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Extramural funding to support communication research influences and is influenced by the culture of our discipline, universities, and departments. Both the National Communication Association and the International Communication Association have established closer ties to funding agencies and encouraged members' grant writing pursuits through mentorship and convention programs, newsletter columns, and publicity. Universities vary in how much support they have available as infrastructure to assist in the submission and administration of grants. Some institutions facilitate extramural funding endeavors through mentoring programs, university-wide research centers, sharing of indirect costs, and space. Department cultures, too, vary in the resources available to support grants. Departments in many ways have the most direct effects on grant-supporting cultures. In addition to activities indicated for the discipline and university, departments can build a grant culture by recognizing grant writing in their personnel practices, creating systems for rewarding and supporting grant activities, and having policies in place for the many related issues (e.g., release time, indirect cost sharing, research assistants). Finally, the interpersonal culture, whether colleagues recognize and support grants, plays a major role in individual pursuit of, and satisfaction with, seeking extramural funding to support communication research. 相似文献
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This design case follows an ongoing collaboration between an instructional technologist and a high school literature teacher promoting reading comprehension through modules that provide visually interesting display of text on a computer screen along with cognitive tools. The modules were found to boost comprehension of specific content in even one use, and over time, overall reading skills were improved. Specific examples from the design and development process of this collaboration are shared here to illustrate decisions made in the face of common constraints—limited time, funding, and technical know-how—that emerged from theory and pilot studies. Teacher educators and their instructional-technology collaborators can use the information from this design and research process to harness the potential of ubiquitous software in affordable, replicable, and pedagogically sound ways. 相似文献
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ABSTRACT This paper reviews the software functionality that has evolved over the past two decades of research in Computer Mediated Communications at New Jersey Institute of Technology (NJIT) to create a Virtual Classroom® to support distance education. Based upon many years of evaluating its effectiveness we also summarize our views about the software functionality needed for further improvement of this approach to distance education. This view of a future Virtual Classroom® allows the instructor complete control over the learning materials and the tools to easily to weave in the learners as co contributors to a growing web of course knowledge. Beyond the current basic tools of the Virtual Classroom® we discuss the future role for hypertext, gaming and simulation, animation and multimedia and the role of the educator as a facilitator of a collaborative learning process. Both the proper software and the proper pedagogical techniques are necessary in order to obtain maximum effectiveness in the asynchronous computer‐mediated environment 相似文献
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Hutchings Kate Bainbridge Roxanne Bodle Kerry Miller Adrian 《Research in higher education》2019,60(2):245-272
Expanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained. This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications. Using specific search strings (words or phrases of relevance to the topic), a systematic review methodology was employed to search nine databases and grey (non-peer reviewed) literature from 1995 to 2015. The resultant 12 publications were mined with quality assessed and a predetermined framework used to extract and synthesise the characteristics from individual publications. This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.
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Institutions have sought to improve technical services workflows by merging some acquisitions and cataloging functions in different ways and with varying results. Those institutions’ experiences with the merging process contrast with the process implemented at UCLA. At UCLA a process of cataloging on receipt was planned and implemented in the Print Acquisitions Department, in cooperation with the Cataloging & Metadata Center. The process resulted in significantly faster delivery of print books from receipt to shelf for materials not batch packed for remote storage. 相似文献
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Xun Zhu Rachel A. Smith Roxanne L. Parrott 《Journal of Applied Communication Research》2017,45(2):179-198
People affected by rare diseases often have limited coping resources and sometimes face stigma. They build communities with others who share their conditions, but not all members may benefit from these communities. This study investigated how adults with a rare genetic health condition (Alpha-1 antitrypsin deficiency; AATD) think about both the Alpha-1 community and public stigma about AATD, and how these cognitions predict their communication responses and well-being. The results showed that people with AATD-encountered stigmatization from various sources. Stronger public stigma predicted more secrecy, more stress, and less available support. Stronger group identification with the Alpha-1 community predicted less secrecy; stronger group activism predicted more available support and more communication to challenge stigmatizers. Post hoc analyses showed significant interactions between public stigma and group cognitions on communication to challenge stigmatizers. Practical implications for bolstering communities to improve the well-being of people with rare diseases were discussed. 相似文献
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Roxanne F. Hudson Carole Isakson Taylor Richman Holly B. Lane Stephanie Arriaza‐Allen 《Learning disabilities research & practice》2011,26(1):15-27
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity. 相似文献
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Condit CM Parrott RL Harris TM Lynch J Dubriwny T 《Public understanding of science (Bristol, England)》2004,13(3):249-272
The increase in public representation of the science-based concept "genetics" in the mass media might be expected to have a major impact on public understanding of the concept of "race." A model of lay understandings of the role of genetics in the contemporary United States is offered based on focus group research, random digit dial surveys, and community based surveys. That model indicates that lay people identify are primarily by physical features, but these identifications are categorized into a variety of groupings that may be regional, national, or linguistic. Although they believe that physical appearance is caused largely by genetics, and therefore that race has a genetic basis, they do not uniformly conclude, however, that all perceived racial characteristics are genetically based. Instead, they vary in the extent to which they attribute differences to cultural, personal, and genetic factors. 相似文献