scholarly journals Alignment of Citation Behaviors of Philosophy Graduate Students and Faculty

2013 ◽  
Vol 8 (3) ◽  
pp. 19 ◽  
Author(s):  
Jennifer Knievel
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
English Language ◽  
Academic Rank ◽  
Master's Students ◽  
Citation Behavior ◽  
University Of Colorado ◽  
Study Results ◽  
Call Number ◽  
The University

Objective – This study analyzes sources cited by graduate students in philosophy at the University of Colorado Boulder (UCB) in 55 PhD dissertations and master’s theses submitted between 2005 and 2010, to discover their language, age, format, discipline, whether or not they were held by the library, and how they were acquired. Results were compared to data previously collected about sources cited by philosophy faculty at UCB, in books published between 2004 and 2009, to identify how closely citation behaviors aligned between the two groups. Methods – Citations were counted in the PhD dissertations and master’s theses. Citations to monographs were searched against the local catalog to determine ownership and call number. Comparison numbers for faculty research were collected from a previous study. Results were grouped according to academic rank and analyzed by format, language, age, call number, ownership, and method of purchase. Results – Graduate students cited mostly books, though fewer than commonly found in other studies. Citations were almost entirely of English language sources. Master’s students cited slightly newer materials than doctoral students, who in turn cited newer materials than faculty. The library owned most cited books, and most of those were purchased on an approval plan. Doctoral students most frequently cited resources outside the discipline of philosophy, in contrast to master’s students and faculty. Conclusions – The citation behavior of graduate students in philosophy largely, but not entirely, mirrors that of the faculty. Further study of citation behavior in humanities disciplines would be useful. Understanding the behavior of philosophers can help philosophy librarians make informed choices about how to spend library funds.

scholarly journals LIMITED ENGLISH-PROFICIENT STUDENTS: ANALYSIS OF SUBJECTIVE EXPERIENCES

2015 ◽  
Vol 2 (97) ◽  
pp. 2-8 ◽  
Author(s):  
Diana Karanauskienė ◽  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Language Learning ◽  
Limited English Proficient ◽  
Study Skills ◽  
English Language ◽  
Internal Factors ◽  
Study Results ◽  
Self Study ◽  
External Causes ◽  
The University ◽  
Learning English

Background. Many long-term adolescent and adult learners experience persistent academic underachievement in English in spite of many years of schooling. Students pertaining A2 level can be classified as Limited English- Proficient Learners who have not acquired English proficiency as required by the university, state and European guidelines. Research aim was to analyse the perceptions of underachieving students of reasons of their failure to gain English language proficiency of the required level aiming at increasing the knowledge on the problem and providing possible solutions for improvement. Methods. Participants’ perceptions of their underachievement reasons were elicited through individual unstructured in-depth interviews. Data analysis occurred concurrently with data collection using grounded theory as a method for analysing the data. Member checks with several research participants, reflexive journaling and peer debriefing were also utilized to ensure trustworthiness of the study . Results. The examination of interview transcripts revealed two big themes concerning the students’ underachievement in the English language: internal and external causes for being limited English-proficient learner. External causes were conditions for learning English at school and at the university: poor learning in primary grades, underestimated value of knowing and learning English at school, inadequate conditions for informal learning, and poor organization of English lessons. University factors mentioned were too few contact hours for English classes, inconvenient time-table, and lack of time due to other activities. Internal factors were fear to look unacceptable (resulting in the inactivity in the classes), lack of self-confidence, too much self-criticism, laziness, procrastination, finding faults with others, inadequate perception of the course, poor attitudes towards the course, lack of internal motivation, rating the module of English as a second-rate course, not knowing how to learn the language, and, what is most important, absence of self-study skills. Conclusions. Internal factors conditioning underachievement in the English language proved to be much more important than the external ones. Poor self-esteem, lack of motivation and poor attitudes towards the course suggest the need of the individualization of teaching/learning and psychological counselling. Lack of self-study skills can predict poor academic achievements in other university courses, which could result in drop-outs. This suggests the need of coaching students in learning skills. The collected data show that the teacher also plays a crucial role in language learning, however, the wider societal, cultural and psychological context should be articulated in further possible research as well. Study programmes at tertiary level should be designed to encourage both internal and external motivation of students to study foreign languages as an indispensable factor for developing a full-rate personality.

scholarly journals Value Development as an Indicator of Personal Readiness for Self-Realization Among Starting Researchers

2019 ◽  
Author(s):  
Tatiana G. Bokhan ◽  
Marina V. Shabalovskaya ◽  
Oksana N. Galazhinskaya ◽  
Inna V. Atamanova
Keyword(s):  
Graduate Students ◽  
Young People ◽  
Doctoral Students ◽  
Mental States ◽  
Nonparametric Tests ◽  
Scientific Activity ◽  
Educational Process ◽  
Research Activity ◽  
Post Graduate ◽  
Study Results

Introduction. The article for the first time presents the results of the study concerned with the starting scientists’ value development in relation to their dominant experiences during their research activity. An increasing interest of young people in science motivates studying value-semantic and activity aspects of the starting researchers’ milieu to determine conditions for developing their research competence, resources for coping with arising objective and subjective difficulties that can reduce their motivation for research and lead to the formation of negative mental states and renunciation of scientific activity. The aim of the study is to identify specific features of post-graduate students’ value development in relation to their emotions and meanings of dominant experiences while they do their resear ch. Materials and Methods. M. Rokeach’s Value Survey (extended interpretation by M. S. Yanitskiy, A. V. Seryi); the semantic differential technique (Ch. Osgood); classification of emotions by E. P. Ilyin; and content analysis were used in this study. The data underwent statistical processing, including frequency analysis and the Kruskal-Wallis H and Jonckheere-Terpstra nonparametric tests. Results. Three groups of post-graduate students with different varieties of value development were identified. Dominant terminal and instrumental values among doctoral students with different variants of value development were specified. Semantic categories of post-graduate students’ dominant experiences during their research are highlighted. Discussion and Conclusion. The study results can be used in the educational process during professional and personal development of modern youth. They make it possible to identify high-educated young people with the research potential at the stage of post-graduate programs, dissertation writing and implementation of their scientific products. These issues may be further developed from the cross-cultural p erspective.

The organization and content of informatics doctoral dissertations

2016 ◽  
Vol 23 (4) ◽  
pp. 840-843 ◽  
Author(s):  
Edward H Shortliffe
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Evidence Based ◽  
Faculty Research ◽  
Master's Students ◽  
Doctoral Studies ◽  
Dissertation Research ◽  
Doctoral Dissertations ◽  
Insight Into

Abstract This article offers suggested guidelines for graduate students who are embarking on informatics doctoral studies and anticipating the dissertation research and its documentation. Much of the guidance is pertinent for writing dissertations in other disciplines as well. The messages are largely directed at doctoral students, but some elements are also pertinent for master’s students. All are relevant for faculty research advisors. The value of the dissertation is often underestimated. Too often it is seen as a hurdle to be overcome rather than an opportunity to gain insight into one’s own research and to learn how to communicate effectively about it. Ideas that have been ill-formed often do not gel effectively until one tries to write about them. The main lesson is that the preparation of a carefully crafted, rigorous, logically evidence-based, and influential dissertation can be remarkably rewarding, both personally and professionally.

Assessing Efficacy of a New Research-Oriented Peer Mentoring Program: YOU’RE@CU

2011 ◽  
Author(s):  
Janet Y. Tsai ◽  
Daria Kotys-Schwartz ◽  
Virginia Ferguson ◽  
Beverly Louie
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Student Interest ◽  
Research Projects ◽  
Research Experience ◽  
Engineering Research ◽  
University Of Colorado ◽  
New Research ◽  
The University

At the University of Colorado, Boulder, a new program designed to link graduate students with 1st and 2nd year undergraduate students through engineering research projects and mentoring relationships was initiated in Spring 2011. Your Own Undergraduate Research Experience at the University of Colorado (YOU’RE@CU) has three main goals: (1) increase retention of undergraduate students in engineering, particularly women and underrepresented minorities (URMs); (2) excite undergraduate student interest in research projects and future careers in academia or industry; (3) provide graduate students with training and hands-on mentoring experience with the expectation that this will positively influence graduate student choices to seek a career in academia. This paper illustrates the details of the YOU’RE@CU program during its pilot implementation in Spring 2011. The assessment strategy and methods are also explained, with presentation of qualitative data and discussion of the overall data analysis process.

scholarly journals STUDY RESULTS FOR METHODOLOGICAL TRAINING OF TEACHERS OF MATHEMATICS IN CONDITIONS OF INNOVATION

2020 ◽  
Vol 17 (35) ◽  
pp. 391-403
Author(s):  
Yekaterina N. GAVRILOVA ◽  
Sabyrkul M. SEITOVA ◽  
Gulnar O. KOZHASHEVA ◽  
Aigul O. ALDABERGENOVA ◽  
Galiya T. KYDYRBAEVA
Keyword(s):  
Education Reform ◽  
Doctoral Students ◽  
Mathematics Teachers ◽  
Professional Training ◽  
Educational Process ◽  
Full Time ◽  
Academic Level ◽  
Study Results ◽  
The Individual ◽  
The University

The contemporary stage of education reform puts high demands on teacher training and on mastering the newest teaching techniques and technologies. All over the globe, there is a search for new education systems that are more democratic, diversified and effective from the standpoint of the interests of the individual and society. This requires, on the one hand, new, more efficient ways of organizing the educational process at the university, in particular, reviewing the structure and content of the methodological training of students. On the other hand, the very concept of “professional pedagogical activity of a teacher” is currently undergoing certain changes. This study aimed to identify how effectively will the methodological training of future mathematics teachers increase based on the introduction of innovative techniques and teaching methods and how the methodology of teaching mathematical disciplines in the conditions of innovation may be improved. Two hundred thirteen people took part in the experimental work, including teachers of mathematics and full-time students, undergraduates, doctoral students, as well as young teachers of the university. The results of the ascertaining experiment became the basis for revising the purposes of the methodological and professional training of future mathematics teachers and made it possible conclude on the necessity of improvement of the system-methodological support for teaching mathematical disciplines in higher education. Because of this, the training of a mathematics teacher should form them as a knowledgeable mathematician, as a person with a high pedagogical and general culture, who, by teaching, would educate the younger generation in the spirit of modernity. It can be assumed that the content of courses in a pedagogical university in mathematical disciplines should, for instance, at a modern academic level, cover those matters that the teacher communicates at school.

scholarly journals Effectiveness of Online Mode of Teaching of English Language Courses in Tertiary Level Educational Sectors in Bangladesh

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Sadia Afrin Shorna ◽  
Iffat Jahan Suchona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
Educational Systems ◽  
Learning And Teaching ◽  
Online Mode ◽  
Study Results ◽  
Language Courses ◽  
The University

The aftermath of COVID-19 has affected the lives of Bangladeshi people and impacted dramatically on the educational systems. Due to the pandemic situation, the Bangladeshi tertiary education sector had to switch to an online learning and teaching model from the traditional ones. This paper aims to identify the obstacles encountered by the university teachers in online teaching during the pandemic in Bangladesh. An exploratory qualitative research methodology has been used in this paper. The study was conducted among the teachers working in several universities of Bangladesh. Open-ended questions and semi-structured in-depth interviews were conducted among 13 male and 17 female educators to collect data regarding the problems faced by them. The findings revealed four different categories of impediments that the teachers faced during the online mode of teaching and learning. The study results can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future.

scholarly journals Social Responsibility in the Institutions of Higher Education from the Perspective of the Faculty Members at the Hashemite University: المسؤولية الاجتماعية في مؤسسات التعليم العالي من وجهة نظر أعضاء هيئة التدريس في الجامعة الهاشمية

2020 ◽  
Vol 4 (31) ◽  
Author(s):  
Abd Al-Khaleq Muhammad Al-Zyoud
Keyword(s):  
Social Responsibility ◽  
Faculty Members ◽  
Three Dimensions ◽  
Academic Rank ◽  
Moderate Degree ◽  
Validity And Reliability ◽  
Academic Leaders ◽  
Study Results ◽  
The University ◽  
Hashemite University

This study aimed to examine the reality of social responsibility practice among the academic leaders at the Hashemite University in light of some demographic variables (academic major, academic rank, post).To achieve the objective of the study, the researcher used a scale that was verified for its validity and reliability. The scale of social responsibility consisted of (23) items, divided into three dimensions: social responsibility towards the students, social responsibility towards the university, and social responsibility towards the community. The sample of the study consisted of (150) academic leaders at the Hashemite University in Jordan in the first semester of the academic year 2019/2020. The problem of the Study concern in several problems encountered by the faculty members at the Jordanian universities in terms of the practices of social responsibility. Also, this study was conducted in order to explore the level of social responsibility practiced through the academicians and faculty members at the Hashemite University. Methodology: This study is quantitative, in which data were collected through a questionnaire, which was designed and developed for the purposes of the present study. The results of the study showed that academic leaders at the Hashemite University exercise social responsibility of the three dimensions to a moderate degree from their perspective. In light of the study results, the researcher recommends a number of recommendations: conducting additional studies to explore the factors affecting the level of social responsibility, providing legislations and laws which may contribute to the development of the academic environment of the university that enhances the practices of social responsibility, provision of support for the faculty members at the Jordanian universities and solving the relevant problems they encounter.

scholarly journals Connection of Featuresof Reflective-Phenomenological Assessment with the Development of Reflectivity at Master’s Students

2016 ◽  
Vol 8 (4) ◽  
pp. 62-70 ◽  
Author(s):  
N.N. Niyazbaeva
Keyword(s):  
Graduate Students ◽  
Prospective Teachers ◽  
Master's Students ◽  
University Teachers ◽  
Instructional Information ◽  
Scientific Hypothesis ◽  
Second Year ◽  
The Individual ◽  
The University ◽  
Stable Formation

The article presents the main results of the study level of reflexivity and reflexive-type phenomenological judgments graduate alumni. Scientific hypothesis was that pronounced, argumentative type of reflective-phenomenological judgments associated with high reflexivity graduate students as future university teachers. The study involved 62 undergraduates scientific and pedagogical direction of the second year students of different specialties multidisciplinary university. It is proved that reflexivity is positively related to the student's ability to reason and reflexivity as a property of the individual leads to a more stable formation of the student's ability thoughtfully, consciously, to present arguments instructional information. High-reflexivity, the capacity for subjective expression, deployed, reasoned judgment allows prospective teachers to the university to express independent opinions, develop the ability to verbally express their emotions from immersion in the problems of the professional reality.

scholarly journals Recruiting Non-MLIS Graduate Students to Academic Librarianship

2006 ◽  
Vol 67 (6) ◽  
pp. 561-570 ◽  
Author(s):  
Sean Patrick Knowlton ◽  
Becky Imamoto
Keyword(s):  
Graduate Students ◽  
Academic Libraries ◽  
Fellowship Program ◽  
University Of Colorado ◽  
Academic Librarianship ◽  
The University ◽  
Faculty Mentors

In response to declining numbers of qualified applicants nationwide for librarian positions in academic libraries, the University of Colorado at Boulder Libraries, in collaboration with the University’s Graduate Teacher Program, has developed a fellowship program that encourages graduate students with advanced subject or language expertise to consider careers in academic librarianship. In spring 2005, the libraries paired the first Provost’s Fellows with library faculty mentors. This article details the program and collaboration between the libraries and the Graduate Teacher Program and issues a call for similar programs to be established at other academic libraries.

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