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161.
Collaborative learning strategies are widely used in higher education to deepen learning, promote team-building skills and achieve course learning objectives. Using peer evaluation is an important strategy to ensure that engaged and active students are rewarded for their efforts, and to discourage loafing within groups. However, less is known about what biases may influence students’ peer evaluations. In this paper, we investigate what variables students may (consciously or unconsciously) use to evaluate their peers. We explore the role of sex, race, course performance and group leadership on peer evaluation. We also investigate whether these variables correlate with students’ final course grade. We found that students who reported being leaders in groups were evaluated higher than peers who reported being followers, and that course performance positively correlated with peer evaluations. White students received higher peer evaluations than students of colour. This difference reflects trends in group leadership and course performance, with more white students than students of colour reporting being leaders in groups and receiving higher grades. 相似文献
162.
Faculty Organizational Commitment and Citizenship 总被引:1,自引:0,他引:1
Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment
(OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of
survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning
are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness
of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again
if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time
spent on research and time spent on teaching—were negatively associated with this behavior. 相似文献
163.
本文从植物等真实生命体在植物园中的运用实例出发,探讨围绕多感官体验的博物馆新型展览的构建。博物馆如何借鉴植物园中的相关经验来满足观众的学习与体验需求,同时促进观众间的互动和交流沟通,通过触摸真实植物等来开展自然基础教育,这值得我国博物馆尤其是自然科学博物馆借鉴。 相似文献
164.
Molly M. Hardy Calvin R. Coker Michelle E. Funk Benjamin R. Warner 《Communication quarterly》2019,67(2):199-220
Military service is acknowledged as one of many elements voters use to evaluate candidates, but it has primarily been studied as a univariate element of a candidate’s biography. This project experimentally manipulates veteran status, gender, and partisanship as potentially interactive heuristics for evaluation of a hypothetical candidate specifically regarding military issues. We found an almost universal benefit enjoyed by veterans over civilians regardless of whether the candidate was a member of the participant’s partisan ingroup or outgroup. We also found little evidence of a gender penalty, and even a benefit for women candidates who were veterans, though this benefit was restricted to evaluations from Republican women. We also found that Democratic respondents assigned a penalty to outgroup veteran men candidates. We explain these nuanced findings in the context of moderation by gender mis/alignment between participant and candidate. Implications of the study are offered. 相似文献
165.
Women are sparsely represented in leadership in academic science, technology, engineering, mathematics, and medicine (STEMM). Cultural stereotypes about men, women, and leaders influence the attitudes, judgments, and decisions that others make about women and the choices women make for themselves. Multilevel interventions are needed to counteract the impact of these pervasive and easily activated stereotypes, which conspire in multiple ways to constrain women's entry, persistence, and advancement in academic STEMM. We describe an individual-level educational intervention. Using the transtheoretical model of behavioral change as a framework, we assessed the success of a semester course on increasing women's leadership self-efficacy for the first three cohorts of course participants (n = 30). Pre/post questionnaires showed gains in leadership self-efficacy, personal mastery, and self-esteem, and decreases in perceived constraints. Qualitative text analysis of weekly journals indicated increasing leadership self-efficacy as course participants applied course information and integrated strategies to mitigate the impact of societal stereotypes into their own leadership practices. Follow-up queries of the first two cohorts supported the enduring value of course participation. We conclude that providing strategies to recognize and mitigate the impact of gender stereotypes is effective in increasing leadership self-efficacy in women at early stages of academic STEMM careers. 相似文献