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Research on the Training Mode of Excellent Chinese Medicine Talents Based on the Background of Pilot College
Zheng Qiwei,
Wei Jianhong,
Zhou Yanping,
Shu Jinsong,
Cao Jigang
Issue:
Volume 3, Issue 3, June 2018
Pages:
32-37
Received:
9 June 2018
Accepted:
7 July 2018
Published:
30 July 2018
Abstract: The establishment of the pilot college is a comprehensive reform that takes the innovative talent training system as the core and the college as the basic implementation unit. Through literature review and experience summarization, this paper analyzes the training mode of Traditional Chinese Medicine (TCM) talents. And on the basis of this, the paper demonstrates the four aspects of restricting the training of TCM talents in current university education: the mechanism of talent selection, the mode of personnel training, the strength of teachers and the internal governance structure in Universities. In the end, this paper discusses some reforms in these four aspects, and hopes that through these reforms, we can reconstruct the training system of innovative talents in modern TCM education.
Abstract: The establishment of the pilot college is a comprehensive reform that takes the innovative talent training system as the core and the college as the basic implementation unit. Through literature review and experience summarization, this paper analyzes the training mode of Traditional Chinese Medicine (TCM) talents. And on the basis of this, the pap...
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Understanding Factors Leading to College Classroom Engagement for Millennials: Development of the College Classroom Engagement Scale
Suzanne Fischer Lindt,
Stacia Celeste Miller
Issue:
Volume 3, Issue 3, June 2018
Pages:
38-44
Received:
11 July 2018
Accepted:
26 July 2018
Published:
16 August 2018
Abstract: This aim of this research study sought to define college classroom engagement from the perspective of Millennial students. A mixed-methods study was utilized to understand both quantitative and qualitative findings for the purpose of developing a measurement scale. The study was comprised of two different phases. In phase 1, students (n = 68) completed a demographic survey from which researchers invited students (n = 20) to participate in a focus group. Data analysis led researchers to identify five themes from the focus groups (relevance, instructional practices, class climate, professor traits, and student traits) to create a scale for measuring engagement in the classroom. The 30-item scale was comprised of five Likert statements for each of the six themes from phase 1. In phase 2, the scale was distributed to students (n = 177) on a university campus in the US. An exploratory factor analysis was conducted from the student responses and revealed 2 factors (Teaching Persona, α =.83 and Learning Environment α =.82) describing Millennial students’ reasons for engagement in the college classroom. The final scale of 18 items suggests that college students in the research study believe that they are more engaged in their college courses when they believe that their instructor exhibits traits demonstrating care and concern for students and when the instructor creates an environment conducive to learning. This research study and resulting scale may be helpful for guiding college faculty to develop their courses to better engage their college students in the classroom.
Abstract: This aim of this research study sought to define college classroom engagement from the perspective of Millennial students. A mixed-methods study was utilized to understand both quantitative and qualitative findings for the purpose of developing a measurement scale. The study was comprised of two different phases. In phase 1, students (n = 68) compl...
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Popping the Erasmus Bubble: Perceptions of Intercultural Awareness and Competence of Incoming Erasmus+ Students and the Preparation Challenge
Issue:
Volume 3, Issue 3, June 2018
Pages:
45-54
Received:
2 August 2018
Accepted:
28 August 2018
Published:
27 September 2018
Abstract: The Year Abroad is an important point of departure in many students’ lives, not only exposing them to new personal and academic contexts and challenges but also to providing them with the opportunity to grow and develop linguistically and interculturally. This article presents the findings of an empirical study comprising one-to-one semi-structured interviews with incoming Erasmus+ students at Maynooth University, and marries this with the dearth of research on outgoing students in multiple contexts, alongside the anecdotal shared experiences of previous outgoing domestic students at Maynooth University. The article examines the key issues of social media and social networks within the process of developing intercultural awareness and competence prior to and during the sojourn abroad, and the lack of sufficient and effective preparation of students before mobility which emerge as the two dominant issues in the empirical data obtained through anonymous module evaluations completed by students. The article culminates by discussing the development and piloting of a preparatory module at Maynooth University to address this preparation challenge. The empirical data generated from students matriculated in the piloted preparatory module indicates a strong desire for, and positivity towards, a well-developed, fully accredited, elective module integrated into students’ degree programmes prior to their sojourn abroad.
Abstract: The Year Abroad is an important point of departure in many students’ lives, not only exposing them to new personal and academic contexts and challenges but also to providing them with the opportunity to grow and develop linguistically and interculturally. This article presents the findings of an empirical study comprising one-to-one semi-structured...
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