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961.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
Mary Frank FoxEmail: |
962.
Alex Ramirez Michael J. Hine Shaobo Ji Frank Ulbrich Rob Riordan 《Learning Inquiry》2009,3(3):157-175
This article investigates the relationship of learning and its infrastructure using Web 2.0 technologies to facilitate the
acquisition of skills needed to succeed in a global economy. We explore the learning phenomenon as a way to bring forward
a process of continuous improvement supported by social software. We use a commonly accepted definition of learning to evaluate
different learning theories, since it seems that the definition of learning itself is not a major source of difference between
learning theories. Their differences are over issues of interpretation, not over definition. The theories reviewed are used
in the design of a framework to assess the infrastructure against expectations of skill proficiency using Web 2.0 tools, i.e.,
wikis, blogs, social bookmarking, tagging, etc. which must emerge as a result of registering in an introduction to business
information and communication technologies (ICT) course in a Canadian university. In this course, we use Friedman’s (The world
is flat: a brief history of the twenty-first century release 3.0, Picador, New York, 2007) thesis that the “world is flat” to discuss issues of globalization and the role of ICT. Students registered in the course
are usually familiar with some of the tools we introduce and use in the course. The students are members of Facebook or MySpace,
regularly check YouTube, and use Wikipedia in their studies. These tools are the tools to socialize. In our course, we broaden
the students’ horizons and explore the potential business benefits of such tools and empower the students to use Web 2.0 technologies
within a business context. 相似文献
963.
Frank J. Daly 《Anatomical sciences education》2010,3(1):46-49
Restrictive laboratory scheduling, an increasing number of human cadaver‐based anatomy courses and a reduction in the curricular time allotted to anatomy courses have created problems with cadaver laboratory access at the University of New England. This article describes a combination of anatomy testing and grading strategies to allow “at risk” (borderline failing) students an opportunity to remediate their lowest set of examination scores and pass their anatomy course. An alternative electronic practical examination for these students provided flexibility in laboratory scheduling, thereby increasing laboratory access for other students taking concurrent courses. Specifically, the electronic examinations allowed for a reduction in the amount of time the cadaver laboratory is locked down for examination purposes. Masters‐level occupational therapy (MOT) students, physician assistant students (MPA), and doctoral level physical therapy (DPT) students participated in a prosection‐based human cadaver laboratory and take cadaver‐based practical examinations as part of their anatomy course. Students who were not performing at a passing level for their curriculum (69.5% for MOT and MPA, 79.5% for DPT) were given an opportunity to remediate their lowest set of multiple choice and practical examinations using the previous year's multiple choice examination and a new electronic practical examination. When the original cadaver‐based practical and multiple choice examination scores were replaced with the remedial electronic practical examination and remedial multiple choice examination scores, 75% (24/32) of these students were able to successfully remediate their academic deficiencies and pass their anatomy course. Anat Sci Educ 3:46–49, 2010. © 2009 American Association of Anatomists. 相似文献
964.
Frank‐Thorsten KRELL 《Learned Publishing》2010,23(1):59-62
The journal impact factor is widely used as a performance indicator for single authors (despite its unsuitably in this respect). Hence, authors are increasingly exercised if there is any sign that impact factors are being manipulated. Editors who ask authors to cite relevant papers from their own journal are accused of acting unethically. This is surprising because, besides publishers, authors are the primary beneficiaries of an increased impact factor of the journal in which they publish, and because the citation process is biased anyway. There is growing evidence that quality and relevance are not always the reasons for choosing references. Authors' biases and personal environments as well as strategic considerations are major factors. As long as an editor does not force authors to cite irrelevant papers from their own journal, I consider it as a matter of caretaking for the journal and its authors if an editor brings recent papers to the authors' attention. It would be unfair to authors and disloyal to the publisher if an editor did not try to increase the impact of his/her own journal. 相似文献
965.
Frank Hindriks 《Metascience》2015,24(3):467-470
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