Librarians and Mandatory Academic Advising at a Mid-sized Public University: A Case Study     

Robert Flatley  Michael A. Weber  Susan Czerny  Sylvia Pham 《The Journal of Academic Librarianship》2013

This article provides a case study of librarians being assigned the responsibility of providing academic advising to undeclared students at a mid-sized public university. The experience of academic advising as librarians is explored as well as challenges, benefits, best practices and next steps. The implications and impact of advising on library work is discussed. For the most part, the librarians found that academic advising dovetailed well with the culture of librarianship.  相似文献   

Latino expectations of communicative competence: A focus group interview study     

Lisa Bradford  Renée A. Meyers  Kristine A. Kane 《Communication quarterly》2013,61(1):98-117

Drawing on Martin, Hammer, and Bradford's (1994) work on intercultural communicative competence, this investigation explored Latino expectations of communicative competence using focus group interviews. Like the Martin et al. (1994) study, communicative competence was examined in four contexts — intracultural‐social, intracultural‐task, intercultural‐social, and intercultural‐task. Results indicated overall support for seven of Martin et al.’s (1994) eight behavioral categories. Data from focus group interviews in this study suggested an additional competence category specific to task contexts as well as some emic behaviors not identified in the Martin et al. (1994) investigation.  相似文献   

Using group projects as a strategy to increase cooperation among low- and high-achieving students     

Thi Hong Thanh Pham 《高等教育研究与发展》2013,32(6):993-1006

This study aimed to investigate the perceptions, interactions and behaviours of different-ability college students when they worked on different types of assessments. Two classes of 145 Vietnamese college students participated in this three-month study. The students were assigned to mixed-ability groups, each of which consisted of five students. The results show that assessment designed as a group project helped close the gap in communication and interactions between different-ability students within groups. When the students engaged with assessment as a group project, all levels of performers increased productive learning behaviours and provided more relevant verbal help and assistance to each other. Importantly, this type of assessment created various opportunities for the low performers to participate in, and make a contribution to, group tasks. As a result, all group members became interested in working with others. They perceived cooperative learning groups as being enjoyable and fun.  相似文献   

Building professionalism and employability skills: embedding employer engagement within first-year computing modules     

Philip Hanna  Angela Allen  Russell Kane  Neil Anderson  Aidan McGowan  Matthew Collins 《Computer Science Education》2013,23(3):292-310

This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.  相似文献   

It's just a sled: Navigating the liminal     

Julie Kane 《College & Undergraduate Libraries》2016,23(2):204-209

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A Longitudinal Study of Lexical Development in Children Learning Vietnamese and English     

Giang Pham  Kathryn Kohnert 《Child development》2014,85(2):767-782

This longitudinal study modeled lexical development among children who spoke Vietnamese as a first language (L1) and English as a second language (L2). Participants (n = 33, initial mean age of 7.3 years) completed a total of eight tasks (four in each language) that measured vocabulary knowledge and lexical processing at four yearly time points. Multivariate hierarchical linear modeling was used to calculate L1 and L2 trajectories within the same model for each task. Main findings included (a) positive growth in each language, (b) greater gains in English resulting in shifts toward L2 dominance, and (c) different patterns for receptive and expressive domains. Timing of shifts to L2 dominance underscored L1 skills that are resilient and vulnerable to increases in L2 proficiency.  相似文献   

Ageism and Gender among Social Work and Criminal Justice Students     

Michael N. Kane 《Educational gerontology》2013,39(10):859-880

Undergraduate sociatl work and criminal justice students completed 1 of 4 vignettes that were identical with the exception of the age and gender of the vignette's subject. In each vignette, the subject interacted with an opposite-sex 24-year-old waiter or waitress. Following each vignette, respondents answered 20 items relating to the age, gender, and perceived sexual behavior of the vignette's subject. The multivariate general linear model was significant (F = 174.572, p = .000) by the Wilk's Lambda Criterion. Tests of between-subjects effects yielded 17 significant item variables that focused on perceptions of the age appropriateness of the behaviors, perceptions of the sexual behaviors of the vignette's characters, perceptions of the affability of the vignette's characters, perceptions of characters being lonely, perceptions regarding the waiter's/waitress' financial gain/incentive, and perceptions of social acceptance for the vignette's main character and his/her affiliation with the younger service person. The findings suggest that male characters were perceived as sexually interested more often than female characters. Older characters are more likely to be perceived as nonsexual, particularly older women. Sexual behaviors in older characters were perceived as a gender transgression. While perceptions may be negative surrounding older males who engage in sexual behaviors, judgments appear harsher for older women.  相似文献   

A low-cost 3D printed microfluidic bioreactor and imaging chamber for live-organoid imaging     

Ikram Khan  Anil Prabhakar  Chloe Delepine  Hayley Tsang  Vincent Pham  Mriganka Sur 《Biomicrofluidics》2021,15(2)

Organoids are biological systems grown in vitro and are observed to self-organize into 3D cellular tissues of specific organs. Brain organoids have emerged as valuable models for the study of human brain development in health and disease. Researchers are now in need of improved culturing and imaging tools to capture the in vitro dynamics of development processes in the brain. Here, we describe the design of a microfluidic chip and bioreactor, to enable in situ tracking and imaging of brain organoids on-chip. The low-cost 3D printed microfluidic bioreactor supports organoid growth and provides an optimal imaging chamber for live-organoid imaging, with drug delivery support. This fully isolated design of a live-cell imaging and culturing platform enables long-term live-imaging of the intact live brain organoids as it grows. We can thus analyze their self-organization in a controlled environment with high temporal and spatial resolution.  相似文献   

The structure‐agency dialectic in contested science spaces: “Do earthworms eat apples?”     

Justine M. Kane 《科学教学研究杂志》2015,52(4):461-473

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Global Partnerships: The Continuing Education System of the American Institute of Architects     

Kay Kane 《Higher Education in Europe》2000,25(3):315-323

The Continuing Education System of the American Institute of Architects offers a way for architects to fulfill their US-based continuing education requirements while they are abroad through a network of Providers and the availability of distance education. The American Institute of Architects provides resources and assistance for architects interested in international practice. It recognizes the ways in which globalization trends within the profession will have an impact upon and affect professional continuing education. The Continuing Education System of the American Institute of Architects has the ability to make an impact internationally as it successfully forms partnerships for trade, education, and practice. The Continuing Education System has the potential to be the primary force behind reciprocity of professional development throughout the design profession while serving as a model for other professions.  相似文献