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Promoting minority success in the sciences: The minority opportunities in research programs at CSULA
Given the large continued investment by the federal government in programs that promote academic success and the pursuit of advanced degrees in the sciences among members groups traditionally underrepresented in the sciences, there is a strong need for research which provides rigorous investigations of these programs and their impact on the target population. The current study examines programs funded by the National Institutes of Health Minority Opportunities in Research (MORE) Division Office intended to address this underrepresentation at a minority serving comprehensive university. Academic outcomes, including college graduation and acceptance into graduate programs, among undergraduate program participants are compared against a propensity score matched comparison group. Results indicate that students supported by the MORE programs had higher GPAs at graduation, took less time to graduate, and were more likely to both graduate with a science degree and enter Master's and doctoral programs in the sciences. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 199–217, 2012 相似文献
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An account is given of the first EuroScience Open Forum and specifically of a symposium within it on the publication of scientific research. The scene‐setting presentations and the summary of the discussions are set out. 相似文献
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Simeon Warner 《Learned Publishing》2005,18(3):177-185
Recent debate on the reform of scholarly communication has focused on access issues. Although important, access is only one dimension in which the scholarly process can be transformed. Scholars are embracing highly collaborative and data‐intensive standards of practice influenced by powerful computing and network technologies. This dramatic transformation of scholarship demands a natively digital, network‐based scholarly communication system that is able to capture the scholarly record, make it accessible, and preserve it over time. I will offer a technological perspective on how these demands might be met. 相似文献
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Ross A. Perkins Simeon M. Gwayi Paxton A. Zozie Barbara B. Lockee 《Educational technology research and development : ETR & D》2005,53(4):101-108
Conclusion Any discussion of technology as a “tool-only” definition is incomplete. Instructional technology also refers to a systematic
means of solving problems (Reiser, 1987). In the case of Malawi and so many other low-income societies where tools are difficult
to purchase and maintain, one resource that is not in short supply is the number of able and willing people who could themselves
provide solutions to the country's many challenges. The important role of the instructional designer should not be ignored.
Mzuzu University has the benefit of having five trained instructional technologists among its faculty. Increasing the number
of designers with experience in distance teaching and learning would benefit Malawi. The insight provided by people who have
taken instructional design, educational psychology, and related courses, would undoubtedly open minds to new possibilities.
Not only could they guide instructional development for Web-based learning, they could design and offer training on new technologies
as they become available. Although consultants from outside Malawi can offer excellent advice based on their education and
experience, such input is necessarily limited by the lack of a true understanding of contextual issues. The advantage indigenous
designers have, of course, is first-hand knowledge of their own context, which plays a very important role in shaping instructional
decisions (Arias & Clark, 2004; Perkins, 2003; Tessmer & Richey, 1997). Indigenous instructional designers should be called
on first to offer guidance as leaders in ministries and at international funding agencies seeking reasonable solutions to
the challenges to access and growth that lie before them. 相似文献
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Jason Millman Simeon P. Slovacek Edward Kulick Karen J. Mitchell 《Research in higher education》1983,19(4):423-429
Two studies were conducted to examine the effect of grade inflation on the piling up of grades in fewer grade categories and on the reliability of grade point averages (GPAs). In all comparisons, grades were more bunched after grade inflation, which in turn, was associated with only slight, nonsignificant decreases in GPA reliability. As expected, grades were more bunched when the traditional 5-point letter scale was used than when plus and minus grades were also allowed. In the latter case as well, grade inflation seemed to have had very little effect on the reliability of GPAs. GPA reliability began to suffer, however, for graduate programs in which almost all grades were placed into just two categories, A and B. 相似文献
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