排序方式： 共有15条查询结果，搜索用时 328 毫秒
1.
Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research. 相似文献
2.
Janet M. Batzli Amber R. Smith Paul H. Williams Seth A. McGee Katalin Dósa Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. 相似文献
3.
Educational Studies in Mathematics - In this article, I present the eighteenth century’s polemic of Bernoulli and d’Alembert concerning the smallpox epidemic and a prevention method... 相似文献
4.
AbstractPopular media often reports on the carbon footprint of certain activities, items or people. We were curious to explore how people make sense of these news pieces, and specifically, whether and how carbon literacy (CL) and quantitative literacy (QL) influences their reasoning. We interviewed and surveyed students of various backgrounds using simulated news pieces of three carbon footprints: that of Facebook, that of the US dairy industry, and that of the US chocolate industry. We found that being highly carbon or quantitatively literate influenced participants’ reaction – but only while they were gathering information about the prompts. The effect of literacies disappeared when they were asked to decide whether the carbon footprint was worrisome or which they would tackle first as a policy-maker. We describe and categorize the strategies students used to make sense of carbon footprints, and link the frequency of using particular strategies to their carbon and quantitative literacy. Implications for future research and environmental education are discussed. 相似文献
5.
This historical multi-case study uses the concepts of coloniality of knowledge, critical hybridity, and indigeneity in examining higher education development in Africa through the efforts of Nnamdi Azikiwe of Nigeria and Kwame Nkrumah of Ghana, two educational reformers and former international students in the USA. We develop a framework for examining how transnational interactions between the Global North and the Global South shape higher education development. Implications are presented for the importance of flexible theoretical understandings of transnational higher education interactions as well as higher education practices in international student and scholar exchange and other transnational higher education engagement. 相似文献
6.
This paper examines the role of living–learning (L/L) programs in undergraduate women’s plans to attend graduate school in
STEM fields. Using data from the 2004–2007 National Study of Living Learning Programs (NSLLP), the only existing multi-institutional,
longitudinal dataset examining L/L program outcomes, the findings show that women’s participation in women-only STEM-focused
L/L programs is positively associated with STEM graduate school aspirations, in comparison to residing in co-educational STEM
L/L programs, all other L/L programs, and traditional residence halls. Socially supportive residence hall climates and women’s
self-assessments as performing better than men in STEM contexts were also positively associated with STEM graduate school
plans, while academically supportive residence hall climates and visiting the work setting of a STEM professional held negative
relationships with the outcome. Implications are discussed for L/L programs and the utility of women-only programming within
coeducational institutions of higher education. 相似文献
7.
Science and Engineering Doctoral Student Socialization,Logics, and the National Economic Agenda: Alignment or Disconnect? 总被引：1，自引：0，他引：1
This study explores the institutional logics and socialization experiences of STEM doctoral students in the context of the current American economic narrative that is specific to science and technology. Data from qualitative interviews with 36 students at three research universities first reveals a disconnect between a well-established national science and technology policy narrative that is market-oriented and the training, experiences, and perspectives of science and engineering doctoral students. Findings also indicate science and engineering doctoral students mostly understand entrepreneurship and innovation in the contexts of funding research activities and creating social impact, which parallel rather than oppose dominant academic values and norms. Based on the findings, we contend that it is both possible and prudent for universities and graduate programs to pursue strategies that align science and engineering doctoral education with the current national economic agenda and support the personal, professional values and perspectives of students without coming in conflict with the scientific core of the academy. 相似文献
8.
Higher Education - This study examined correlates of work-life balance perceptions for faculty from various marital/relationship and family statuses, using data from the multi-institutional survey... 相似文献
9.
Gradual refinement for application-specific MPSoC design from Simulink model to RTL implementation 总被引：1，自引：0，他引：1
Kai Huang Xiao-lang Yan Sang-il Han Soo-ik Chae Ahmed A. Jerraya Katalin Popovici Xavier Guerin Lisane Brisolara Luigi Carro 《浙江大学学报(A卷英文版)》2009,10(2):151-164
The application-specific multiprocessor system-on-chip （MPSoC） architecture is becoming an attractive solution to deal with increasingly complex embedded applications, which require both high performance and flexible programmability. As an effective method for MPSoC development, we present a gradual refinement flow starting from a high-level Simulink model to a synthesizable and executable hardware and software specification. The proposed methodology consists of five different abstract levels： Simulink combined algorithm and architecture model （CAAM）, virtual architecture （VA）, transactional accurate architecture （TA）, virtual prototype （VP） and field-programmable gate array （FPGA） emulation. Experimental results of Motion-JPEG and H.264 show that the proposed gradual refinement flow can generate various MPSoC architectures from an original Simulink model, allowing processor, communication and tasks design space exploration. 相似文献
10.
Through organizational case studies conducted at Guangdong University of Foreign Studies in China and Central European University in Hungary, this paper examines academic culture and citizenship in societies transitioning from communist to market-driven social and economic structures. The article presents a new model of citizenship, representing types of citizenship along the dimensions of locally informed to globally informed and individualist to collectivist. Implications emphasize the hybridization of academic culture and a reinterpretation of cosmopolitan professional identity in faculty life, expanding the concept from Gouldner’s focus on disciplinary loyalty to commitments in a global sphere. 相似文献