The national survey of student engagement as a predictor of undergraduate GPA: a cross‐sectional and longitudinal examination

Data from the National Survey of Student Engagement (NSSE) collected across seven years were used to predict final, cumulative grade point averages (GPA). Cross‐product regression was used to explore the predictive abilities of the NSSE benchmark scores for freshmen (n = 2578) and seniors (n = 2293) collected in cross‐sectional cohorts. Hierarchical regression was also used with 127 longitudinal responses in students’ first and senior years of college. In the cross‐sectional analyses, Level of Academic Challenge emerged as a significant predictor of GPA for freshmen, whereas the Active and Collaborative Learning benchmark was a significant predictor for seniors; both effects were modest. The cross‐sectional data explained 22.6% of the variance with 18.2% of this variance accounted for by pre‐college control factors (American College Test score and high school GPA). For the analysis of longitudinal data, 31.3% of the variance was explained and 27.8% was attributed to the pre‐college indicators. No benchmark scores were significant predictors of GPA in the longitudinal data. Results suggest that cross‐sectional analyses can adequately detect modest effects on final GPA. In contrast, longitudinal models explain more variance, though they lack the power to reveal modest effects. This study suggests approaches for the responsible use of cross‐sectional and longitudinal data in educational research.     

Surprising but not shocking: The reality of the first year of teaching

The need in many countries not merely to recruit but – critically – to retain effective teachers has been a key factor in shaping induction policies. Past reviews of teacher induction have highlighted two important sources of difficulty: novices’ own unrealistic expectations of teaching and of students, and others’ unrealistic expectations of the novices. This article, which examines the relationship between teachers’ expectations of the first year of teaching and the realities that they encounter, explores the ways in which two policies in England – school-based initial teacher education partnerships (established since the early 1990s) and formal induction arrangements (re-introduced in 2000) have impacted on beginning teachers’ experience of the transition. Drawing on data from a three-year longitudinal study it focuses specifically on how the teachers’ reflections on their experience of their first year in teaching are related to the accounts that they give of their learning over the same period.     

Developing healthcare practice through action learning: individual and group journeys

Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action learning program based in a special care nursery. A realistic evaluation of the program uncovered individual and group journeys and provide evidence that action learning is an effective strategy in practice development.     

Are Anatomy PhDs Nearing Extinction or Adapting to Change? United States Graduate Education Trends in the Anatomical Sciences

Faculty qualified to teach in the anatomical sciences are growing scarce just as the need for trained anatomists is greater than ever. Enrollments are surging in anticipation of a large physician shortfall; meanwhile, many anatomists are reaching retirement age. Who will fill the teaching gap? This study assessed trends in doctorates awarded in Anatomy and related fields within the United States (US) since 1969 and evaluated modern graduate education in the anatomical sciences. Data were compiled from the National Science Foundation Survey of Earned Doctorates. The total number of doctorates in the anatomical sciences and number of doctorates by sex and race/ethnicity were plotted for trend analysis. The number of PhD anatomy training programs within US medical schools was also assessed. Curricula and major characteristics of all active programs were evaluated through website searches and program director interviews. While doctorates in cell biology, developmental biology, and neuroscience have grown, the number of PhDs awarded in Anatomy has declined, on average, by 3.1 graduates per year to a 50-year low of only 8 graduates in 2017. Currently, 21 active doctoral programs in anatomy operate within US medical schools and fall into three general categories: anatomy education (n = 8), classic anatomy (n = 8), and anthropology/evolutionary anatomy (n = 5). Without a concerted effort by stakeholders to address the shortage, anatomists may face extinction. Expansion of the anatomy education doctoral degree may represent a necessary evolution of the field to meet job market needs and to thwart the extinction threat.     

International licensing of technology: empirical evidence

This paper summarizes recent empirical evidence on international licensing of technology and its determinants. Two empirical questions are treated. First, does evidence support a view that international licensing is more prevalent than domestic licensing? Second, what does the evidence imply about the causes of international versus domestic differences?Aggregate licensing data support the view of greater international than domestic licensing. This evidence is not conclusive, however, because the size of a country in relation to the rest of the world has an important influence on the data.Some evidence supports an ‘expansion constraint’ view that financial and organizational constraints are greater for overseas than domestic expansion and therefore licensing tends to be more popular internationally. More extensive evidence supports an additional view of the causes of international versus domestic licensing differences. This explanation, the ‘oligopoly’ view, is that firms seek to maintain segmented geographic markets by not licensing their technology to domestic competitors. Support for the ‘oligopoly’ view comes from our previous study of US licensing, from Japanese data, and from an independent British study. An interpretation of empirical results for Japan is that in other countries, notably the US, rival firms are unwilling to license their know-how and production secrets to each other for fear of losing their market position. There is, however, a valuable pool of technology which they could license, and in fact are willing to license to firms that aren't expected to be direct competitors. These licensees tend to be in foreign countries because the rivals' possibilities for expansion there are limited.     

Language Background and Assessment in the Physical Sciences

A project was initiated at the University of Technology, Sydney to look at the role of language and gender in assessment of first‐year university students in Physics. Research on student learning has shown that assessment, to a large extent, determines the curriculum for students and their approaches to learning. Assessment plays a crucial role in students’ interest and motivation in a subject and the quality of their learning outcomes. In this paper, we report on a three‐part study. The first involved an analysis of assessment items. The second involved the use of paired questions to investigate the effect of the format of the question. The third involved investigating the effects of including a range of assessment types. The effects of language background were important and were found to interact with gender. Strategies will be discussed for changing assessments in the physical sciences to make them more equitable.     

Patterns of child abuse and neglect associated with chronological age of children living in a midwestern county.

OBJECTIVE: The main objective of the study was to investigate the relationship between age of the very young victim and the type of abuse perpetrated against that victim. A secondary objective was to examine gender and racial differences in child abuse and neglect in children between the ages of birth and 7 years. METHOD: Archived data for all cases of substantiated abuse of children for the years of 1990-1996 inclusive were retrieved from a data bank at a county children services department (N = 876). Chi-square analyses were used to determine age, gender, and racial differences in child abuse and neglect in children 0 to 7 years of age. RESULTS: Neglect was the most common form of primary substantiated abuse recorded for this population of children under the age of 7 years, although the incidence of neglect decreased as chronological age of the child increased. Sexual abuse increased in occurrence as the children got older. Girls were more likely to be victims of sexual abuse than boys. No significant age differences were observed for physical abuse or for emotional abuse, and no racial differences were detected for any of the four types of abuse examined. CONCLUSIONS: Although the findings of this study are in agreement with those of previously published reports, there is some question as to whether archived data are an accurate reflection of actual patterns of maltreatment occurring in very young children or whether they represent the types of abuse that are subjectively identified and reported by authorities.     

Physiological responses and perceptions of exertion in a step aerobics session.

The aims of this study were to establish the cardiovascular and metabolic demands of a university step aerobics session entitled 'Uni-Step' performed at three step heights, and to evaluate the use of heart rate and ratings of perceived exertion for the estimation of exercise intensity during this mode. Ten female participants in step aerobics (mean VO2max = 47.7, s = 6.8 ml.kg-1.min-1) performed a 40-min Uni-Step routine on steps of height 6, 8 and 10 inches (15.2, 20.3 and 25.4 cm). Oxygen uptake, heart rate and ratings of perceived exertion were recorded throughout each test. Maximum oxygen uptake (VO2max) and maximum heart rate were measured using a continuous treadmill protocol. The mean intensities were 45.6%, 51.6% and 56.2% VO2max for the 6-, 8- and 10-inch steps respectively. The mean percent heart rate reserves were 57.2%, 63.6% and 70.1% at these three heights respectively. Correlations indicated a weak relationship between %VO2max and ratings of perceived exertion for the 6- and 8-inch steps (r = 0.61 and 0.66 respectively) but a stronger one for the 10-inch step (r = 0.79). Uni-Step performed on the two highest steps was of a sufficient relative intensity to improve or maintain the cardiovascular fitness of participants in this study. The lowest step may be useful for participants of lower fitness. Heart rate overestimated the metabolic cost of Uni-Step at all three step heights and therefore caution is advised if used to predict intensity. Low correlations between %VO2max and ratings of perceived exertion at the two lower step heights indicate that ratings of perceived exertion may have limited utility in prescribing training intensity.