Departmental Climate and Student Experiences in Graduate Geography Programs     

Michael Solem  Jenny Lee  Beth Schlemper 《Research in higher education》2009,50(3):268-292

This study explores how graduate students enrolled in M.A./M.S. and Ph.D. geography programs perceive the social and academic climate of their departments. A second objective is to understand how these students self-assess their own professional abilities, values, and goals, and whether these self-assessments differ across demographic and institutional contexts. The survey instrument for this research is based on data collected from graduate student focus groups and on validated constructs of academic culture and climate from previous research. T-tests, ANOVA, and regression analyses identified significant differences among graduate students and their perceptions of departmental climate when compared on the basis of gender, citizenship, race/ethnicity, disciplinary subfield, and institutional type. Interview data provide additional context for analysis of the survey data. The primary areas in which we detected differences in graduate students’ experiences were 1) diversity issues, 2) disciplinary and institutional cultures, 3) career planning and development, 4) financial matters, and 5) quality of the learning environment. These differences result from the varying social and academic dynamics of graduate programs, illustrating the importance of the local environment in shaping student experiences.

Beth SchlemperEmail:

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Perinatal Risk Factors for Mild Motor Disability     

Beth Hands  Garth Kendall  Dawne Larkin  Helen Parker 《International Journal of Disability, Development & Education》2009,56(4):317-331

The aetiology of mild motor disability (MMD) is a complex issue and as yet is poorly understood. The aim of this study was to identify the prevalence of perinatal risk factors in a cohort of 10‐year‐old boys and girls with (n = 362) and without (n = 1193) MMD. Among the males with MMD there was a higher prevalence of postpartum haemorrhage, caesarean section, low birth weight and stressful first year of life. Among the females with MMD, there was a higher prevalence of essential hypertension, anaemia and threatened pre‐term. Multivariable logistic regression revealed gender (male), anaemia, threatened pre‐term birth (if female) and hypertension (if female) weakly explained MMD at 10 years. These results underscore the importance of considering gender differences in order to better understand the multiple influences on motor development.  相似文献   

Integrating Information into the Engineering Design Process,Michael Fosmire,David Radcliffe (Eds.), Purdue University Press,West Lafayette,IN (2013), 224p. $29.95, ISBN: 9781557536495     

Beth Thomsett-Scott 《The Journal of Academic Librarianship》2014,40(5):536-537

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The Erosion of FAPE for Students with LD     

Mary Beth Calhoon  Sheri Berkeley  David Scanlon 《Learning disabilities research & practice》2019,34(1):6-13

How schoolsfulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general education peers. Students with learning disabilities (LD) in particular are impacted by these reforms. The notion of their individually‐appropriate education has been slowly eroded as limitations in special education practices and the goals of education reform have been responded to. As special education intentions and practices advance, stakeholders have a responsibility to protect the FAPE of students with LD, to ensure meeting these students’ individualized learning needs.  相似文献   

Learning the Colonial Past in a Colonial Present: Students and Teachers Confront the Spanish Conquest in Post-Conflict Guatemala     

Deirdre M. Dougherty  Beth C. Rubin 《Educational Studies A Journal of the American Educational Studies Association》2016,52(3):216-236

In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common historical narrative, differed in their presentation of Spanish colonialism. In the social studies classrooms of two different settings, a private school serving affluent Ladino students and a public school serving low-income indigenous students, young people constructed usable pasts amid distinct approaches to this era. In the first, a static, fixed version of colonial history distanced these young people from their indigenous cocitizens; students described the colonial era as part of a completed and distant past. In the second classroom, the teacher framed colonialism as an enduring part of students’ lives; students articulated the continued reach of the colonial era through language loss, structural inequality, and cultural devaluation. In this postconflict setting, curricular attempts to use historical study to create a new, unified, national identity were met with local challenges embedded in distinct historical memories.  相似文献   

Assessing the Food Safety Knowledge of University of Maine Students     

Chelsea C. Ferk  Beth L. Calder  Mary Ellen Camire 《Journal of Food Science Education》2016,15(1):14-22

Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well‐being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18‐ to 26‐year‐old Univ. of Maine students. Demographic questions and the previously validated Food Safety Knowledge Questionnaire (FSKQ) were placed online. Of 123 people who responded to the email recruitment notice, 104 Univ. of Maine undergraduates aged 18 to 26 years completed the survey. The average score among all participants was 60% correct (53 points out of a possible 89 points). Survey questions that required participants to identify common sources of foodborne pathogens had the lowest average percent correct (31%). Less than 50% of participants were able to correctly identify several high‐risk foods, including sliced melon, raw sprouts, and unpasteurized fruit juice. Our findings indicate a need for educational programs for 18‐ to 26‐year‐old Univ. of Maine students in regards to common sources of foodborne pathogens and proper handling of fresh produce and that food safety knowledge among university students has not improved since publication of a national survey using the FSKQ in 2006. Effective educational programs are needed to ensure that young adults understand food risks and appropriate food handling practices.  相似文献   

Reference Librarians at the Reference Desk in a Learning Commons: A Mixed Methods Evaluation     

Elizabeth B. Fitzpatrick  Anne C. Moore  Beth W. Lang 《The Journal of Academic Librarianship》2008,34(3):231-238

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Designing a Path to an Economically,Socially and Environmentally Sustainable Plan for Accessible Storage at Winterthur Museum,Garden and Library     

Joelle D. J. Wickens  Beth J. Parker Miller  John W. Castle  Linda Eaton 《文物保护研究》2018,63(5):438-440

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Case Study: Online Continuing Education for New Librarians     

Beth R. Hendrix  Alyse E. McKeal 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):346-354

Continuing education is vital for new librarians to gain skills and knowledge beyond library school. Professional development offered free in an online environment is often the best option for staying current on the issues and trends necessary for young librarians to grow and flourish. This paper presents a case study of an online professional development series for new librarians implemented by the Online Programs Committee of the American Library Association's New Members Round Table.  相似文献   

Moving the New York University Abu Dhabi Library     

Beth Daniel Lindsay 《资料收集管理》2017,42(1):48-56

Using Steven Carl Fortriede's method in Moving Your Library: Getting the Collection From Here to There as a framework, we successfully moved the New York University Abu Dhabi Library from a library and off-site storage facility to one new library. While we generally followed Fortriede's advice, we deviated from his plan in three important ways: We created a color-coding system for the boxes, which eliminated the need to keep the boxes in strict order; we integrated two collections during the move (rather than before); and we created phantom books to create space for lengthy multivolume sets in the smaller collection.  相似文献