Exploring Gender Differences in the Benefits of Undergraduate Research Experi...ADVANCE-Purdue
This presentation examines the effect of gender on student benefits from Undergraduate Research Experiences (UREs) in STEM disciplines. Much research has documented the benefits of UREs to students. For example, UREs have been shown to enhance students’ research skills, research self-self-efficacy, and understanding of scientific processes, aspirations for graduate education and interests in research oriented STEM careers. While the research is convincing that participation in UREs is related to positive educational outcomes for students in general, little is known about the effect of gender in relationship to URE benefits on students. The few studies that have examined the influence of gender on student benefits from UREs have generated conflicting results. Some studies (e.g., Lopatto, 2004) have reported no significant gender differences in the benefits of URE, while other studies (e.g., Kardash, 2000) documented that male students reported higher gains in their abilities to generate research hypotheses than their female counterparts. Although URE experiences have been shown as effective tools in enlarging the STEM pipeline, harnessing its efficacy to enhance the persistence of female students in STEM disciplines requires that more studies be conducted to clarify gender differences in accrued gains from UREs. This presentation addresses the identified gaps in the literature by investigating gender differences in students’ self-reported pre and post participation levels of research skills, understanding of the scientific process, research self-efficacy and aspirations for graduate education.
Data for the study come from 52 students (Female=32; Male=19) that participated in Purdue University’s Discovery Park’s Undergraduate Research Internship (DURI) program in the summer or fall semesters of 2009 academic session. Interns completed a multi-section pre-post survey instrument requesting them to indicate the extent to which they agreed/disagreed with four Likert-items regarding their research skills (e.g., “I have the ability to have a successful career as a researcher”); six items regarding their understanding of scientific processes (e.g., “understanding of how to formulate a research question”) and eleven items regarding their research skills (e.g., “documenting a research procedure.”) We employed independent sample t-tests to examine gender differences in students’ pre- and post DURI aspirations for graduate schools, research self-efficacy, research skills and understanding of scientific processes. The results revealed no statistically significant differences in any of the variables considered. Further, we calculated accrued gains/benefits from URE by subtracting the pre-participation from the post-participation values of the variables of interest. We observed no statistically significant gender differences in the variables considered. The results suggest that male and female students received similar levels of benefits from the experience.
Our presentation will discuss the importance, implications and applications of the findings to the issues of gender disparity in STEM disciplines. For example, earlier studies have attributed the attrition of women in STEM disciplines to the “abstract” nature of scientific knowledge and concepts. Given that UREs provide students the opportunities to have “hands-on” learning experiences and to understand the societal relevance of their research; we submit that UREs may be effective tools for enhancing the persistence of female students in STEM disciplines.
ADEA 2010 Competency Based Evaluation Of Predental ApplicantsEmil Chuck
New Idea Session on Competency-Based Evaluation of Predental Students from the data-driven evaluation side (predental advising and letters of evaluation).
Exploring Gender Differences in the Benefits of Undergraduate Research Experi...ADVANCE-Purdue
This presentation examines the effect of gender on student benefits from Undergraduate Research Experiences (UREs) in STEM disciplines. Much research has documented the benefits of UREs to students. For example, UREs have been shown to enhance students’ research skills, research self-self-efficacy, and understanding of scientific processes, aspirations for graduate education and interests in research oriented STEM careers. While the research is convincing that participation in UREs is related to positive educational outcomes for students in general, little is known about the effect of gender in relationship to URE benefits on students. The few studies that have examined the influence of gender on student benefits from UREs have generated conflicting results. Some studies (e.g., Lopatto, 2004) have reported no significant gender differences in the benefits of URE, while other studies (e.g., Kardash, 2000) documented that male students reported higher gains in their abilities to generate research hypotheses than their female counterparts. Although URE experiences have been shown as effective tools in enlarging the STEM pipeline, harnessing its efficacy to enhance the persistence of female students in STEM disciplines requires that more studies be conducted to clarify gender differences in accrued gains from UREs. This presentation addresses the identified gaps in the literature by investigating gender differences in students’ self-reported pre and post participation levels of research skills, understanding of the scientific process, research self-efficacy and aspirations for graduate education.
Data for the study come from 52 students (Female=32; Male=19) that participated in Purdue University’s Discovery Park’s Undergraduate Research Internship (DURI) program in the summer or fall semesters of 2009 academic session. Interns completed a multi-section pre-post survey instrument requesting them to indicate the extent to which they agreed/disagreed with four Likert-items regarding their research skills (e.g., “I have the ability to have a successful career as a researcher”); six items regarding their understanding of scientific processes (e.g., “understanding of how to formulate a research question”) and eleven items regarding their research skills (e.g., “documenting a research procedure.”) We employed independent sample t-tests to examine gender differences in students’ pre- and post DURI aspirations for graduate schools, research self-efficacy, research skills and understanding of scientific processes. The results revealed no statistically significant differences in any of the variables considered. Further, we calculated accrued gains/benefits from URE by subtracting the pre-participation from the post-participation values of the variables of interest. We observed no statistically significant gender differences in the variables considered. The results suggest that male and female students received similar levels of benefits from the experience.
Our presentation will discuss the importance, implications and applications of the findings to the issues of gender disparity in STEM disciplines. For example, earlier studies have attributed the attrition of women in STEM disciplines to the “abstract” nature of scientific knowledge and concepts. Given that UREs provide students the opportunities to have “hands-on” learning experiences and to understand the societal relevance of their research; we submit that UREs may be effective tools for enhancing the persistence of female students in STEM disciplines.
ADEA 2010 Competency Based Evaluation Of Predental ApplicantsEmil Chuck
New Idea Session on Competency-Based Evaluation of Predental Students from the data-driven evaluation side (predental advising and letters of evaluation).
Wills Clinical Vision Research Training and Mentoring Program: Implementation...Susan Umfer
Presentation by Julia A. Haller MD, Wills Eye Hospital Ophthalmologist-in-Chief, at the 2016 annual meeting of the Association of University Professors of Ophthalmology.
Wills Clinical Vision Research Training and Mentoring Program: Implementation...Susan Umfer
Presentation by Julia A. Haller MD, Wills Eye Hospital Ophthalmologist-in-Chief, at the 2016 annual meeting of the Association of University Professors of Ophthalmology.
On 16 November 2011, Japan Embedded Systems Technology Association (JASA) announced that Platform Research Group of Engineering division has started work on the specification of OpenEL (Embedded Libraries) for Robot.
OpenEL for Robot is an open platform to standardize the specifications of the software implementation of robotics and control systems.
This is the Japanese version of the presentation materials that were presented at Embedded Technology 2011 in Japan. The English version is under construction.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
HW02 1.2.Draw each angle3. Convert from radians to d.docxadampcarr67227
HW02
1.
2.Draw each angle
3. Convert from radians to degrees or degrees to radians. Round solutions to 2 decimals where appropriate
0.75 rad 3 rad 50 rad
rad
radrad
rad
rad
rad
4. If s is the arc length, r is the radius and A is the area, fill in the blanks:
Find s and A – round two 2 decimal places. 5.
Extra Credit
Extra Credit
Reconsidering the Pipeline Problem: Increasing Faculty Diversity
February 10, 2016
Kimberly A. Griffin writes that a pathway is a better metaphor than a pipeline when considering how to diversify college and university faculty. This is the third in a series sparked by recent student protests and the national dialogue on diversity and inclusion.
Last fall, students protested on college and university campuses nationwide, demanding that institutional leaders pay attention to the challenges Black students, and students of color in general, regularly face.
While students engaged in various acts of resistance, one common strategy was to compose and deliver a list of demands to their president. One demand in particular appeared on many lists and has drawn a great deal of attention from the higher education community, the media, and others: Students want significant increases in faculty diversity, most notably, more professors from communities of color.
Increases in student diversity have not been matched in the faculty, and most campuses have small numbers of Black, Latino and Native American professors. Many leaders have struggled with how to develop strategies that will address this concern. Some institutions have dedicated significant resources and initiated action plans to increase faculty diversity on their respective campuses. However, many still struggle with developing plans and initiatives that will both produce short-term results and long-term change.
Addressing the lack of diversity we see in academia first requires a clear understanding of the root causes of the problem. As we engage in this discourse as a community, conversations and strategies often turn to the “pipeline,” or the number of students from underrepresented backgrounds entering and completing graduate programs, the prerequisite for pursuing a faculty career.
In 2014, 13 percent of doctoral degree recipients were Black, Latino or Native American, up from 8 percent in 1994. Much of this growth was due to increases in the number of Latino graduate students. While increases in the number of students completing advanced degrees has indeed been slow and attention in this area is warranted, I suggest that there are limitations to framing a lack of faculty diversity as a purely a pipeline issue.
In some ways, using a pipeline metaphor limits the way that we think about increasing diversity. David Asai, senior director of science and education programs at the Howard Hughes Medical Institute, is one of many who critique the pipeline metaphor. He explains that student access and retention, particularly for communities of color in science.
Dr. Monica G. Williams, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Monica G. Williams, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
67. Does The University Positioning Statement Fit? The University of the Sciences in Philadelphia sees itself as a school that enables “students to transform their love of science into a meaningful future in the vital healthcare field.” Question 6
137. Preselected Sub-Branding Words for Individual Colleges Students were given a total of nine words, which are used to portray the five colleges, which were already preselected by the University’s Marketing Department. Question 10
150. Does the Individual College’s Positioning Statement Fit? “Mayes College of Healthcare Business and Policy offers advanced degrees at the intersections of business, health policy, and public health enabling visionary students to serve their futures with leadership roles across the healthcare spectrum.” Question 11
152. Does the Individual College’s Positioning Statement Fit? “Misher College of Arts and Sciences provides a specialized undergraduate foundation, with research and discovery at its core, for students seeking advanced science degrees to serve health and humanity.” Question 11
154. Does the Individual College’s Positioning Statement Fit? “The Philadelphia College of Pharmacy, North America’s first school of pharmacy and the prestigious start of the University, graduates the scientists and pharmacists who discover and deliver the healthcare innovations that advance patient care.” Question 11
155.
156. Does the Individual College’s Positioning Statement Fit? “Samson College of Health Sciences educates the vital healthcare professionals who add immeasurably to the quality of life at each step – from prevention to diagnosis to recovery – of the patient care continuum.” Question 11
157.
158.
159. Majority of the students felt that the University does not need to change its name.
160. Students felt that even though the school is small and expensive, it is also prestigious and focused.
161.
162. Changes can be made to the University’s positioning statement to more accurately reflect the school and its colleges