. The result of the study shows that University of California is performing stronger in environmental and educational dimensions while social and governance/economic dimensions are lagging behind. Finally, it is concluded that assessment tools have failed to recognize reporting as an integral part of sustainability in universities and sustainability reporting among these institutions is still embryonic.

Engaging men in family planning (FP) is widely recognised to be important for improving FP uptake as men are the primary household decision makers. In South Sudan, a setting where long-term conflict has impacted the health system, men's influence on FP decision-making their knowledge of FP remains challenging, shaped by tradition and gender norms. This qualitative study among internally displaced men and service providers in Twic county of South Sudan aimed to explore the attitudes, behaviours and norms related to FP among men, so as to identify potential strategies to improve FP uptake. It is based on focus group discussions with men in two camps and interviews with service providers. Our study finds that despite the longstanding norm of child spacing in South Sudan, modern contraceptive methods are not seen as acceptable methods of spacing. We also find the existence of a strong norm around the importance of having a larger family size. While men do often lead FP decision-making, in some cases women do engage in decision-making about FP. Our study highlights how men's exclusion from programming and discussions around FP is a key challenge, however the broader issue in IDP camps is economic instability, which means that for these men, FP is not a priority. Our research emphasises the importance of buy-in from community leaders, FP activities that reach across communities (including those in hard-to-reach areas), engagement with children and youth and engagement with faith leaders. We suggest peer-to-peer activities and radio as promising modalities to engage these groups.

This article aims to analyze public policies and national guidelines for the implementation of human rights education in higher education courses, seeking to identify whether Human Rights Education (HRE) has been implemented in undergraduate courses offered by the State University of Western Paraná (UNIOESTE), on the campus in the municipality of Marechal Cândido Rondon, Paraná. The problem addressed in this research lies in the fact that not all Higher Education Institutions (HEIs) comply with Resolution No. 1 of 2012 of the National Education Council and the Ministry of Education (CNE/MEC), which establishes human rights education as a special educational guideline for higher education courses. The results showed that only 6 of the 10 undergraduate courses offered by UNIOESTE on the Marechal Cândido Rondon campus offer or include human rights education content in their curricula, highlighting the strong inclusion of HRE in Literature courses. We can conclude that Human Rights Education is fundamental to the students' education, contributing to social change and transformation, since it values the dignity of the human person, equality of rights, recognition and appreciation of differences and diversity, democracy in education, transversality, experience, and globality. It is recommended that the Higher Education Institution (HEI) readjust its Course Pedagogical Project (PPC) and curriculum to include the subject of Human Rights Education in all undergraduate courses offered by the HEI.

An analysis of the insertion of sustainability elements in undergraduate design courses offered by Brazilian higher education institutions: An exploratory study

Population EcologyVolume 11, Issue 1 57 p. 57-83 Article Regulatory processes and population cyclicity in laboratory populations of Anagasta Kühniella (Zeller) (Lepidoptera: Phycitidae). I. Competition for food and predation E. G. White, E. G. White Division of Biological Control, University of California, Albany, California, USA Tussock Grasslands and Mountain Lands Institute, P.O. Box 56, Lincoln College, New ZealandSearch for more papers by this authorC. B. Huffaker, C. B. Huffaker Division of Biological Control, University of California, Albany, California, USASearch for more papers by this author E. G. White, E. G. White Division of Biological Control, University of California, Albany, California, USA Tussock Grasslands and Mountain Lands Institute, P.O. Box 56, Lincoln College, New ZealandSearch for more papers by this authorC. B. Huffaker, C. B. Huffaker Division of Biological Control, University of California, Albany, California, USASearch for more papers by this author First published: June 1969 https://doi.org/10.1007/BF02514511Citations: 25 These studies were conducted as a part of a broad investigation into the processes operating in the dynamics of arthropod populations under a grant toC. B. Huffaker from the U. S. Public Health Service, National Institutes of Health. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume11, Issue1June 1969Pages 57-83 RelatedInformation

Facilities for advanced basic and post-basic nursing education within institutions of higher education are becoming increasingly commonplace throughout the world. Opportunities were seized by North American nurses as long ago as 1899 when a course in hospital economics for qualified nurses was inaugurated at Teachers College, Columbia University. This was followed, in 1909, by the creation of the first university-controlled school of nursing at the University of Minnesota (Davis 1966). These kinds of educational facilities are now available to nurses practically everywhere in North America (Smith 1974). It took the nursing profession in Europe somewhat longer, nearly half a century, to inaugurate facilities for education in institutions of higher education. Turkey was the first European country to provide facilities for undergraduate nursing education, followed by the United Kingdom. Iceland launched an undergraduate course in 1973, but several other European countries now have university-based post-basic courses (Hall 1974). The search for bases for advanced nursing education programmes continues internationally. The nursing profession in Kenya has recently come out strongly in favour of degree level nursing ‘in order to improve the present nursing education standards, and to improve the nursing care standards’ (Kenya Nursing Journal 1977). Elsewhere, in Jamaica, the innovation of a university-based nurse practitioner programme, ‘the first clinically oriented programme to be placed under the aegis of an institution of higher education’, has been warmly welcomed by the nursing profession (Burnett 1977). I was somewhat concerned, however, to read the comments of an American nurse, following a study carried out to compare the functions of graduates of American associate degree and baccalaureate programmes. She argues that many will become disillusioned with nursing and unhappy with their jobs until graduates of different kinds of programmes ‘are utilized according to their preparation... If associate and baccalaureate nurses are not being utilized differently, different kinds of education preparation for nursing practice must be questioned’ (Hogstel 1977). Whilst I would agree that education programmes must always be questioned if they are to continue to provide adequate, appropriately trained nurses capable of functioning in a rapidly changing society, I would challenge Dr Hogstel's basic premise. Certainly a study of the career patterns of the graduates of the University of Manchester's nursing programme appears ‘to explode the myth that nurses who graduate from university courses in nursing are unwilling to take first level posts in hospital or community... The young graduate nurse is very aware that she/he needs to consolidate the experience gained in the basic course and develop expertise in management and organizational skills before seeking promotion’ (Marsh 1976). This view has also been supported by a follow-up study of Edinburgh University's nursing graduates. Furthermore, they appear to stay predominantly in nursing and to select posts in clinical nursing (Scott Wright et al. 1977). Undoubtedly, both the quality of nursing care and the standing of the nursing profession will be enhanced by a continued international expansion of basic and post-basic nursing programmes within institutions of higher education, provided the products of the programmes continue to relate to the real world of health care and avoid the danger of becoming intellectually arrogant.

Building Information Modelling (BIM) is a primary goal of Malaysia's construction sector transformation to increase productivity. It addresses information-sharing concerns by providing a model-based approach to managing all building-related information in a specific project through a shared repository that all project participants can access and easily integrate with project documentation. BIM has received a lot of interest in the construction sector because it can improve on-site safety and has been increasingly embraced by the global Architecture, Engineering, and Construction (AEC) industry. The rising use of BIM has prompted higher education (HEI) institutions to reconsider their AEC offerings. Whether BIM should be taught as a stand-alone subject or as an overarching concept in all undergraduate curricula has been a topic of significant discussion in recent years. This study aims to investigate the ideal format for BIM education in undergraduate curricula. It will measure students' awareness and knowledge of BIM and its applications in construction project safety management through surveys and interviews with BIM experts. The study will use a mixed-methods approach, including surveys of students enrolled in construction-related programs and interviews with BIM experts. The study discovered that, while most respondents had a favorable view of BIM education, there were areas for improvement identified, such as teaching challenges and the potential impact on industry adoption if these challenges are not addressed. Improvement in particular areas can increase overall satisfaction and effectiveness. The study provides insights into the integration of BIM in education and highlights the importance of addressing teaching challenges to ensure the successful implementation of BIM in the academic field.

A typical undergraduate curriculum of study in Computing contains a broad range of modules. Computer Forensics is a specialised area of Computing and if specialised modules are being introduced into a typical Computing subject curriculum then one or more of the more traditional subject modules must be removed or modified to provide space to accommodate the new material. This paper investigates the opinions of academic members of staff from several UK institutions on which Computing subject areas should be included in specialised curricula in Computer Forensics. It builds on work done during the third Annual HE Academy Workshop on Teaching Computer Forensics, where delegates were asked to contribute to an undergraduate curriculum design exercise. The delegates were mostly academic lecturing staff from HE institutions around the UK and they were primarily involved in the delivery of Computer Forensic courses at undergraduate and postgraduate levels. They were asked to design an undergraduate BSc (Ho...