The Snowbird Charrette: Integrative Interdisciplinary Collaboration in Environmental Research Design     

Edward J. Hackett  Diana R. Rhoten 《Minerva》2009,47(4):407-440

The integration of ideas, methods, and data from diverse disciplines has been a transformative force in science and higher education, attracting policy interventions, program innovations, financial resources, and talented people. Much energy has been invested in producing a new generation of scientists trained to work fluidly across disciplines, sectors, and research problems, yet the success of such investments has been difficult to measure. Using the Integrative Graduate Education and Research Training (IGERT) program of the U.S. National Science Foundation as a strategic research site, we conducted an experiment to determine whether and how the process and products of research of IGERT-trained scientists differ from those of scientists trained in disciplinary graduate programs. Among scientists in the early years of graduate study we found substantial and consistent differences suggesting that interdisciplinary training improved the quality and process of research, but this pattern was equally strongly reversed among students in the latter years of graduate study. Using systematic observation and other data we suggest why this might be so, then discuss the implications of these results for the design and conduct of graduate education and research.  相似文献   

Social networking technology and the virtues     

Shannon Vallor 《Ethics and Information Technology》2010,12(2):157-170

This paper argues in favor of more widespread and systematic applications of a virtue-based normative framework to questions about the ethical impact of information technologies, and social networking technologies in particular. The first stage of the argument identifies several distinctive features of virtue ethics that make it uniquely suited to the domain of IT ethics, while remaining complementary to other normative approaches. I also note its potential to reconcile a number of significant methodological conflicts and debates in the existing literature, including tensions between phenomenological and constructivist perspectives. Finally, I claim that a virtue-based perspective is needed to correct for a strong utilitarian bias in the research methodologies of existing empirical studies on the social and ethical impact of IT. The second part of the paper offers an abbreviated demonstration of the merits of virtue ethics by showing how it might usefully illuminate the moral dimension of emerging social networking technologies. I focus here on the potential impact of such technologies on three virtues typically honed in communicative practices: patience, honesty and empathy.  相似文献   

Construct validity evidence for single-response items to estimate physical activity levels in large sample studies   总被引：1，自引：0，他引：1  

Jackson AW  Morrow JR  Bowles HR  FitzGerald SJ  Blair SN 《Research quarterly for exercise and sport》2007,78(2):24-31

Valid measurement of physical activity is important for studying the risks for morbidity and mortality. The purpose of this study was to examine evidence of construct validity of two similar single-response items assessing physical activity via self-report. Both items are based on the stages of change model. The sample was 687 participants (men = 504, women = 183) who completed an 8-response (PA8) or 5-response (PA5) single-response item about current level of physical activity. Responses were categorized as meeting or not meeting guidelines for sufficient physical activity to achieve a health benefit. Maximal cardiorespiratory fitness (CRF) and health markers were obtained during a clinical examination. Partial correlation, multivariate analysis of covariance, and logistic regression were used to identify the relations between self-reported physical activity, CRF, and health markers when controlling for gender and age. Single-response items were compared to a detailed measure of physical activity. Single-response items correlated significantly with CRF determined with a maximal exercise test on a treadmill (PA8 = .53; PA5 = .57). Differences in percentage of body fat and cholesterol were in the desired direction, with those self-reporting sufficient physical activity for a health benefit having the lower values. The single-response items demonstrated evidence of construct validity and may provide feasible, cost-effective, and efficient methods to assess physical activity in large-scale studies.  相似文献   

“How Come the Pavement Stops Where the Black Section Begins?”: At Risk In and Out of School     

Patrick Shannon 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):299-306

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The Essence of Hope for American Schools     

Patrick Shannon 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):213-217

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Sexual Health Transformation Among College Student Educators in an Arts-Based HIV Prevention Intervention: A Qualitative Cross-Site Analysis     

Shannon L. Dunlap  Arianna Taboada  Yesenia Merino  Suzanne Heitfeld  Robert J. Gordon  David Gere 《American journal of sexuality education》2017,12(3):215-236

We examined the sexual health change process experienced by 26 college student sexual health educators from three geographic regions of the United States who participated in a multisite arts-based sexual health prevention program. We conducted eight focus groups and used a phenomenological approach to analyze data. We drew from social cognitive theory (SCT) to examine how sexual health knowledge, attitudes, self-efficacy, and communication shifted across the duration of participation. Findings suggest that the college student sexual health educators (a) developed enhanced sexual health awareness and critical consciousness, (b) questioned their own sexual health education and challenged previous beliefs, and (c) demonstrated self-efficacy related to intended behavior change and their perceived role as social justice advocates. We present both similarities and differences regarding the sexual health change process among the college student sexual health educators across the three sites.  相似文献   

EVIDENCE FOR THE EXPANDING ROLE OF CONSULTATION IN THE PRACTICE OF SCHOOL PSYCHOLOGISTS          下载免费PDF全文

Michael W. Bahr  James D. Leduc  Melissa A. Hild  Shannon E. Davis  Jenna K. Summers  Brittany Mcneal 《Psychology in the schools》2017,54(6):581-595

In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives.  相似文献   

Sequential pattern learning and its associations with inattentive and hyperactive concerns in college students     

Shannon M.A. Kundey  Chelsea M. Taglang 《教育心理学》2011,31(4):435-458

College students frequently experience inattentive and hyperactive concerns. In multiple independent samples and three randomised experiments, we examined multiple versions of a short performance‐based measure translated from basic research on how organisms learn sequential stimuli patterns when such patterns are interleaved with information that is irrelevant to the pattern being learned. In one experiment, performance was uniquely related to self‐reported inattentive and hyperactive concerns, taking into account performance on a widely used inhibitory control task (Study 1, n = 20). In the two other experiments, randomly assigned variants of this measure demonstrated that: (a) relations among performance and inattentive and hyperactive concerns could be identified regardless of irrelevant stimuli positioning (Study 2, n = 60), and (b) one could reverse the relation between performance and inattentive and hyperactive concerns by visually enhancing distinguishing features of irrelevant stimuli (Study 3, n = 20). The findings have significant implications for multi‐method assessments of inattentive and hyperactive concerns in college settings.  相似文献   

“What if students revolt?”—Considering Student Resistance: Origins,Options, and Opportunities for Investigation     

Shannon B. Seidel  Kimberly D. Tanner 《CBE life sciences education》2013,12(4):586-595

Instructors attempting new teaching methods may have concerns that students will resist nontraditional teaching methods. The authors provide an overview of research characterizing the nature of student resistance and exploring its origins. Additionally, they provide potential strategies for avoiding or addressing resistance and pose questions about resistance that may be ripe for research study.

“What if the students revolt?” “What if I ask them to talk to a neighbor, and they simply refuse?” “What if they do not see active learning as teaching?” “What if they just want me to lecture?” “What if my teaching evaluation scores plummet?” “Even if I am excited about innovative teaching and learning, what if I encounter student resistance?”

These are genuine concerns of committed and thoughtful instructors who aspire to respond to the repeated national calls to fundamentally change the way biology is taught in colleges and universities across the United States. No doubt most individuals involved in promoting innovative teaching in undergraduate biology education have heard these or variations on these fears and concerns. While some biology instructors may be at a point where they are still skeptical of innovative teaching from more theoretical perspectives (“Is it really any better than lecturing?”), the concerns expressed by the individuals above come from a deeply committed and practical place. These are instructors who have already passed the point where they have become dissatisfied with traditional teaching methods. They have already internally decided to try new approaches and have perhaps been learning new teaching techniques themselves. They are on the precipice of actually implementing formerly theoretical ideas in the real, messy space that is a classroom, with dozens, if not hundreds, of students watching them. Potential rejection by students as they are practicing these new pedagogical skills represents a real and significant roadblock. A change may be even more difficult for those earning high marks from their students for their lectures. If we were to think about a learning progression for faculty moving toward requiring more active class participation on the part of students, the voices above are from those individuals who are progressing along this continuum and who could easily become stuck or turn back in the face of student resistance.Unfortunately, it appears that little systematic attention or research effort has been focused on understanding the origins of student resistance in biology classrooms or the options for preventing and addressing such resistance. As always, this Feature aims to gather research evidence from a variety of fields to support innovations in undergraduate biology education. Below, we attempt to provide an overview of the types of student resistance one might encounter in a classroom, as well as share hypotheses from other disciplines about the potential origins of student resistance. In addition, we offer examples of classroom strategies that have been proposed as potentially useful for either preventing student resistance from happening altogether or addressing student resistance after it occurs, some of which align well with findings from research on the origins of student resistance. Finally, we explore how ready the field of student resistance may be for research study, particularly in undergraduate biology education.  相似文献   

Continual Evolution: The Experience Over Three Semesters of a Librarian Embedded in an Online Evidence-Based Medicine Course for Physician Assistant Students     

Shannon Kealey MLS 《Medical reference services quarterly》2013,32(4):411-425

This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed.  相似文献