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Making Failure Productive in an Active Learning Context: Improved Student Performance and Perceptions in a Pharmaceutics Chemistry Course
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Cernusca, Dan; Mallik, Sanku – Quarterly Review of Distance Education, 2018
The focal course for this study, Pharmaceutics I, is a foundational course for the first year students (P1) enrolled in the in the PharmD program. It focuses on helping students create integrative bridges between the prepharm chemistry courses and the clinical courses in the PharmD curriculum. The main expected outcome of this course is that…
Descriptors: Academic Failure, Active Learning, Student Improvement, Science Achievement
The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community
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Carter-Veale, Wendy Y.; Tull, Renetta G.; Rutledge, Janet C.; Joseph, Lenisa N. – CBE - Life Sciences Education, 2016
The problem of PhD attrition, especially at the dissertation-writing stage, is not solely related to mentoring, departments, or disciplines; it is a problem that affects the entire institution. As such, solutions require collaborative efforts for student success. Building on Yeatman's master--apprentice model, which assumes mastering disciplinary…
Descriptors: Doctoral Programs, Graduate Students, Coping, Student Experience
The Role of Feedback in E-Assessments for Engineering Education
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Limniou, Maria; Smith, Michael – Education and Information Technologies, 2014
The aim of this investigation was to compare two differently designed e-assessments (formative assessments) which supported the same engineering courses for two academic years. In this investigation two group of students participated (Control Group: CG and Experimental Group: EG). The teachers followed exactly the same teaching approach using the…
Descriptors: Feedback (Response), Engineering Education, Educational Environment, Graduate Students
Career-Self Management and Entrepreneurship: An Experience with PhD Students
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Pinto, Joana Carneiro; do Ceu Taveira, Maria; Sa, Elisabete – Electronic Journal of Research in Educational Psychology, 2012
Introduction: This study presents an experience developed with PhD students aimed to analyze the extent to which career self-management should be approached along with entrepreneurship issues to promote students' career development. Method: An intervention group who attended a Career Self-Management Seminar (EG1), a comparison group who attended…
Descriptors: Intervention, Control Groups, Reflection, Self Management
Investigating the Effect of Situational Awareness on Persistence of Doctoral Distance Learners
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Harleman, Thomas G. – ProQuest LLC, 2013
This quantitative study sought to identify the effect of heightened situational awareness (SA) on persistence of doctoral distance learners. Factors in the distance learners' micro-environment, vis-à-vis Urie Bronfenbrenner's (1979) ecology theory of human development, were the focus. Study participants included new doctoral candidates continuing…
Descriptors: Graduate Students, Doctoral Programs, Statistical Analysis, Cognitive Psychology
Effects of Using a Neuroeducational Intervention to Enhance Perseverance for Online EdD and EdS Students
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Cadle, Charles R. – ProQuest LLC, 2013
Developing and maintaining a "completion mindset" is a necessary mental condition for online educational doctorate (EdD) and educational specialist (EdS) students to obtain their advanced degrees. The purpose of this research study was to examine the effect of a neuroeducational intervention on a volunteer convenience sample of EdD and…
Descriptors: Academic Persistence, Doctoral Programs, Graduate Students, Specialists