scholarly journals Assisting Ph.D. Completion Following a Natural Disaster

10.28945/3590 ◽  
2016 ◽  
Vol 11 ◽  
pp. 367-382
Author(s):  
Lucy Johnston ◽  
Thomas M Wilson ◽  
Alexander MacKenzie
Keyword(s):  
Student Satisfaction ◽  
Doctoral Students ◽  
Student Outcomes ◽  
Lessons Learned ◽  
Completion Rates ◽  
Attrition Rates ◽  
The University ◽  
The Impact ◽  
Building Demolition ◽  
Completion Times

This article describes the experiences and outcomes for 761 doctoral students enrolled at the University of Canterbury who had their research disrupted by a magnitude 6.2 earthquake on 22nd February 2011. We describe the measures that were put in place to assist the students to continue their studies through continued disruption from aftershocks, dislocation, building demolition and remediation, equipment failure, and limited access to resources. We used data from a number of University databases and student surveys to assess the impact of the disruption on student outcomes, considering measures such as completion rates and times, attrition rates, and student satisfaction. Overall the findings showed little impact of the disruption on completion rates or student satisfaction and only a slight increase in completion times. We consider the impact of additional factors, such as temporary relocation, and draw attention to key lessons learned that may assist those confronted with similar situations in the future.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

The Impact of an Unexpected Facility Closure on a Campus Community

2018 ◽  
Vol 42 (2) ◽  
pp. 193-201
Author(s):  
Corinne Farneti ◽  
Denise Ditch
Keyword(s):  
Student Satisfaction ◽  
Division I ◽  
Campus Community ◽  
Structured Interviews ◽  
Management Communication ◽  
Recreational Facility ◽  
Interview Methods ◽  
The University ◽  
The Impact

This case study examines the impact of an unexpected recreational facility closure. The university studied is a small Division I school, located in a rural area. Semi-structured interviews were used to elicit data from 22 people representing various groups around campus. Using grounded theory, the researchers coded statements and categories, resulting in six themes: socialization, performance, adaptability, management, communication and perception, and student satisfaction. The study includes an overview of the university and recreational culture, a description of the fieldhouse roof collapse, interview methods and study limitations, an analysis of stakeholder interviews, and suggestions for how to best handle a similar scenario.

scholarly journals Collaboration, Mentoring and Co-Teaching in Teacher Education

2011 ◽  
Vol 13 (2) ◽  
pp. 70-86 ◽  
Author(s):  
Gertrude Sachs ◽  
Terry Fisher ◽  
Joanna Cannon
Keyword(s):  
Teacher Education ◽  
Doctoral Students ◽  
Junior Faculty ◽  
Key Factors ◽  
Collaborative Relationships ◽  
The University ◽  
The Impact ◽  
Individual Accountability

Collaboration, Mentoring and Co-Teaching in Teacher EducationCollaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.

scholarly journals Completion Rates and Time-to-Degree in Economics PhD Programs

2011 ◽  
Vol 101 (3) ◽  
pp. 176-187 ◽  
Author(s):  
Wendy A Stock ◽  
John J Siegfried ◽  
T. Aldrich Finegan
Keyword(s):  
Median Time ◽  
Student Outcomes ◽  
Completion Rates ◽  
Time To Degree ◽  
Factors Associated ◽  
The University ◽  
Phd Programs

This paper describes the progress, eight years after matriculating, of 586 individuals who entered one of 27 economics Ph.D. programs in fall 2002. By October 2010, 59 percent of the fall 2002 entering cohort had earned a Ph.D. in economics at the university where they initially matriculated, 37 percent had dropped out, and 4 percent were still writing their dissertations.We examine student outcomes by Ph.D. program tier and investigate factors associated with completion and time to degree. We document and describe the rise in median time to degree from 5.0 to 5.6 years during the period 1996–2010.

scholarly journals An Analysis of Enhanced Faculty Engagement on Student Success and Satisfaction in an Online Classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 102-109
Author(s):  
Mingzhen Bao ◽  
Adam L Selhorst ◽  
Teresa Taylor Moore ◽  
Andrea Dilworth
Keyword(s):  
Student Success ◽  
Student Satisfaction ◽  
Community Building ◽  
Faculty Engagement ◽  
Completion Rates ◽  
Pass Rates ◽  
Online Classroom ◽  
Online Instructors ◽  
Subject Matter Expertise ◽  
The Impact

Difficulty building meaningful student and instructor relationships can create a challenge for online instructors. A Faculty of Practice (FoP) role was created in a large online university requiring greater faculty engagement to bolster student achievement. This study examined the impact of the FoP role on student success and satisfaction over a 6-month period. The position emphasized an increased engagement through enhanced personalized learning, subject-matter expertise, discipline mentoring, and community building. The increased engagement was promoted through requirements mandating a consistent presence in the classroom, personalized email interactions with students prior to course start, promotion and instruction of material through individual conferences, outreach to students with late or missing assignments, and weekly office hours including video conference options. None of these requirements are mandated for Associate Faculty (AF) teaching the courses. Data on student success included an analysis of student GPA, pass rates, completion rates, and progression to next course rates for FoP and AF courses. Student satisfaction was evaluated through the analysis of Student End-of-course Surveys (EoCS). Student data showed a significant increase in student GPA with the FoP when compared to AF courses. No differences were seen in pass, completion, or progression rates. Increase in student satisfaction for FoP courses as measured by EoCS was seen upon comparison with AF. Students noted a greater connection with the FoP and indicated stronger relationships with the FoP. Based on the analysis, we conclude the FoP role has the potential to improve student success and satisfaction in the online classroom.

scholarly journals Investigating the Factors Impacting the Student Satisfaction with the Universities In the Era of Artificial Intelligence: A Comparative Study of Malaysia and Pakistan

2018 ◽  
Vol 2 (3) ◽  
pp. 5-9
Author(s):  
Faisal Khalil-Ur-Rehman ◽  
Muhammad Farooq ◽  
Waqar Younas
Keyword(s):  
Student Satisfaction ◽  
Academic Staff ◽  
T Test ◽  
Research Model ◽  
High Expectation ◽  
University Image ◽  
Student Expectation ◽  
The University ◽  
The Impact

It has been highlighted from the results of independent sample t-Test that the university facilities have a high impact on student satisfaction in Malaysia (mean=4.1788) and Pakistan (mean=3.7212). The research model is based on five hypotheses, and university facilities have a positive relationship with student expectation. While results of t-Test indicate that the students in Malaysia have high expectation on university facilities, compared to students in Pakistan. This research has evaluated the variables (university image, facilities, quality of academic staff, university location, student expectation and overall student satisfaction), In the era of artificial inteligence. Furthermore, the results also indicate that the impact of university location and university image have very less impact on student satisfacton.

scholarly journals It’s How Many Terabytes?! A Case Study on Managing Large Born Digital Audio-visual Acquisitions

2017 ◽  
Vol 11 (2) ◽  
pp. 64-75
Author(s):  
Laura Uglean Jackson ◽  
Matthew McKinley
Keyword(s):  
Lessons Learned ◽  
University Of California ◽  
Digital Audio ◽  
Digital Collections ◽  
Special Collections ◽  
Digital Collection ◽  
The University ◽  
The Impact ◽  
Policy And Procedure

In October 2014, the University of California Irvine (UCI) Special Collections and Archives acquired a born digital collection of 2.5 terabytes – the largest born digital collection acquired by the department to date. This case study describes the challenges we encountered when applying existing archival procedures to appraise, store, and provide access to a large born digital collection. It discusses solutions when they could be found and ideas for solutions when they could not, lessons learned from the experience, and the impact on born-digital policy and procedure at UCI Libraries. Working with a team of archivists, librarians, IT, and California Digital Library (CDL) staff, we discovered issues and determined solutions that will guide our procedures for future acquisitions of large and unwieldy born digital collections. 

scholarly journals Investigating impact: Exploring the effect of ‘open’ support on student success

2019 ◽  
Author(s):  
Jennie Rose Steres Blake ◽  
Nicola Grayson ◽  
Sami Karamalla-Gaiballa
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Lessons Learned ◽  
Face To Face ◽  
Degree Classification ◽  
The University ◽  
University Of Manchester ◽  
The Impact

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.

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