Background. Much literature has theorized on the potential educational benefits offered by game-based learning (GBL). However, recent meta-data analyses of studies conducted on the efficacy of GBL offer mixed results. Furthermore, many of the studies available rely more on close reading, inference, small sample sizes, and qualitative responses than on quantitative, data-driven analyses. Aim. This article describes a proof-of-concept study designed to assess the effects of GBL on enjoyment, engagement, and learning in higher education using a large sample size and quantitative measures. Method. The study uses a large data set (n = 440) involving English, Math and Science undergraduate courses. For the first semester, faculty participants were trained in how to implement game-based pedagogy and created analog game-based lessons. In the following semester, each professor taught one section of a course using games and another section of the same course without games. Students in the game-based and control groups were given attitude surveys about the subject at the beginning of the semester, a post-lesson survey after the game or regular lesson, and a post-lesson quiz with separate questions to assess surface learning and deep learning. Results. Enjoyment correlated with improvements in deep learning in both the game and non-game classes. Games increased reported enjoyment levels, especially in subjects where students reported the greatest anxiety about learning, and this increase in enjoyment correlated positively with improvements in deep learning and higher-order thinking. These results may have particular impact on non-traditional students. Conclusion. While further investigation is necessary to assess the specific affordances and long-term effects of GBL in higher education, this study offers preliminary support for the claim that GBL can improve deep learning in this setting, by increasing enjoyment.
This article deals with controversial issues in recruitment of Latino/a faculty in higher education in the United States. The authors present a hypothetical faculty hiring case scenario that they follow throughout the manuscript. Through this case scenario, they examine aspects of Latino/a identity, Latino/a demographics in higher education, and the interaction of Latino/a faculty dimensions that interact with faculty search committee expectations. They highlight implications for hiring and retention.Resumen: Este articulo maneja asuntos controversiales en reclutamiento de profesores hispanos/latina/o en educación superior en los Estados Unidos de América. Los autores presentan un escenario hipotético para emplear a un profesor, el cual conducen a través del manuscrito. A través de este escenario ellos examinan en individuos latinos aspectos de identidad y demografía en educación superior, así como dimensiones en la interacción de profesores latinos y las relaciones que éstas tienen con las expectativas de comités de selección. Implicaciones para el empleo y la retención se señalan.
The authors present preliminary competencies for faculty advisors of Hispanic Student Organizations (HSOs). The competencies are presented, defined, and illustrated with examples. The article concludes with implications for research.
The objective of this study was to describe the prevalence, management strategies, and outcomes of pain experienced by student pharmacists, and to discuss implications for pharmacy education. A questionnaire administered to student pharmacists collected data about their experience, management strategies, and outcomes of pain. Data were analyzed using t-tests, chi-square or Fisher’s tests, and logistic regression. Of the 218 student pharmacists who completed the survey, 79% experienced pain in the past five years. Chronic pain impacted students’ ability to work (15%) and attend school (9%). Respondents most commonly used prescription (38%) and over-the-counter (OTC, 78%) non-steroidal anti-inflammatory drugs (NSAIDs), and rest (69%) to manage pain. Men used more opioids, whereas women used more OTC NSAIDs (p < 0.05). Emergency department visits were associated with increased prescription drug use to manage pain. This study found that 15% of student pharmacists had chronic pain in the past five years, which was managed with medical and non-medical strategies.
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