An Academic Program Profile: Wayne State University     

Ingrid Guerra‐Lopez  Tim Spannaus  Siba Dallal 《Performance Improvement》2016,55(8):26-37

Since 1948, the Learning Design and Technology (LDT) program at Wayne State University has been offering degrees. Presently, the LDT program offers PhD, EdD, master's, and undergraduate degrees and two certificates. The degrees are delivered using various methods including face‐to‐face, blended, and online. The program focuses on the application of learning sciences and relevant disciplines to improve performance in organizations. The program has two concentration tracks: design and performance systems and learning technologies. Four full‐time and seven adjunct faculty are engaged in various research initiatives and projects with funding in excess of $5 million total. The faculty members serve in leadership roles in several academic and professional associations. In terms of programmatic initiatives, the LDT faculty members have renovated their programs to help make sure students can complete all required courses in 2 years, and the PhD in 4 years. They also are initiating a full‐time research intensive program. With capable faculty members and an excellent curriculum, the LDT program at Wayne State University nurtures competent scholars and professionals. —Sung “Pil” Kang, Ph.D. and Yeol Huh, Ph.D. column editors  相似文献   

Teaching Social Justice Research to Undergraduate Students in Puerto Rico: Using Personal Experiences to Inform Research     

Shawn A. Ginwright  Julio Cammarota 《Equity & Excellence in Education》2015,48(2):162-177

This article explores the process of teaching undergraduate students to conduct social justice research. We were interested in understanding how to develop a social justice perspective among students while training them in conventional research methods. The following questions guided our research activities. How can the principles of social justice inform undergraduate research projects? What pedagogical strategies prepare students to conduct social justice-based research? What are the challenges and opportunities in teaching social justice research? We documented the lessons and activities during the field school and collected students’ comments in journals, extensive observations, focus groups, and interviews to understand the influence of social justice on the students’ approach to research. We identify three lessons in teaching social justice. First, teaching social justice requires that students develop meaningful relationships with the community understudy. Second, gender dynamics can prohibit or promote meaningful student engagement and learning. Third, it is important to consider how to integrate, rather than “add on,” social justice activities and discussions into research lessons.  相似文献   

Loudness and Intelligibility of Irrelevant Background Speech Differentially Hinder Children's Short Story Reading     

Giada Guerra  Jurgen Tijms  Anniek Vaessen  Adam Tierney  Frederic Dick  Milene Bonte 《Mind, Brain, and Education》2021,15(1):77-87

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Aqueous extracts from Tenebrio molitor larval and pupal stages inhibit early hepatocarcinogenesis in vivo     

Zepeda-Bastida  Armando  Ocampo-López  Juan  Alarcón-Sánchez  Brisa Rodope  Idelfonso-García  Osiris Germán  Rosas-Madrigal  Sandra  Aparicio-Bautista  Diana Ivette  Pérez-Carreón  Julio Isael  Villa-Treviño  Saúl  Arellanes-Robledo  Jaime 《Journal of Zhejiang University. Science. B》2021,22(12):1045-1052

Journal of Zhejiang University-SCIENCE B - 肝细胞癌 (HCC) 具有复杂的肿瘤内异质性,...  相似文献   

History,Science and Culture: Curricular Experiences in Brazil     

Reis  José Claudio  Guerra  Andreia  Braga  Marco  Freitas  Jairo 《Science & Education》2001,10(4):369-378

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CIRLab: A groupware framework for collaborative information retrieval research     

Juan M. Fernández-Luna  Juan F. Huete  Ramiro Pérez-Vázquez  Julio C. Rodrı´guez-Cano 《Information processing & management》2010

In this paper we describe the design of a groupware framework, CIRLab, for experimenting with collaborative information retrieval (CIR) techniques in different search scenarios. This framework has been designed applying design patterns and an object-oriented middleware platform to maximize its reusability and adaptability in new contexts with a minimum of programming efforts. Our collaborative search application comprises three main modules: the Core, which supports various modern state-of-the-art CIR techniques that can be reused or extended in a distributed collaborative environment; the Facades Mediator, an event-driven notification service which allows easy integration between the Core and front-end applications; and finally, the Actions Tracker, which allows researchers to perform experiments on the different elements involved in the collaborative search sessions. The applying of this framework is illustrated through the analysis of the collaborative search-driven development case study.  相似文献   

How to play the “Names Game”: Patent retrieval comparing different heuristics     

Julio Raffo  Stéphane Lhuillery 《Research Policy》2009,38(10):1617-1627

Patent statistics represent a critical tool for scholars, statisticians and policy makers interested in innovation and intellectual property rights. Many analyses are based on heterogeneous methods delineating the inventors’ or firms’ patent portfolios without questioning the quality of the method employed. We assess different heuristics in order to provide a robust solution to automatically retrieve inventors in large patent datasets (PATSTAT). The solution we propose reduces the usual errors by 50% and casts doubts on the reliability of statistical indicators and micro-econometric results based on common matching procedures. Guidelines for researchers, TTOs, firms, venture capitalists and policy makers likely to implement a names game or to comment on results based on a names game are also provided.  相似文献   

Key Competencies Required of Performance Improvement Professionals     

Ingrid J. Guerra 《Performance Improvement Quarterly》2003,16(1):55-72

Despite the growing literature about the criticality of a performance focus in our field, the literature on empirically formulated competencies for performance improvement professionals reflecting this shift has been scarce (Dean, 1999). While this study was being conducted (2000–2001), there were no formally recognized standards to guide performance improvement professionals. What the literature did offer was standards for instructional designers, specifically, the International Board of Standards for Training, Performance and Instruction (IBSTPI) released the third edition of Instructional Design Competencies: The Standards (Ritchey et al., 2000). Around this same time, The International Society for Performance Improvement (ISPI) was simultaneously, and independently, working on developing such standards. This study pursued similar efforts through two overarching purposes. The first purpose was to identify competencies required of competent performance improvement professionals. While previous studies had generally addressed what constitutes ideal practice, no data had been collected on current practice. Thus, the second purpose was to determine how often performance improvement practitioners believed they (1) should be, and (2) are currently applying each of the identified competencies. The relationships and gaps between these two indicators were also examined.  相似文献   

Planning a responsive evaluation: Establishing solid partnerships by clarifying expectations and purpose,part 2     

Ingrid Guerra‐Lpez 《Performance Improvement》2007,46(8):32-36

For evaluation to be worth the resources it consumes, it must enable decision makers to make sound decisions based on relevant, reliable, and valid data that lead to improved performance. It is from here that all evaluation efforts stem. All components of the evaluation must be aligned with the objectives and expectations that the organization and its stakeholders value and the decisions that will have to be made as a result of the evaluation findings. These decisions should be concerned with how to measurably improve performance at all levels of the organization. This article, the second of a two‐part series on evaluation (see Guerra‐López, 2007b, for part 1), describes how to create a responsive evaluation through the identification of stakeholders and expectations as a first and fundamental step.  相似文献   

Environmental correlates of total and domain-specific sedentary behaviour in young people. The UP&DOWN study     

Verónica Cabanas-Sánchez  Rocío Izquierdo-Gómez  Laura García-Cervantes  José Castro-Piñero  Julio Conde-Caveda  Oscar L. Veiga 《European Journal of Sport Science》2019,19(5):696-706

This study investigated the associations between the characteristics of the nearby physical environment with the total and domain-specific leisure-time sedentary behaviour (SB) in young people. The study included 1578 youth (9–18 years) from the UP&DOWN study. Total leisure-time SB was objectively-assessed by accelerometers. Participants self-reported the time spent during leisure-time in different domains of SB (i.e. screen-based, educational-based, social-based, and other-based SB). Information regarding the basic characteristics of the house, the perceived neighbourhood environment, the amount of physical activity facilities, equipment and materials attainable at home, and the media equipment available at home and in the own bedroom was collected. Linear mixed models were performed, including school and city as random effects. The availability of yard was related to lower total SB and time spent surfing the Internet in boys, but not in girls. More favourable perceived neighbourhood environment was associated with lower total SB and time spent playing video games in girls, but not in boys. The amount of physical activity materials at home was negatively associated with screen-based SB, while the availability of a computer in the own bedroom was positively related to the time spent surfing the Internet in boys and girls. The number of televisions at home and having a computer in the own bedroom was associated with lower time in educational-based SB in boys and girls, respectively. Increasing the number of PA materials at home and decreasing the number of TVs at home and the availability of a computer in the bedroom could improve SB profiles of youth.  相似文献