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421.
Helen M. Madill Anna-Lisa Ciccocioppo Leonard L. Stewin Margaret-Ann Armour T. Craig Montgomerie 《International journal for the advancement of counseling》2004,26(1):1-19
An exploratory study of career decision-making was conducted with young women in science, engineering, and technology programs in colleges, universities, and technical institutes. The participants described issues impacting on their continuation in their programs such as educational policies, levels of financial support, and the degree of gender equity expected and encountered. Difficulties with financial resources, institutional policies, and combining studying and working roles were recurrent themes. Family members and other role models and educational and work experiences were important influences in career decision-making. Recommendations for counselling to enhance the undergraduate experience and directions for future research are outlined. 相似文献
422.
423.
A survey of university business professors1 focused on their use of individual assignments in courses and their views on cheating and its impact on student learning.
Based on responses from 456 professors (37% response rate) from Ontario, Canada. it was concluded that most facult2 believe that individual assignments are effective learning tools and that cheating on these assignments is a serious offence.
They believe that cheating occurs widely, but continue to use these assessments, with some alterations, to ensure that students
obtain learning benefits. The survey findings varied across disciplines and tenure status. A framework is proposed to explain
the faculty perspective and the outcomes that professors experience. The adjustments they make to individual assignments are
influenced by multiple factors that are internal (university policies and regulations) and external (internet usage) to the
university. The discussion centres on the three stakeholders — faculty, students and administration — the need for culture
change, and the role of honor codes in controlling cheating and supporting a learning environment. 相似文献
424.
Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class 总被引:1,自引:0,他引:1
Hayley Leight Cheston Saunders Robin Calkins Michelle Withers 《CBE life sciences education》2012,11(4):392-401
Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals. 相似文献
425.