A comparison of scholarly productivity among current professors who obtained terminal degrees

ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.     

Thirty Years of NASIG: A Retrospective Look at Conference Programs,Publications, Workshops,and Webinars

Over the past thirty years NASIG has evolved as a community, supporting the exchange of ideas regarding serials in the early days and more recently expanding into broader topics such as electronic resources and scholarly communications. Thirty years of NASIG conference programs, publications, workshops, and webinars will be evaluated to identify trends and understand the evolution of NASIG as an organization.     

生死相拥5000年

[1](路透社)意大利瓦尔达罗电——意大利将不会分离它石器时代的“情侣”。[2]科学家说他们决定把这对相拥5000年之久的情侣遗体整体移动并保存,作为献给全国的情人节礼物,在他们永远拥抱的姿势中,他们的胳膊仍然相互缠绕在一起。     

Phosphate loading and the effects on VO2max in trained cyclists

It is known that an increased level of red blood cell 2,3-diphosphoglycerate (DPG) shifts the oxyhemoglobin dissociation curve to the right, thus allowing a greater unloading of oxygen at the tissue level. It has been hypothesized that phosphate might help increase VO2max by increasing 2,3-DPG level. Eight trained cyclists underwent three cycle ergometer tests (control, placebo, and experimental) to determine whether phosphate ingestion had any positive effect on VO2max, time to exhaustion, serum 2,3-DPG, and serum phosphate levels. We found no change between the control, placebo, or experimental conditions in pretest serum phosphate levels, but we did find increases in 2,3-DPG levels in the phosphate condition (p less than .05), which suggests that even a small amount of phosphate could increase levels of 2,3-DPG. We also found significant differences in VO2max between the control (p less than .05) and placebo (p less than .02) conditions and also in time to exhaustion between the three conditions (p less than .05). We suggest that phosphate may have an ergogenic effect, but clearly more work needs to be undertaken to ascertain the amount of phosphate required and the magnitude of the effect.     

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.     

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning

Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,...     

Children's hypothetical reasoning about complex and dynamic systems

Children's hypothetical reasoning about a complex and dynamic causal system was investigated. Predominantly White, middle-class 5- to 7-year-old children from the Greater Toronto Area learned about novel food chains and were asked to consider the effects of removing one species on the others. In Study 1 (N = 72; 36 females, 36 males; 2018), 7-year-olds answered questions about both direct and indirect effects with a high degree of accuracy, whereas 5-year-olds performed at chance. Six-year-olds showed intermediate performance. Using food chains with clearer constraints, Study 2 (N = 72; 35 females, 37 males; 2020–2021) replicated these findings. These results indicate that the ability to think about hypothetical changes to dynamic causal systems develops between 5 and 7 years. Implications for science education are discussed.