Multi-Method Evaluation of Instruction in Engineering Classes

Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it often relies exclusively on the opinions or qualitative judgments of students rather than the learning or transfer of knowledge that takes place in the classroom. To develop a more objective system of assessment, this research focused on a learning-centered approach to course work and teaching evaluation. Standardized testing tools were developed suitable for measuring the content knowledge of students in a representative group of undergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learning-centered approach using a computer-based question bank and on-line testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction are reflected in opinions on student questionnaires. No relationship was demonstrated between learning and traditional course evaluation outcomes. Our hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported.Support for this research was provided in part by Grant No. P116B981224-00 from the U.S. Department of Education, Fund for the Improvement of Post-Secondary Programs awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred.     

论法律信仰的形成

法律信仰即关于法律的信仰或法律领域中的信仰,指人们对某种在其看来具有普遍价值的法律观念抱有深刻信任的情感状态。法律信仰是法治建设的灵魂,是法治得以实现的内在动力。我国法治建设的困境首先表现为法律信仰缺失。法律自身的公平正义、自由人权、效率利益和保障救济特性是它成其为信仰对象的基础,法律信仰的形成需要主客观两方面的条件。     

大学生主观幸福感研究综述

文章在介绍主观幸福感的概念、构成和特点的基础上，回顾了我国大学生主观幸福感的研究现状及测评工具，并重点分析了影响大学生主观幸福感的相关因素，最后探讨了今后的研究方向，旨在为未来的研究提供新的视角。     

论禁止重复评价原则与想象竞合犯的关系

想象竞合犯概念的界定应以禁止重复评价原则为基础,揭示其存在的实质根据。想象竞合犯的本质是实质的一罪。由于从一重重处罚和并罚原则违反了禁止重复评价原则的要求,其应当按照从一重处罚原则进行处罚。     

浅谈如何增加高校图书馆外文阅览室的读者到馆量

高校外文阅览室普遍存在着读者到馆量少这一现象。图书馆领导及工作人员应当从主观和客观两方面认识这一现象产生的原因，从而找到解决问题的方法和途径。     

Research Productivity and Student Evaluation of Teaching in Social Science Classes: A Research Note

Research on the relationship between research productivity and student evaluations of teaching (SETs) has been marked by several shortcomings. First, research typically fails to check and adjust for nonlinear distributions in research productivity. Since approximately 15% of researchers account for most articles and citations (e.g., Zuckerman, H., Handbook of Sociology, Sage Publications, Newbury Park, CA, pp. 511–574, 1988), this failure might explain weak or nonsignificant findings in some of the past research. Second, the unit of analysis is typically the instructor, not the class. Since top researchers might disproportionately teach small classes at the graduate level, and that SETs are usually higher in such classes, the small relationships between research excellence and SETS found in previous research may be spurious. The present study corrects for each of these issues. It analyzes data from 167 classes in the social sciences and on 65 faculty. The quality of research productivity (raw citations/post-PhD year) is not related to SETs. However, when the distribution of citations is corrected for skewness, a significant positive relationship between research productivity and SETs emerges. This relationship survives controls for course and instructor characteristics, and holds for both the faculty member and the class as units of analysis. This is the first systematic investigation to demonstrate a significant relationship between the quality of research (citations) and SETs.     

高校公共课程的问题与评价价值取向的改进

当前，我国高校公共课程存在的问题包括：片面强调社会取向，难以满足德育的要求，对于民族文化的传承不够等。要解决这些问题，需要改变公共课程评价的价值取向，强化为了学生的理念，突出马克思主义的先进性，弘扬与培育民族精神等。     

宏观考察与实证分析相结合探索社会复杂性

生产力、生产关系(经济基础)、上层建筑三大层次，以及以生产关系为中间环节构成的生产力与生产关系的矛盾、经济基础与上层建筑的矛盾，是社会系统最高层次的宏观结构、社会发展的动力源泉、社会系统实现整体涌现的客观基础。生产力、生产关系的等级层次结构性是社会系统产生复杂性的重要来源。主观能动性、上层建筑反作用是使社会演化过程中出现不平衡性、曲折性的重要原因。     

大学生社团参与状况对其主观幸福感的影响

目的：考察大学生社团参与状况对其主观幸福感的影响效应。方法：对332名高校学生社团成员进行问卷调查并主要采用层级回归分析法进行数据分析。结果：大学生投入社团的时间、参与社团的质量均是其主观幸福感认知评价成分——生活满意感的显著正向预测源;大学生在社团中的身份以及参与社团的质量均是主观幸福感情绪体验成分中的积极情感的显著正向预测源。结论：高质量的社团参与活动是大学生主观幸福感提升的重要来源。     

基于主观文化视角的西方跨文化管理理论综述

国际商务环境下,文化的差异可以影响企业的运作行为和经营效益,制约着企业的整体发展规划,能协调管理者和员工之间的关系,决定着组织机构的工作效率。因此如何使文化差异转变为跨文化管理过程中的有利资源是至关重要的。合理有效的跨国管理策略是增强市场竞争力的重要力量,而它的制定需要跨文化管理理论的技术支撑。面对多元化的市场机遇和挑战,要想使跨国公司发挥出自身的潜在优势,对西方跨文化理论进行综述是具有极其重要的现实意义和理论价值。