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This study presents a comprehensive needs analysis of English for Specific Purposes (ESP) courses in colleges of art and design in China. By examining the perspectives of undergraduate students, graduate students, art teachers, and English teachers, the research identifies consensus and divergence in ESP needs and implementation challenges. The analysis reveals a strong demand among students for specialized English learning, with a particular emphasis on receptive and interactive skills. However, there is a widespread acknowledgement of students' difficulties across ESP skills, indicating a gap between student competencies and the professional demands, thus highlighting the need for targeted educational interventions to effectively address the difficulties. Notably, reading and writing abilities emerge as the most lacking skills. While there is unanimous recognition of the positive impact of ESP on students' professional abilities and international competitiveness, a significant disparity exists in the enthusiasm for implementing ESP courses, paticularly with resistence from English teachers. The study highlights the critical challenges in ESP teaching, with teacher qualifications identified as the most prominent issue. Interestingly, English teachers attribute difficulties primarily to teaching materials, indicating a potential lack of readiness for ESP course delivery. A gap is also observed between teachers' evaluations of student abilities and students' self-assessment, especially among undergraduate freshmen, suggesting an overestimation of their English proficiency in professional contexts. The paper concludes with the implication that for effective ESP course implementation in colleges of art and design in China, targeted faculty development programs and a collaborative approach involving English teachers, art teachers, and professionals are essential. The collaboration should aim to develop materials that integrate specific professional knowledge with linguistic expertise. Additionally, a balanced approach combining general English proficiency and specialized English training is recommended to address both foundational and specialized language skills. Overall, the study underscores the need for targeted ESP courses in art and design education, tailored to bridge the gap between current proficiency levels and professional language requirements. [ABSTRACT FROM AUTHOR]

Critical thinking is a common and important learning outcome in college curricula. Case-based and problem-based learning can be used to assess and foster critical thinking skills. HNF 250–Contemporary Issues in Human Nutrition is a critical thinking course developed during the redesign of a nutritional sciences major program. Course assignments were designed to assess the course and nutritional sciences major learning outcomes. The nutrition and health claim assignment is scaffolded across the academic semester as three assignments: 1) bibliography assignment; 2) poster presentation; and 3) paper. Course lectures and materials have been designed to prepare students for completion of each assignment. The assignments have been modified over time based on classroom observations and student performance. In 2021, the course learning outcomes were examined by assessing several assignments including the nutrition and health claim poster and paper. Course learning outcome benchmarks using these assessments generally included 80% of students achieving an 80% for each criterion. Results revealed that students were not meeting most of these assessment benchmarks during the 2021 iteration, although benchmark data from other course assessments were more satisfactory. It is possible that the transition from a virtual to an in-person format negatively influenced student performance on these course learning outcomes. This course and the nutrition and health claim assignment example can provide a course design and learning outcome assessment framework for other higher education critical thinking courses. NEW & NOTEWORTHY: This paper describes how a scaffolded nutrition and health claim assignment is used to teach critical thinking skills among nutritional sciences students and examine the program's learning outcomes. Further, this course example is to serve as an model for STEM majors on how to incorporate case-based and problem-based learning strategies into an undergraduate course. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/teaching-critical-thinking-in-nutritional-sciences/. [ABSTRACT FROM AUTHOR]

Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations. [ABSTRACT FROM AUTHOR]

A hundred years since its inception in college curriculum in India, geography as a discipline appears to be marked by a lack of self confidence. The persistently unenthusiastic response of Indian departments of geography to the present global health crisis over the past three years suggests that this is not a momentary loss of heart. We suggest that this is rather the result of the discipline's intertwining with post independence development policy in addition to the failure to integrate the sub disciplines of geography well with each other. As a way forward, we argue that the greatest promise in fact lies not in the universities but in networks across departments and independent research centres where geography can truly claim its place in the sun as a discipline that offers the relational approach that few other disciplines offer. [ABSTRACT FROM AUTHOR]

"Queer Economic Dissonance and Victorian Literature" is a scholarly monograph that explores the intersection of economic desire and interpersonal relations in nineteenth-century literature. The book examines various economic strategies depicted in Victorian fiction and non-fiction prose, challenging the emerging norms of economic discourse. The author analyzes works by authors such as Charles Dickens, Charlotte Bronte, George Eliot, Mary Seacole, and Oscar Wilde, highlighting the diverse and unconventional economic practices portrayed in their writings. The book offers a nuanced and historical perspective on Victorian desire and its significance in affective relationships beyond the heterosexual dyad. [Extracted from the article]

The article discusses two different books: "Strangers in the Archive: Literary Evidence and London's East End" by Heidi Kaufman and "After Darwin: Literature, Theory, and Criticism in the Twenty-First Century" edited by Devin Griffiths and Deanna Kreisel. "Strangers in the Archive" explores the East End of London and its literary representations, challenging dominant narratives and highlighting the complexity of the area. "After Darwin" examines the relevance of Darwin's theories in the present day, emphasizing the adaptability and richness of his work. Both books offer valuable insights into their respective subjects and contribute to ongoing conversations in their fields. [Extracted from the article]

The article explores an experiential learning approach for undergraduate and graduate students through a potions lesson experiment, which is part of the history course offering Secrets of Nature in the Iberian World. Topics discussed include students' creation of ink using recipes from herbal notes and manuscripts, the study of Iberian bookmaking traditions, and the preparation and execution of the experiment.

The article discusses the benefits of including more hands-on experimental archaeological projects into history college curriculum. These benefits include facilitating deeper transformative student learning, providing opportunities for interdisciplinary and community connections, and reinforcing teaching of historiography. Other benefits include expanding student experiences and providing photo opportunities.

The article explores student agency underpinning the survey course, HIST 1700: American History, based on the Choose Your Own Grading Adventure concept. Topics discussed include student agency in the college history classroom, assignments in HIST 1700 including quizzes, academic article analyses and primary source reading grids, and the advantages and disadvantages of the Choose Your Own Grading Adventure concept.

Differences between academic disciplines have been a well-studied theme in higher education research. But even though students' subjective study values are a key factor for successful studying, research examining their disciplinary differences in the higher education context is lacking. To address this, this study draws on expectancy-value theory, investigates students' subjective study values across nine different disciplines, and analyses its discipline-specific relation to study success. For this, we used a large-scale data sample of N = 6.321 university students from the German National Educational Panel Study. Subjective study values were assessed in terms of intrinsic values, utility values, attainment values, and costs, while study success was captured by students' grade and dropout intention. Data were analysed through multi-group structural equation modelling. Our findings suggest that (1) students' subjective study values differ markedly across academic disciplines and (2) study disciplines moderate the relation between study values and study success. On a research level, our findings contribute to a more differentiated view on subjective study values in the higher education context. On a practical level, our findings can help to uncover motivational problems of students from different disciplines, which might ultimately help to reduce dropouts and improve grades. [ABSTRACT FROM AUTHOR]

This article discusses the importance of assessing organizational culture within Australian healthcare settings, particularly in relation to training and accreditation. The authors explain that culture reflects the collective behaviors and values of an organization, and it extends beyond the organization to interactions with patients, the community, and other stakeholders. They argue that assessing organizational culture is crucial for accreditation because it can impact the trainee experience, patient outcomes, and the community's expectations. The authors suggest that qualitative data, such as interviews and surveys, are essential for assessing culture, and they emphasize the need for organizations to align their culture with explicitly stated values. They also propose that regular assessment of organizational and clinical culture should become a standard feature of hospital and training program accreditation. [Extracted from the article]

During the COVID-19 pandemic, it was suddenly necessary to shift college courses online. Many instructors without experience teaching online were faced with decisions about how to structure their courses and support students during the pandemic. In the three introductory STEM courses described in this article, instructors chose to include online teamwork activities. In this study, we have surveyed the students about their experiences participating in active learning teamwork activities in online computer science or human anatomy and physiology courses during the COVID-19 pandemic. The overwhelming majority of students rated the experience of their team as positive. Most students cited interpersonal interactions, productivity, or team members' equal contributions as reasons for their positive rating of the team. In all of these courses, students reported benefits of the experience to include teamwork, connections, and communication. Overall, instructors in these three introductory STEM courses felt positively about structuring their online courses to include teamwork learning activities and appreciated the community and connection benefits for students. [ABSTRACT FROM AUTHOR]

Nationally, students fail anatomy and physiology courses at some of the highest rates compared with other undergraduate-level courses. Formative evaluation guides future learning by assessing the quality of student achievement while the student is still learning. Formative assessments were introduced in an undergraduate human anatomy course intended for students majoring in various allied health fields. In this research, the formative assessments were utilized throughout the course, leading to each of the five summative assessments. The results were analyzed using a partial correlation and regression to establish whether any relationships existed between the formative and summative assessments, and we looked for any significant impact on the summative test scores. The results suggest that at-risk students can be identified using formative assessment before the first summative assessment in the class, increasing the likelihood that these students will successfully complete the course. The implementation of formative assessments in college science courses should be considered a way to inform the instructors of student learning gaps and increase student success in the course. [ABSTRACT FROM AUTHOR]

Moving to remote, online learning to meet health guidelines during the COVID-19 pandemic posed a challenge for college science courses due to the interactive nature of laboratories. We developed and implemented a remote/in-person lab partner model where in-person students were paired with remote students in natural science courses during the 2020–2021 academic year. The goal was to provide an opportunity for students to attend lab in person, as well as an interactive lab experience for students who elected to attend remotely. Students in each course completed a questionnaire assessing their perceptions of their learning. Learning outcomes were assessed and compared between in-person and remote modalities in a general biology course. In-person students perceived that attending class in person increased their learning but that having remote partners hindered learning. Conversely, remote students perceived that attending class remotely hindered their learning overall but that having in-person partners enhanced their experience. We found that learning outcomes were not significantly different between in-person and remote students. Although the data suggest the model was not successful in its initial iteration, we provide a way to offer a remote laboratory option to make classes more inclusive and accessible. [ABSTRACT FROM AUTHOR]

The University of Minnesota Talented Youth Mathematics Program (UMTYMP) is a selective, five-year accelerated mathematics program for students in grades 6–12. During the program, students take college mathematics courses on University of Minnesota campuses, starting with algebra and continuing through logic and proofs, linear algebra, and multivariable calculus. The majority of UMTYMP students come from two demographic groups: White and Asian/Asian American. In 2020, we surveyed UMTYMP students to understand the impact of model minority stereotypes (MMS) on Asian/Asian American students, particularly girls, who are labeled as "gifted" and/or "talented." In this paper, we reveal the preliminary results of this study, discuss their implications, and provide recommendations for addressing the MMS in mathematics programs. [ABSTRACT FROM AUTHOR]

In this paper we analyse the expectations regarding university studies and career choice of first-generation university students and graduates. Our interest in this particular population is due to the fact that they are atypical cases. The theoretical perspective is the relationship with knowledge and dispositionalist and contextualist sociology. The methodology is qualitative and we used in-depth interviews with a sample of 35 students from three degree courses at the National University of La Plata. The families and the school experience were central in the construction of expectations, while the choice of career was defined on the basis of the transit through secondary school, in the university experience itself as well as in other non-school environments. [ABSTRACT FROM AUTHOR]

This article provides a detailed account of the founding and development of Catholic Theological College in Melbourne, Australia. The college was established in response to the Second Vatican Council's call for the renewal of priestly training and aimed to offer theological resources collaboratively across dioceses and religious orders. It provided quality theological education to both clergy and laity and promoted ecumenism through its affiliation with the Melbourne College of Divinity. The article discusses the planning, design, and curriculum of the college, as well as the key individuals involved in its establishment. It also highlights the significant contributions the college has made to theological scholarship in Australia and pays tribute to the vision of Archbishop Knox. [Extracted from the article]

This article examines the purposeful introduction of the pedagogy of student-centred education (SCE) in one educational institution in the United Arab Emirates (UAE) to consider its cultural compatibility. The study was undertaken in the largest higher education (HE) institution in the country where a key element of the institution's two strategic plans over a nine-year period was to blend traditional and innovative teaching methods, including student centred approaches, into programmes of study. Interpretative phenomenological analysis is used to analyse the perspectives of seven non-citizen, Western teachers, as they recontextualise their practice. Drawing on Heidegger, the study explores the philosophical nature and significance of place as a way of thinking about the world. Findings revealed aspects of the teachers' student-centred practice are challenging; the universal value of SCE is understood in relative rather than absolute terms with an overall need to diversify universal imaginings of pedagogy. Centralised curricula, high stakes final assessments and individualised performance management models ultimately determined learning experiences, leaving little room for any sustained inquiry into the recontextualisation of SCE. The study concludes that pedagogy is inescapably situated: practiced in terms of place orientated thinking. Transformation necessitates an epistemic institution where change is a public endeavour and teachers are positioned inside participatory processes with possibilities to renegotiate, rearticulate and resignify pedagogy. [ABSTRACT FROM AUTHOR]

This article discusses the incorporation of large language models (LLMs), such as ChatGPT, into a cellular and molecular bioengineering graduate course. The debate surrounding the use of LLMs in higher education is explored, with some advocating for their integration to prepare students for future careers and increase engagement, while others express concerns about the reliability of LLM-generated content. The author describes their approach of incorporating LLMs into coursework and exams, allowing students to compare their own responses with those generated by the LLM and providing opportunities for critique. Student feedback suggests that this approach enhanced understanding, empowered learning, and fostered creativity. The article acknowledges limitations, such as the potential for plagiarism and the need for careful oversight and grading. Overall, the author believes that students appreciated this method and were enthusiastic about their instructor embracing new technologies. [Extracted from the article]

The article discusses the emergence of psychotherapy as a historical subject in its own right. It highlights the efforts of historians to study psychotherapy as a distinct discipline and explores the challenges and complexities involved in defining and understanding psychotherapy. The article reviews a two-volume critical history of psychotherapy by Renato Foschi and Marco Innamorati, which aims to provide a comprehensive and nuanced account of the development of psychotherapeutic practices. The authors employ primary sources to tell the stories of various psychotherapists and their systems, while also incorporating secondary sources to frame their narratives. The article acknowledges the dense and unwieldy nature of the subject matter and suggests that the volumes could have benefited from better organization and signposting. Overall, the article recognizes the importance and value of Foschi and Innamorati's work in establishing a programmatic basis for the study of the history of psychotherapy. [Extracted from the article]

The Good Publication Practice (GPP) guidelines for company-sponsored biomedical research were updated in 2022 and have generated correspondence and commentary. The guidelines were developed by the International Society for Medical Publication Professionals (ISMPP) and cover various topics such as publication types, ethical principles, authorship, and publication process. The updated guidelines reflect the need for responsible publication planning and management in all stages of clinical development and all types of biomedical research. The guidelines are relevant to academia, medical communications agencies, publishers, and editors, and aim to promote ethics, transparency, and best practices in biomedical research publications. Future iterations of the guidelines may address topics such as artificial intelligence and the role of patients. [Extracted from the article]

This study draws on basic psychological needs (BPN) theory to investigate multiple ways that perceived relatedness is important for understanding students' help-seeking behavior in college science, technology, engineering, and mathematics (STEM) courses. Participants were 590 undergraduates (38% women; 65% European American, 24% Asian/Pacific Islander, 11% underrepresented minorities) who were enrolled in engineering coursework. We used structural equation modeling to examine the independent and interactive associations of students' BPN satisfaction (competence, relatedness, and autonomy) with their help-seeking behavior. Findings indicate that strong relatedness with both the instructor and peers are uniquely and differentially associated with specific types of adaptive help seeking (oriented to learning) and maladaptive help seeking (avoidance or asking for the answer), whereas competence and autonomy primarily explained differences in maladaptive types of help seeking. Moreover, many of these associations were dependent on students' relatedness with their instructor. Additional multigroup analyses revealed that instructor relatedness was especially critical for understanding women's help seeking. Results indicate that experiencing relatedness in college STEM programs—particularly positive relationships with instructors—is crucial for students' adaptive help seeking in difficult courses, while minimizing their maladaptive help-seeking behavior. Educational Impact and Implications Statement: The present study suggests that for students enrolled in college engineering courses, developing strong positive relationships with their instructor and peers is critical for their use of adaptive help-seeking strategies, which aids their understanding of difficult coursework. Not only are these relationships positively associated with adaptive help seeking, but they also minimize maladaptive help-seeking behaviors (e.g., asking for only the answer or avoiding asking for help altogether) when students' psychological needs for competence and autonomy are met. Having a strong relationship with the instructor was especially important for women's help-seeking behaviors. Therefore, to reduce barriers that can exclude women and minoritized youth from engaging in science, technology, engineering, and mathematics, it would be worthwhile for college programs to explicitly create opportunities for students to experience supportive relationships with peers and—especially—faculty instructors. [ABSTRACT FROM AUTHOR]

The British Educational Research Association (BERA) has promulgated a concept of close‐to‐practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental Pädagogik and Didaktik and Anglo‐American sources, this paper advances an alternative, different way of thinking about close‐to‐practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and Didaktik way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England. [ABSTRACT FROM AUTHOR]

This article provides a historical overview of the marketing and advertising strategies employed by Texas colleges and universities, with a focus on Trinity University. It explores how these institutions have adapted their promotional efforts over the past 150 years to attract students and secure funding. The article discusses the use of personal contacts, print advertising, and catalogues in the 19th century, as well as the shift towards targeting students as decision makers in the early 20th century. It also examines the challenges faced by Trinity University, including the Great Depression, racial integration, and the need to reconcile its marketing image with its academic goals. The article concludes by emphasizing the importance of adapting marketing strategies to remain competitive in the higher education landscape. [Extracted from the article]

This grounded in social constructivism yearlong ethnographic case study was conducted at the final stage of a larger, longitudinal, multisite, and multi-year project. The current research focused on a group of urban public elementary schoolteachers who volunteered to participate in the National Science Foundation (NSF)-funded interdisciplinary science and engineering partnership (ISEP) project. These teachers were enrolled in the professional development (PD) college courses in physics and engineering design, summer research in university laboratories, and interdisciplinary science inquiry (ISI) pedagogy sessions. This research sought to understand the factors which contributed to successful teamwork at the elementary school under investigation. Additionally, this study investigated the changes in the ISEP-participating educators' teaching approaches, methods, and techniques upon their completion of their studies with the ISEP Summer Institute. Data were collected from the structured interviews with the participating teachers and their students and observations of the schoolbased activities during in-class and extra-curricular instruction. The researchers used Saldaña's (2013) thematic and value coding and Miles and Huberman (1984) memoing for data analysis. This research found that the teachers' team embedded their newly acquired research experiences and pedagogic knowledge into their instruction. Joint endeavors of the project participants lead to higher interest and engagement in learning processes in this school's student population as well as greater involvement of the schoolchildren, their families, and the surrounding community in the team-organized science-based educational events and activities. [ABSTRACT FROM AUTHOR]

While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition. [ABSTRACT FROM AUTHOR]

This study evaluates the performance of learning CNC machining in mechanical engineering degree programs by assessing students' mental workload (MWL). Both subjective (NASA-Task Load Index) and objective (increasing ratio of heart rate, IRH) evaluation methods were employed to assess the MWL of 46 students randomly assigned to two groups: a traditional training group and a combined simulation training group. The results demonstrate the significant impact of the training method on students' MWL. Specifically, the MWL and IHR values of the combined simulation training group were 54.3 and 9.2, respectively, while those of the traditional training group were 58.3 and 13.2. Additionally, the correlation analysis showed a significant correlation between the IHR value and the MWL score of NASA-TLX. These findings suggest that implementing simulated software and the combined simulation training method effectively reduces students' MWL, thereby promoting active knowledge acquisition. Consequently, students' MWL can be utilized to evaluate the effectiveness of technical education with the aim of enhancing training efficiency and quality. [ABSTRACT FROM AUTHOR]

The article is a review of Mark Windschitl's book, "Teaching Climate Change," which provides educators with examples of topics to cover and suggestions for implementing climate change content in the classroom. The book is primarily targeted towards K-12 educators, but it may also be useful for college educators. The review presents four vignettes representing different backgrounds of potential readers and discusses how the book may benefit or challenge them. It highlights the strengths of the book, such as the use of vignettes and the inclusion of indigenous knowledge, but also points out some weaknesses, such as deficit-minded language and alarmist discourse. The review also discusses the importance of framing climate change discussions in the classroom and mentions several frameworks that instructors can use. Overall, the review commends Windschitl for starting the conversation about teaching climate change and providing educators with the resources they need. [Extracted from the article]

The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as "opportunity stratification." Using a quantitative analysis of data from the Educational Longitudinal Study, we found students in low-track, non-college preparatory courses had higher odds of experiencing both in-school and out-of-school suspensions when compared to students in the high-track, college preparatory courses. Our findings support the intersecting role of exclusionary discipline and tracking in opportunity stratification. [ABSTRACT FROM AUTHOR]

This paper has as its focus the life and thinking of the educational theorist and schoolmaster J. H. Simpson (1883–1959), who was not only a reforming teacher at Rugby School but was also the first headmaster of the progressive Rendcomb College. His ideas around education were outlined in a number of books. At the heart of his thinking lay concerns around democracy and self-government and the article explores how these were enacted at various points of Simpson's life with a particular focus upon his work until 1932. Attention will be paid to how his thinking evolved, moving from simple democracy in the classroom to wider decision-making within an entire school. Linked to these concerns were a number of curricular initiatives that sought to offer a point of contrast to more traditional public schools. The article will conclude by attempting to offer consideration of the legacy of Simpson's ideas. [ABSTRACT FROM AUTHOR]

The article discusses Philip Ewell's book, "On Music Theory," which has generated both positive and negative reactions. The author praises Ewell's ability to engage readers with his storytelling and provocative style. The article focuses on Ewell's claims about the racist views of Heinrich Schenker and their influence on his music theory. The author refrains from commenting on broader cultural and political contexts and instead examines the "infection thesis" proposed by Ewell. The article aims to provide a balanced assessment of Ewell's arguments and their implications for music theory. [Extracted from the article]

This article explores the benefits of teaching literature, specifically Shakespeare, alongside other texts and experiences in a college course. The author emphasizes the importance of dialogue, active engagement, and critical thinking in the classroom. They highlight the relevance of these pairings in addressing social justice issues and the violence of the law. The article provides examples of successful pairings and emphasizes the need for interdisciplinary teaching and open-mindedness. The author also discusses their own experiences teaching Shakespeare to undergraduate students and incarcerated individuals, highlighting the transformative power of these pairings. [Extracted from the article]

theory is examined, highlighting his approach to teaching the subject and the impact it had on the field of mathematics. The author discusses Klein's emphasis on the historical development of the theory and his use of concrete examples to illustrate abstract concepts. The study provides insight into the pedagogical methods employed by Klein and their influence on the teaching of mathematics. [Extracted from the article]

We give two formulas for finding the volumes of solids of revolution in hyperbolic geometry. We also prove each formula. These formulas and their proofs are analogous to the ones in Euclidean geometry. We also provide several examples of their use. These formulas may be useful in college geometry courses that include a section on hyperbolic geometry. [ABSTRACT FROM AUTHOR]

The current spread of financial technology (fintech) adoption within the financial and business industries across the globe is expected to increase the demand for employees with fintech skills and competencies. This in turn is likely to shift the traditional skill set required for financial and accounting professionals. This article investigates the competency level of employability skills required for the current job market from employers' perspective in the United Kingdom and Sri Lanka. The United Kingdom and Sri Lanka are typical of industrialized and emerging economies, respectively. They are at the end of two opposing poles in terms of financial infrastructure, economic development, regulatory framework and educational system. This suggests a significant divergence of the two countries in terms of skills gap. We test for this via three main hypotheses. To this end, we identify the competency level of employability skills as expected by employers and identify the skills gaps between expected and observed competency levels of employability skills. Information on a set of twenty skills is collected via a questionnaire. We find no major skills gaps in the United Kingdom. Sri Lanka, on the other hand, shows severe skills gaps. The gaps are particularly acute within the soft skills such as critical thinking, problem solving and decision making. Our findings reflect the importance of expanding the fintech higher education curricula by assessing and implementing employability skills development activities. [ABSTRACT FROM AUTHOR]

Objective: To explore the influence of classroom-based physical activity (CB-PA) on the teaching quality of systemic lupus erythematosus (SLE) for medical undergraduates. Methods: Students from 8 classes participating in the clinical medicine program of the affiliated hospital of Zunyi Medical University were divided into two groups. Four classes received regular teaching on the SLE chapter as the control group, and the other four received CB-PA intervention as the experimental group. After class, the basic ability (diagnostics and pharmacology scores in sophomore year) and teaching quality scores were collected and compared using a questionnaire. The performance of the 2 groups to the SLE review questions was compared. Results: The scores of learning interest, the degree of satisfaction with the courses, and the level of mastering the teaching contents in the experimental group were significantly higher than those in the control group. The evaluation of the teacher's teaching level increased considerably. The experimental group's performance was also better than the control group's (the assessment performance was adjusted with the basic ability). Conclusion: CB-PA in teaching SLE improves students' interest in learning, teaching satisfaction, and mastery of knowledge and may ultimately enhance their assessment results. [ABSTRACT FROM AUTHOR]

A common course activity used by emergency management faculty is the screening of Hollywood disaster films to provide students with an opportunity to apply key disaster concepts they have learned about in lectures. When college courses were abruptly moved online in 2020 as the COVID-19 pandemic began in the United States, emergency management faculty had to quickly modify this assignment to meet the needs of the online format. This article reports the experience of several faculty members in modifying this pedagogical technique by using Twitter, and it identifies unexpected benefits, including the opportunity for professional networking, science communication, and public engagement. [ABSTRACT FROM AUTHOR]

In 1960 Sir Solly Zuckerman proposed the idea of an interdisciplinary department of 'environmental sciences' (ENV) for the newly established University of East Anglia (UEA). Prior to this point, the concept of 'environmental sciences' was little known: since then, departments and degree courses have rapidly proliferated through universities and colleges around the globe. This paper draws on archival research to explore the conditions and contexts that led to the proposal of a new and interdisciplinary grouping of sciences by Zuckerman. It argues that the activities of Zuckerman and other scientists in Britain during the Second World War and in the post-war period helped to create fertile conditions for a new kind of scientific authority to emerge as a tool of governance and source of policy advice. In particular, the specific challenges of post-war Britain – as addressed through scientific advisers and civil servants – led to the 'environment' becoming both the subject of sustained scientific study and an object of concern. [ABSTRACT FROM AUTHOR]

South Africa's transition from apartheid to a democratic republic in 1994 came with lots of expectations. Massive and national student movement protests that rocked the universities in South Africa from 2015 to 2016 highlighted the expected transformation in the education system after the collapse of apartheid. This study explored the challenges of decolonising teacher education curricula despite the student movement protests that demanded the decolonisation of higher education in South Africa. Many South African universities have yet to significantly transform, especially in the knowledge production rooted in Western and Eurocentric disciplinary knowledge. This article adopted a systematic literature review method to explore the decolonisation of teacher education curriculum, a long overdue task for higher education institutions in South Africa. The contexts of South Africa require decolonised teacher education due to the dynamic realities that exist across diverse social groups in the Republic. Many African scholars have critiqued existing teacher education and described it as an epistemic and hegemonic knowledge-building system in most South African universities, as well as the need to recognise indigenous education systems. This discursive article examines the concepts of decolonisation and the hiccups of experiencing a decolonised teacher education curriculum in South African higher education institutions. The article adds to the voices on the need to make Africa the centre of the curriculum. Challenges against decolonising teacher education from Westernised and Eurocentric knowledge will be highlighted. The study recommends reviewing and assessing teacher education curricula by various higher education institutions to integrate realities in students' communities into their learning content to prepare them as effective social change agents. [ABSTRACT FROM AUTHOR]

This article features a conversation with Karsonya Wise Whitehead, the past president of the National Women's Studies Association, discussing the challenges faced by feminist studies, African American history, and LGBTQIA+ studies in the United States. Whitehead emphasizes the importance of addressing attacks on education at all levels and highlights the personal and cultural significance of these fields. The text emphasizes the need for multiple strategies, including activism and academic work, to sustain the movement and bring about change. It also expresses hope in the younger generation's engagement and activism and calls for continued support and mobilization. [Extracted from the article]

Exercise is essential for mastering mathematics, but it faces two major hurdles. First, students are often not motivated to do their homework. Second, checking traditional homework is a manual and labor-intensive process that becomes harder to support as the number of students increases. We argue that computer games could alleviate both problems. In contrast to homework, students are willing to spend many hours playing video games. And because video games keep track of the gamers' performance, they offer a scalable solution to the problem of checking the homework. We describe an experiment to augment traditional homework with a computer game that we have developed for exercising the topics of symmetry groups in an undergraduate college course. We describe the mathematical background of the subject matter, how we have embedded the mathematics into the game, the empirical results of playing the game, and the insights we have gained from this experiment. [ABSTRACT FROM AUTHOR]

This article explores the concept of "proudness" in physics education and provides guidelines for designing learning environments that promote proud moments for students. The authors emphasize the importance of creating a classroom culture that supports proudness and address the need to address social justice issues in education. They provide a concrete example of how these principles can be applied to improve an introductory physics course. The article also discusses the implementation of proudness principles in remote learning and highlights the benefits of student-faculty partnerships in course improvement. [Extracted from the article]