An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs     

Kozeracki CA  Carey MF  Colicelli J  Levis-Fitzgerald M  Grossel M 《CBE life sciences education》2006,5(4):340-347

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.  相似文献   

A DEMONSTRATION MODEL: OUTREACH CONTINUING EDUCATION FOR RURAL GERIATRIC HEALTH CARE PROVIDERS     

Martha A. Coleman  Adele M. Davenport  Sherrie W. Abbott  Jennie C. Paton 《Educational gerontology》2013,39(4):425-434

This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit.  相似文献   

Student Outcomes: The Impact of Varying Living-Learning Community Models     

Stassen  Martha L. A. 《Research in higher education》2003,44(5):581-613

This study explores the effect of three distinct living-learning community models on a variety of student experience and academic performance outcomes. Central to the analysis is an investigation of whether there are differences in outcomes for learning communities with different missions and structures, all three of which fall into the Linked Course learning community design. Even in the least coordinated, most basic, learning community model, students show more positive outcomes (first semester GPA, retention, first-year experience) than nonlearning community students. The fact that simple structures that facilitate student interaction around academic work (even without coordinated faculty involvement) have a positive effect for students of all preparation levels provides encouragement to campus leaders with limited resources who are working to develop methods for improving the undergraduate educational experience on their campuses.  相似文献   

Concurrent Validity of LibQUAL+™ Scores: What Do LibQUAL+™ Scores Measure?     

Bruce Thompson  Colleen Cook  Martha Kyrillidou 《The Journal of Academic Librarianship》2005,31(6):517-522

The present study investigated the validity of LibQUAL+™ scores, and specifically how total and subscale LibQUAL+™ scores are associated with self-reported, library-related satisfaction and outcomes scores. Participants included 88,664 students and faculty who completed the American English (n_AE = 69,494) or the British English (n_BE = 19,170) LibQUAL+™ language versions in the 2004 data collection cycle. Results suggest that LibQUAL+™ scores primarily measure satisfaction rather than outcomes.  相似文献   

Creating connections: Library instruction across campus     

Sylvia G. Tag  Stefanie Buck  Martha N. Mautino 《Research Strategies》2005,20(4):226-241

The Library Outreach Program Committee at Western Washington University serves as a coordinating body for outreach activities to the non-departmental campus community. Successful projects include collaboration with New Student Services/Family Outreach, Academic User Technology Services, and Residential Life. A database of outreach activities assists in tracking and assessing outreach activities.  相似文献   

Editor's notes     

Martha Dean 《Performance Improvement》1998,37(7):4-5

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Do i have an opportunity for you     

Martha Dean 《Performance Improvement》1998,37(9):4-5

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Editor's notes     

Martha Dean 《Performance Improvement》1998,37(1):4-5

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Impacts of Climate Change on Leisure Sports Golf Tourism For the World Leisure Sports Foundation Congress     

约翰&#;诺莱特  Anand Rampersad  Martha Honey 《成都体育学院学报》2017,43(4)

According to the International Association of Golfing Tour Operators,the global golf tourism market is worth over $20 billion per year,countries are promoting golf as an important tourism activity, and golf tourism expanding rapidly. This study investigated the consumer trends and current situation ofgolf real estate in Caribbean area,revealed the impacts of climate change on golf course construction and on leisure sports golf tourism  相似文献   

Kindergarten Teachers and Classrooms: A Transition Context     

Diane M. Early  Robert C. Pianta  Martha J. Cox 《Early education and development》1999,10(1):25-46

Demographic and structural features of kindergarten classrooms are described using data from the National Center for Early Development and Learning's (NCEDL) Transition Practices Survey, a nationally representative survey of kindergarten teachers (n=3595), as a first step in investigating the context of the transition to kindergarten. Findings indicate that kindergarten teachers have a lot of education and experience, but lack specific training on facilitating transitions to kindergarten. Kindergarten classrooms generally meet National Association for the Education-of Young Children (NAEYC) (Bredekamp & Copple, 1997) guidelines for class size, but are larger than some research indicates is optimal (Mosteller, 1995). All estimates are presented for the overall population and by metropolitan status, district poverty, and minority enrollment. Few differences were found between subgroups on teacher education, experience, transition training, or class size.  相似文献