A commitment to justice at a jesuit university: A comparison of criminal justice majors to non-majors

While both criminal justice programs and Jesuit institutions claim commitment to the realization of justice, their conceptions of justice differ. This exploratory survey of 31 criminal justice majors and 51 non-majors compares criminal justice majors' concept of justice with that of non-criminal justice majors. We find that criminal justice majors and non-majors generally do not differ in their views of justice or their rank of goals for specific criminal justice professionals, regardless of the number of theology/philosophy or criminal justice courses taken or other demographic factors.     

The effects of virtual human gesture frequency and reduced video speed on satisfaction and learning outcomes

Educational technology research and development - Educators use various strategies to increase listening comprehension for nonnative English speakers in the classroom and multimedia environments....     

Art,anatomy, and medicine: Is there a place for art in medical education?

For many years art, anatomy and medicine have shared a close relationship, as demonstrated by Leonardo da Vinci's anatomical drawings and Andreas Vesalius' groundbreaking illustrated anatomical textbook from the 16th century. However, in the modern day, can art truly play an important role in medical education? Studies have suggested that art can be utilized to teach observational skills in medical students, a skill that is integral to patient examination but seldom taught directly within medical curricula. This article is a subjective survey that evaluates a student selected component (SSC) that explored the uses of art in medicine and investigates student perception on the relationship between the two. It also investigates whether these medical students believe that art can play a role in medical education, and more specifically whether analyzing art can play a role in developing observational skills in clinicians. An “Art in Medicine” 8‐week course was delivered to first year medical students at Brighton and Sussex Medical School. The use of art to improve observational skills was a core theme throughout. Feedback from the students suggests that they believe a strong association between art and medicine exists. It also showed a strong perception that art could play a role in medical education, and more specifically through analyzing art to positively develop clinical observational skills. The results of this subjective study, together with those from research from elsewhere, suggest that an art‐based approach to teaching observational skills may be worth serious consideration for inclusion in medical and other healthcare curricula. Anat Sci Educ 7: 370–378. © 2014 American Association of Anatomists.     

Time to the doctorate: Multilevel discrete-time hazard analysis

Secondary data on 1,028 graduate students nested within 24 programs and admitted into either a Ph. D. or Ed. D. program between 1990 and 2006 at an American public university were used to illustrate the benefits of employing multilevel discrete-time hazard analysis in understanding the timing of doctorate completion in Education and the factors related to this timing. While no single factor was found that explains conclusively the timing of doctorate completion, this analytic technique, which takes into account the clustering of students within programs and includes information about students who do not graduate by the end of the observation period (censored cases), revealed that the median time-to-doctorate was 5.8 years, with the fifth and seventh years as periods students were most likely to complete the doctorate. A student’s master’s GPA at admission, the proportion of female students in the program, and the mean GRE quantitative score in the program were each positively associated with the odds of doctorate award whereas the size of the department housing the program had a negative association. Implications for research and practice are discussed.