ethanporcaro/eric-fulltext-meta huggingface dataset:
PhD Students' Excellence Scholarships and Their Relationship with Research Productivity, Scientific Impact, and Degree Completion
Author: Lariviere, Vincent
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Graduate Students,Scholarships,Research,Productivity,Educational Attainment,Doctoral Degrees,Publications,Correlation,Comparative Analysis,Financial Support,Graduation Rate,Student Research,Federal Aid,Databases,State Aid,Student Financial Aid

This paper examines the relationship between excellence scholarships and research productivity, scientific impact, and degree completion. Drawing on the entire population of doctoral students in the province of Quebec, this pa- per analyzes three distinct sources of data: students, excellence scholarships, and scientific publications. It shows that funded students publish more papers than their unfunded colleagues, but that there is only a slight difference between funded and unfunded PhD students in terms of scientific impact. Funded students, especially those funded by the federal government, are also more likely to graduate. Finally, although funding is clearly linked to higher degree completion for students who did not publish, this is not true of those who managed to publish at least one paper during the course of their PhD. The paper concludes with a discussion of the implication of the findings for Canadian science policy. (Contains 1 table, 5 figures, and 5 notes.)
Interdisciplinary Doctoral Research Supervision: A Scoping Review
Author: Vanstone, Meredith
Date: 2013-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Supervision,Doctoral Programs,Research Projects,Student Research,Literature Reviews,Supervisor Supervisee Relationship,Student Characteristics,Supervisory Methods,Journal Articles,Essays,Conferences (Gatherings),Theses,Research Problems,Best Practices,Research Needs,Research Universities

This scoping literature review examines the topic of interdisciplinary doctoral research supervision. Interdisciplinary doctoral research programs are expanding in response to encouragement from funding agencies and enthusiasm from faculty and students. In an acknowledgement that the search for creative and innovative solutions to complex problems is best addressed through interdisciplinary collaborations, research-intensive universities are increasingly encouraging interdisciplinary projects and programs. The expansion of interdisciplinary research to the context of doctoral research may impact several core components of the doctorate: the enactment of the student-supervisor relationship, the process of forming and working with a supervisory committee, and the process and outcomes of doctoral research. In order to ensure that interdisciplinary doctoral supervision occurs in a positive and effective way, it is necessary to understand the distinct needs and challenges of interdisciplinary students and their supervisors, through scholarship about this phenomenon. (Contains 2 tables.)
Academic Freedom in Canadian Higher Education: Universities, Colleges, and Institutes Were Not Created Equal
Author: Hogan, Barry E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Academic Freedom,Collegiality,Educational History,College Faculty,Faculty College Relationship,Universities,Colleges,Technical Institutes,Community Colleges,Governance

There has been substantial discussion, research, and debate about the role of academic freedom within higher education, primarily centered on the university model. Not as well documented or understood is the issue of academic freedom within colleges and institutes in Canada. In this paper, we examine the current state of academic freedom in colleges and institutes using a historical analysis of two Canadian provinces, British Columbia and Ontario. Beginning with an overview of academic freedom within universities, we then examine the development and evolution of colleges and institutes and discuss how or if academic freedom applies to them. We consider issues of collegiality, faculty engagement, and governance as they impact the concept and practice of academic freedom within these institutions. We also discuss the different origins, intents, roles, and governance models of universities in contrast to colleges and institutes, which are generally representative of the broader Canadian higher education landscape.
Performance in an Online Introductory Course in a Hybrid Classroom Setting
Author: Aly, Ibrahim
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Comparative Analysis,Introductory Courses,Online Courses,Blended Learning,Accounting,Assignments,Undergraduate Students,Constructivism (Learning),Quasiexperimental Design,Measures (Individuals),Statistical Analysis,Instructional Design,Teaching Methods,Educational Technology,Computer Uses in Education

This study compared the academic achievement between undergraduate students taking an introductory managerial accounting course online (N = 104) and students who took the same course in a hybrid classroom setting (N = 203). Student achievement was measured using scores from twelve weekly online assignments, two major online assignments, a final examination held on campus, and overall course performance. This study found that students receiving only online instruction were as successful as students receiving hybrid classroom instruction. These findings suggest that course instruction and pedagogy are more important for student learning than the type of media delivery, and online instructors should focus their effort on quality in developing &quot;online courses.&quot; (Contains 1 table.)
Perceptions of Student Affairs and Services Practitioners in Ontario's Post-Secondary Institutions: An Examination of Colleges and Universities
Author: Seifert, Tricia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Personnel Workers,Postsecondary Education,Organizational Theories,Administrative Organization,Employee Attitudes,Institutional Characteristics,Role Perception,Performance Factors,Interviews,Focus Groups,Partnerships in Education,Success,Student Personnel Services,Organizational Culture,Universities,Student Participation,Institutional Cooperation

Student affairs and services divisions and the partnerships and collaborations in which they engage with faculty, students, and the community form the structural centre of institutions' approaches to student support. Although past research has identified areas typically associated with the student affairs and services portfolio and factors that influence the organizational structure, little is known about how staff perceive their institutions' organizational structures relative to supporting student success. The purpose of this study was to understand student affairs and services staff members' perceptions of the role organizational structure plays in their day-to-day work supporting student success in colleges and universities in Ontario. Although staff commented on their institutions' formal organizational structures (referring to titles, reporting lines, and breadth of portfolio), their comments focused more specifically on how they saw the nature of their work and changes they have experienced in supporting student success as student bodies become more diverse.
Government, Coercive Power and the Perceived Legitimacy of Canadian Post-Secondary Institutions
Author: McQuarrie, Fiona A. E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Colleges,Government School Relationship,Educational Policy,Public Policy,Federal Legislation,Government Role,College Administration,Organizational Theories,Power Structure,Postsecondary Education,Educational Finance,Educational Legislation

Governments regulate and control organizations, yet their role in determining organizational legitimacy is largely unexamined. In the changing Canadian post-secondary landscape, legitimacy is an increasingly important issue for post-secondary institutions as they compete amongst themselves for access to ever-shrinking resources. Using an institutional theory framework, we analyze two examples of government policy and legislation relating to the organizational legitimacy of Canadian post-secondary institutions. Based on this analysis, we suggest a more nuanced understanding of the effects of government&amp;apos;s coercive power on organizational legitimacy.
Using a Simple, Free Voice-over-Internet Protocol Service to Add Interest to Lectures and Enhance Student Engagement
Author: Beaton, Susan J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Engagement,College Students,Synchronous Communication,Student Interests,Foreign Countries,Technology Uses in Education,Student Attitudes,Internet,Telecommunications,Computer Mediated Communication,Discussion Groups

A large proportion of students in higher education report feeling bored during lectures, for example, Mann and Robinson (2009) put this figure at 60 per cent. This short article reviews our experiences of using a simple, free Voice-over-Internet Protocol (VoIP) service, Skype, to enhance the interest and engagement of students by holding a synchronous, online discussion with a remotely-located expert in a field of great interest to those students. While a formal evaluation has not been conducted, technology and process options are described and indications that the students found the combination engaging are included. A formal evaluation in the future could reveal whether these observations are replicated. (Contains 2 figures.)
Drink Availability is Associated with Enhanced Examination Performance in Adults
Author: Pawson, Chris
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Water,Tests,Undergraduate Students,Cohort Analysis,Grades (Scholastic),Comparative Analysis,Cognitive Processes,Performance Factors,Statistical Analysis,Multiple Choice Tests,Correlation

While dehydration has negative effects on memory and attention, few studies have investigated whether drinking water can enhance cognitive performance, and none have addressed this in a real-world setting. In this study we explored the potential benefits of the availability of water for undergraduates. The exam performance of students who brought drinks in to exams was compared with those that did not for three cohorts of undergraduates (N = 447). We employed earlier coursework marks as a measure of underlying ability. Students who brought water to the exam achieved better grades than students who did not. When coursework marks were covaried, this effect remained statistically significant, suggesting that this finding was not simply due to more able students being more likely to bring in water. This implies that water consumption may facilitate performance in real-world settings, and, therefore, have specific implications for the assessment of undergraduate learners under examination conditions, but further research is required to evaluate this hypothesis. (Contains 2 tables.)
Is Online Patchwork Text Assessment a Panacea for Assessment Practices in Higher Education?
Author: Upton, Penney
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Assessment,Undergraduate Students,Learning Experience,Psychology,Formative Evaluation,Student Evaluation,Portfolio Assessment,Electronic Publishing,Foreign Countries

Although assessment is acknowledged as being of central importance to the student learning experience, assessment practices have been consistently highlighted as one of the weakest features by the Quality Assurance Agency and identified by many as a crisis within higher education. This paper explores the use of Patchwork Text Assessment within a level 6 undergraduate psychology module and considers the potential of this method for enhancing the learning experiences of psychology undergraduates, facilitating the process of self-reflection and allowing students to make explicit the nature of their learning &quot;journey&quot;. (Contains 1 table and 1 figure.)
Immersive Virtual Reality in the Psychology Classroom: What Purpose Could it Serve?
Author: Coxon, Matthew
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Influence of Technology,Computer Simulation,Electronic Equipment,Virtual Classrooms,Psychology

Virtual reality is by no means a new technology, yet it is increasingly being used, to different degrees, in education, training, rehabilitation, therapy, and home entertainment. Although the exact reasons for this shift are not the subject of this short opinion piece, it is possible to speculate that decreased costs, and increased performance, of the technology may be key drivers in this change. As immersive virtual environments are increasingly integrated into a wide range of practices it is appropriate to consider, as academics and teachers of psychology, what purpose they could serve in the psychology classroom.
Understanding Course Content through Letter Writing: Do Informal Writing Assignments Improve Grades?
Author: Bersamin, Melina
Date: 2013-00-00
Type: Journal Articles
Subjects: Letters (Correspondence),Course Content,Assignments,Writing Instruction,Experimental Groups,Scores,Child Development,Undergraduate Students,Multiple Choice Tests,Essay Tests,Teaching Methods,Instructional Effectiveness,Pretests Posttests

Using an experimental study design (N = 41), we examined whether participation in an informal writing assignment, specifically writing a letter to a friend about course content, improved exam scores in an undergraduate child development course. Findings indicated that participating in the writing assignment significantly improved scores on an exam which included both a multiple-choice component and an essay. No effect emerged for a quiz that included only multiple-choice questions. These findings indicate that writing assignments that require students to summarise and paraphrase newly-learned material may improve performance on exams that have a written component to them. (Contains 3 tables.)
The Value Paradox--Inducting Undergraduate University Students in a Time of Austerity
Author: Jones, Tim
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Orientation,Undergraduate Students,Satisfaction,Student Attitudes,Program Attitudes,Program Design,Psychology,Cognitive Mapping,Questionnaires

The challenges facing UK higher education are both well documented and controversial; however, pitted against this context is the requirement for psychology departments to provide an increasingly rich and diverse university experience for students, whilst ensuring progression and retention remain central to undergraduate provision. Despite the recognition that induction is of upmost importance in ensuring a successful transition from pretertiary to higher education, many universities are faced with changing budgets in the post-Browne era (Browne, 2010) across all aspects of academic life. Such a challenge presents departments with a unique paradox since student expectations continue to rise as the dominance of consumerism reaches fruition, whilst budgets continue to decrease. In acknowledging the importance of induction for both the overall student experience and for retention, the University of Worcester designed and successfully implemented an induction programme on a considerably reduced budget. A satisfaction questionnaire was completed by 136 undergraduate students inducted in 2011 and the results compared to those of 87 students from 2010 (where the induction budget was considerably higher). The results indicate similar levels of satisfaction and engagement with induction activities and whilst an off-site activity remains key to the success of induction, such an activity doesn't have to present considerable expense. This paper provides an overview of designing an induction programme on a reduced budget, presents satisfaction results from undergraduate students who completed induction in both 2010 and 2011, and presents suggestions for best practice in the design of induction events for psychology undergraduates.
A Case Study of a Volunteer-Based Literacy Class with Adults with Developmental Disabilities
Author: Lynch, Jacqueline
Date: 2013-07-00
Type: Journal Articles
Subjects: Adult Literacy,Adult Education,Literacy Education,Mental Retardation,Developmental Disabilities,Adult Students,Interviews,Tutors,Volunteers,Foreign Countries,Observation,Teaching Methods,Classroom Techniques,Goal Orientation,Learning Activities,Health Education,Mathematics Skills,Case Studies

The purpose of this study was to examine participants' perspectives on how a volunteer-based adult literacy class supports the learning of adults with developmental/intellectual disabilities. Interviews were conducted with four tutors, three adult learners, and two coordinators and observations of the class occurred over a 6-month period during which the author was a tutor. The focus during this time period was on health and mathematics. Three major categories were identified: class organization (goals and structure), teaching strategies and behaviours, and class activities. Based on these findings, several recommendations are presented including the need for further integration of adult learners' out-of-school literacy activities into the class and for increased tutor knowledge of the adult learners' disability.
Emotions or Science? Pre-Tertiary Males' Accounts of Psychology as a Subject Choice
Author: Mercer, Jenny
Date: 2013-00-00
Type: Journal Articles
Subjects: Males,Student Attitudes,Psychology,Foreign Countries,Disproportionate Representation,Focus Groups,Gender Differences,Educational Attitudes,High School Students,Course Selection (Students),STEM Education

It is well established that the number of males studying psychology in the UK, both at A-level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre-tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as 'a sort' of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.
Outside the Box: The Danish Folkehojskole as Educational Innovator
Author: Collins, John
Date: 2013-07-00
Type: Journal Articles
Subjects: Educational Innovation,Folk Schools,Foreign Countries,Educational Philosophy

Travelling between various Scandinavian adult educational institutions in 1978, the author, John Collins, picked up a couple of hitchhikers--Danish students returning to their school after a short vacation period. As they neared the Funen Island harbour village, which was their destination, the students invited Collins to visit their school. What he saw there thirty-five years ago continues to energise his ideas of what constitutes a good education and to yield fresh insights into what is possible and desirable about organised learning activities.
Planarian Worms, Shock Generators and Apathetic Witnesses: Teaching Psychology and Graphic Novels
Author: Aleixo, Paul A.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Cartoons,Novels,Psychological Studies,Experimental Psychology,Compliance (Psychology),Social Behavior,Memory,Conditioning,Social Psychology,College Instruction,Discussion (Teaching Technique),Research Skills,Popular Culture,Undergraduate Students,Authors,Instructional Materials

Comics and graphic novels have made a greater impact on popular culture in recent years and can be used for enhancing the learning experience of psychology students. One of the best known and respected comic book writers of the last 30 years is Alan Moore, who has included a number of detailed references to psychological studies and experiments in three of his best known comic book works. These are described in context and the psychological work they refer to examined with a view to using this material as starting points for the study of the psychological phenomena by students.
Using Grass Roots Community Programs as an Anti-Extremism Strategy
Author: Broadbent, Robyn
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Community Programs,Youth Programs,Multicultural Education,Adult Learning,Leadership Training,Surveys,Program Effectiveness,Inclusion

In recent times the Australian Government has become increasingly concerned with the challenge to the dominant culture by humanitarian immigrants entering the country. As a part of a complex strategy, emerging from the events of 9/11 and the perceived changing face of multiculturalism in Australia, the Attorney-General Robert McClelland announced in 2011 more than $1.1 million in funding for projects to mentor and support young people to stay disengaged from intolerant and radical ideologies. The grants have been awarded under the &quot;Building Community Resilience-Youth Mentoring Grants Program (2010)&quot; and are designed to promote a tolerant, safe and inclusive society. As a result of that funding a northern suburbs Council Youth Services in Victoria established a project to work with young people 12-17 years who have been identified by Victoria Police, the education sector, and welfare agencies as individuals who have or are exhibiting signs of fostering hatred and intolerance either through the spoken word, written messages, graffiti, the media or the internet that live within this local government area. This paper discusses the results of the evaluation of a multicultural leadership program that was delivered using an adult learning framework in which 16 young people attended and how such programs can continue to build the capacity of communities to build scaffolds of support that ensure the inclusion of young people and not their marginalization. (Contains 7 tables and 1 graph.)
Effectively Teaching Diverse Student Groups: A Reflection on Teaching and Learning Strategies
Author: Trees, Kathryn
Date: 2013-07-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Strategies,Student Diversity,Collegiality,Foreign Countries,Reflective Teaching,Gender Differences,Global Approach,Units of Study,Political Influences,Undergraduate Students,Graduate Students,Foreign Students,Cooperative Learning,English (Second Language),Second Language Learning,Communication Problems,Native Language,Classroom Communication

This paper discusses facilitating student collegiality within diverse student groups. It argues that diverse student groups of international, domestic, mature age and Gen Y students often have similar difficulties and strengths although they may occur for quite different reasons and understanding this is useful when deciding on teaching and learning strategies. It describes several teaching and learning strategies and explains the outcomes of using these with 
diverse student cohorts.