Students as Scholars: Integrating Independent Research into Undergraduate Education

Undergraduate programs across the country are working to develop students as scholars, integrating independent scholarly experiences into traditional undergraduate classroom environments (see, e.g. George Mason University's Students as Scholars Quality Enhancement Plan; Boston University’s Undergraduate Research Opportunities Program; University of Houston’s Learning through Discovery; University of Michigan’s Undergraduate Research Opportunity Program; etc.). Scholars and universities have touted the benefits of engaging students in research experiences for students as well as faculty. However, there is little empirical work exploring how undergraduate students adapt to their new role as scholars. In this paper, we explore the process of students integrating research into their undergraduate classroom experience. Based on participant observation and pre and postsemester survey data, we discuss the process of students learning as scholars in a capstone Criminology, Law & Society course. We focus on how students gathered and analyzed data and integrated their research experience into their overall learning for the course. We find the process of research reinforces the learning objectives of the course.     

Whiteness as futurity and globalization of higher education

Higher Education - Amid growing debates about globalization of higher education (HE) reproducing inequalities, an analysis of race as the organizing influence underlying this global phenomenon...     

I Got a New Puppy! The Impact of Personal,Opinion, and Objective Tweets on a Journalist’s and a News Organization’s Perceived Credibility

ABSTRACT

This experimental study examined the impact of posting different types of tweets on a journalist’s perceived credibility. Three-hundred-and-eighty-seven participants were randomly assigned into one of three groups. One group saw tweets from a journalist that were about the journalist’s personal life, another group saw tweets from the same journalist that were written objectively about news stories, and the third group saw tweets from the same journalist that contained the journalist’s opinion regarding news stories. Participants who read the personal tweets about the journalist’s life rated the journalist highest in perceived credibility. The perceived credibility of the journalist was ranked significantly lower by participants who read the tweets that only contained the journalist’s opinion. Participants were also asked to rate the credibility of the organization for which the journalist worked. The perceived credibility of the organization was rated significantly higher by those who read the objective tweets. Organizational credibility was rated lowest by those who read the tweets that contained the journalist’s opinion. This study has important implications for journalists who use Twitter and wish to improve their personal and organizational perceived credibility.     

Universities Conducting STEM Outreach: a Conceptual Framework

This paper addresses the positioning of science, technology, engineering and mathematics (STEM) outreach programmes within universities’ operations. Though universities in many respects form a rather homogenous international community, there is wide diversity in regard to the provision of STEM outreach by different institutions. To explain this diversity, a conceptual framework was developed by using the Theory of Legitimacy as an organising concept. The framework considers two opposing scenarios that form a continuum between them, namely: ‘top‐down’ initiative by the university governance versus ‘bottom‐up’ grass‐roots initiative. Using the Theory of Legitimacy, internal and external outreach relationships are characterised and explained under the two scenarios. The framework was applied to two settings chosen due to their essential differences in outreach provision, namely, Australia and Israel. The differences that were found in internal and external legitimacy provide a useful lens for examining the low‐performing, fragile system in Australia as compared with the high‐performing, thriving system in Israel.     

The role of gene DCDC2 in German dyslexics

Dyslexia is a complex reading and writing disorder with a strong genetic component. In a German case-control cohort, we studied the influence of the suspected dyslexia-associated gene DCDC2. For the first time in a German cohort, we describe association of a 2445 basepair deletion, first identified in an American study. Evidence of association for three DCDC2 single nucleotide polymorphisms (rs807724, rs793862, rs807701), previously identified in German or American cohorts, was replicated. A haplotype of these polymorphisms showed evidence for association as well. Thus, our data further corroborate association of DCDC2 with dyslexia. Analysis of functional subgroups suggests association of investigated DCDC2 variants mainly with nondysphonetic, nonsevere, but probably dyseidetic (surface) dyslexia. Based on the presumed function of DCDC2, our findings point to a role of impaired neuronal migration in the etiology of the disease. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.

Placement schools as professional learning communities in teacher education

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.     

Data aggregators,consumer data,and responsibility online: Who is tracking consumers online and should they stop?

The goal of this article is to examine the strategic choices of firms collecting consumer data online and to identify the roles and obligations of the actors within the current network of online tracking. In doing so, the focus shifts from placing the onus on individuals to make an informed choice, to justifying the roles and responsibilities of firms when gathering, aggregating, and using consumers' interests or behavior online. Firms online are uniquely positioned to undercut or to respect privacy expectations within three possible roles: as a member of a supply chain of information traders, within a network of surveillance online, and as an arm of law enforcement. These firms benefit from aggregating and analyzing consumer data and have an associated responsibility to not only minimize the harm to consumers but also to enact change where the firm is in the most knowledgeable and powerful position.