Data Science Support at the Academic Library

Data science is a rapidly growing field with applications across all scientific domains. The demand for support in data science literacy is outpacing available resources at college campuses. The academic library is uniquely positioned to provide training and guidance in a number of areas relevant to data science. The University of Arizona Libraries has built a successful data science support program, focusing on computational literacy, geographic information systems, and reproducible science. Success of the program has largely been due to the strength of library personnel and strategic partnerships with units outside of the library. Academic libraries can support campus data science needs through professional development of current staff and recruitment of new personnel with expertise in data-intensive domains.     

Further evidence for a multifaceted model of mental speed: Factor structure and validity of computerized measures

The purpose of this study was to replicate the structure of mental speed and relations evidenced with fluid intelligence (Gf) found in a number of recent studies. Specifically, a battery of computerized tasks examined whether results with paper-and-pencil assessments held across different test media. Participants (N = 186) completed the battery, which incorporated 20 elementary cognitive tasks, 4 broad speediness (Gs) measures, and 5 Gf markers. Competing measurement models were tested. A higher-order model, with a general mental speed factor and 7 task-class specific factors fit the data well. Gs could not be distinguished from general mental speed. Besides the general mental speed factor, two task-class specific factors were moderately related to Gf. These findings strengthen the evidence for a multifacted structure of mental speed, and highlight the importance of specific speed task-classes in accounting for meaningful outcomes.     

The Integration—Segregation Debate: some sociological considerations

This paper will argue that sociology has neglected special education as a central focus of its concern. An attempt is thus made to suggest what such a sociology might look like drawing upon positivist, functionalist, conflict and neo‐Marxisl paradigms to examine the history and development of special education. Precisely because of this neglect, these paradigms themselves prove to be inadequate and material from the sociologies of deviance and social policy is consequently drawn upon. Thus it is finally argued that special education can be analysed within broader structural considerations of the issue of social control rather than from a humanitarian perspective, which has been the case up to now.     

Journaling During a School-Based Secondary Methods Course: Exploring a Route to Teaching Reflection

Journal of Science Teacher Education -     

Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia

This paper draws on data relating to the field of business studies from four Western Australian universities to illustrate differences between institutions in the Australian Unified National System (UNS) of Universities. Large differences exist between universities in the input characteristics of students which may be expected to affect student progress and presumably student outcomes. These differences have implications for issues like credit transfer where the transferring student may have come from an institution with a much lower entry criterion and presumably different learning culture.     

Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach

Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The “Internal–External Frame of Reference Model” (I/E-model; Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129–149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N = 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation.     

A participatory approach to the evaluation of participatory museum research projects

ABSTRACT

In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research, we have needed to develop an original evaluation approach, informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory.     

Linking faculty development to community college student achievement: a mixed methods approach

Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.     

Celebrating 100 Years of Criminal Justice Education, 1916–2016

Berkeley Police Chief August Vollmer, in coordination with the University of California, created a baccalaureate degree granting program for his police officers in the summer of 1916. The program was titled Criminology and consisted of courses on police practices, criminal law, and many of the natural science classes including biology, chemistry, and toxicology. This program continued through the summer of 1932, when a university-wide program was developed and overseen by then Professor August Vollmer. The summer program, begun in 1916, developed into both the modern criminology and criminal justice programs of today. The purpose of this paper is to recognize the development of criminal justice education which marks its 100th anniversary in the summer of 2016.