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This paper provides an overview of the context within which the teaching function in U.S. universities is carried out. It includes a conceptual scheme for the evaluation of instruction and suggests ways of analyzing evaluation in terms of (a) those components of the scheme which pertain to the instructor and his institutional context, and of (b) those which pertain to the institution and its societal context. The paper ends with advice for university administrators wishing to devise and implement evaluation for instructional improvement.Currently on leave as Visiting Senior Researcher, Ministry of Education, Jerusalem, Israel. 相似文献
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Automatic target tracking on multi-resolution terrain 总被引：1，自引：0，他引：1
WAN Ming ZHANG Wei MURRAY Marie O. KAUFMAN Ariet 《浙江大学学报(A卷英文版)》2006,7(7):1275-1281
INTRODUCTION In this paper, we propose an automatic target tracking method in our real-time simulation and animation system of large-scale terrain field. Our system supplies autonomous guidance, navigation and control of moving objects, in order to efficiently perform related challenging missions in manufacture, entertainment, and other real-world applications. Our goal is to deploy a large number of moving vehicles upon a large-scale virtual terrain (essentially a 2D curved terrain surfa… 相似文献
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Students' stress 总被引：1，自引：0，他引：1
Arie Shirom 《Higher Education》1986,15(6):667-676
The major objective of the present research was to identify stresses perceived by undergraduate students to characterize their university-related life sphere. Graduate students (n = 16) served as the researcher's confederates. Each confederate solicited highly frequent and important stress conditions from a group of up to ten undergraduates, (total n = 108) using the nominal group technique.Each group provided a rank order of the ten most relevant stresses. Fifteen stresses were identified as appearing in most groups. For each of the fifteen stresses, its mean rank order was calculated across the relevant groups. The highest mean rankings were given to the group of stresses classified as examination related, followed by those which had to do with meeting class assignments and by those related to the teaching process. The results were interpreted as providing strong support to the conceptualization of stress as a condition appraised by the individual to pose threat or danger to himself or herself. 相似文献
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This paper looks at how citations are perceived among scientists. Based on a questionnaire survey it traces the repertoire of views and experiences about citations that could be found among Norwegian scientists that had published highly cited papers. Their views circle around three issues: the relation between the quality (or importance or significance) of a paper and its citation history; the importance of visibility and how different sorts of factors play a role in determining citation in general and high citation in particular; and the fairness (or lack of fairness) of the system. Taken together, the respondents’ answers and comments offer an informal (and fragmented) sociology of citations and their role in the world of science. In the final section we discuss the relevance of our findings in respect to the increasing use of citation indicators in science policy and research evaluations. 相似文献
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Arie Rip 《Research Policy》1981,10(4):294-311
Recent work in the social studies of science has emphasized the importance of studying both the social and cognitive aspects of the evolution of scientific specialties and disciplines. This has implications for science policies that aim at the direction of scientific fields toward external goals: the cognitive state and dynamics of the field have to be taken into acount. Such a cognitive approach to science policy has been elaborated by a number of German science scholars. The three-phase model of scientific developments and the finalization thesis of the Starnberg group is discussed, and the policy implications are critically reviewed. A group based in the University of Bielefeld has published case studies designed to trace the role of cognitive factors in explaining the impact of science policy programmes on scientific fields. It turns out that mutual adaptation processes occur in the course of formulating the programmes which reduce conflict and resistance. In conclusion, some perspectives for further work are noted. 相似文献