scholarly journals Academic standing and publication

2022 ◽  
Author(s):  
Roger W. Byard
Keyword(s):  
Academic Standing

". . . AND WITH NO LANGUAGE BUT A CRY"

PEDIATRICS ◽  
1956 ◽  
Vol 18 (5) ◽  
pp. 690-691
Author(s):  
EDWARD B. SHAW
Keyword(s):  
Panel Discussion ◽  
Disease Entity ◽  
Academic Standing ◽  
Common Complaint ◽  
Symptom Complex ◽  
The Subject

IN THIS issue is reported a panel discussion on the subject of colic. The difficulties of this subject are implicit with the consideration of a symptom rather than of a disease entity—it is as though one chose to speak of cough or rash or any other symptom. This symptom complex has little academic standing for the more one is cloistered from the plaints of parents in the evening hours the less important it appears. Every pediatrician who is interminably consulted by the parents of a thriving baby who simply cries, and cries, and cries, suffers along with the distracted mother and the unhappy father and must wish most sincerely that he had a good, and preferably a single, answer to this all too common complaint.

scholarly journals Utilising Content Marketing Metrics and Social Networks for Academic Visibility

2017 ◽  
pp. 109-126
Author(s):  
Mark Anthony Camilleri
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Research Evaluation ◽  
Factor H ◽  
Educational Institutions ◽  
Academic Standing ◽  
Number Of Factors ◽  
Scholarly Impact ◽  
The Individual ◽  
Content Marketing

There are numerous assumptions on research evaluation in terms of quality and relevance of academic contributions. Researchers are becoming increasingly acquainted with bibliometric indicators, including; citation analysis, impact factor, h-index, webometrics and academic social networking sites. In this light, this chapter presents a review of these concepts as it considers relevant theoretical underpinnings that are related to the content marketing of scholars. Therefore, this contribution critically evaluates previous papers that revolve on the subject of academic reputation as it deliberates on the individual researchers' personal branding. It also explains how metrics are currently being used to rank the academic standing of journals as well as higher educational institutions. In a nutshell, this chapter implies that the scholarly impact depends on a number of factors including accessibility of publications, peer review of academic work as well as social networking among scholars.

scholarly journals Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses

2021 ◽  
Vol 11 (9) ◽  
pp. 549
Author(s):  
Charles T. Cox ◽  
Nicole Stepovich ◽  
Alexandra Bennion ◽  
Jessie Fauconier ◽  
Nicole Izquierdo
Keyword(s):  
Best Practices ◽  
Sense Of Belonging ◽  
First Generation ◽  
African Students ◽  
Black African ◽  
Academic Standing ◽  
Asian Pacific Islander ◽  
Large Enrollment ◽  
Asian Pacific ◽  
Remote Learning

The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward.

Academic Achievement and Demographics of International Undergraduates

2016 ◽  
pp. 233-259
Author(s):  
Dulce Amor L. Dorado ◽  
Barry Fass-Holmes
Keyword(s):  
Academic Achievement ◽  
Community College ◽  
West Coast ◽  
Native Language ◽  
Public University ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Academic Standing ◽  
First Time

Are international undergraduates whose native language is not English less prepared to succeed academically at an American four-year institution after transferring from an American community college than ones who are first-time freshmen (NFRS) or exchange visitors (EAPR)? This question's answer was no at an American West Coast public university where five cohorts of international transfer undergraduates (TRAN) earned mean first-year grade point averages (GPA) between B- and B. Less than 12% of these students earned GPAs below C, and less than 15% were in bad academic standing (probation, subject to disqualification, or dismissed). In comparison, five parallel cohorts of NFRS and EAPR earned mean first-year GPAs averaging between B and B+ to A-. Less than 10% earned GPAs below C or were in bad academic standing. Thus, a minority of this university's international undergraduates struggled academically regardless of whether they were TRAN, NFRS, or EAPR.

scholarly journals Is learning outcome after team based learning influenced by gender and academic standing?

2018 ◽  
Vol 47 (1) ◽  
pp. 58-66
Author(s):  
Saswati Das ◽  
Kajal Nandi ◽  
Priyanki Baruah ◽  
Sajib K. Sarkar ◽  
Binita Goswami ◽  
...  
Keyword(s):  
Learning Outcome ◽  
Academic Standing ◽  
Team Based Learning

WRITING EARLY MODERN HISTORY: IRELAND, BRITAIN, AND THE WIDER WORLD

2003 ◽  
Vol 46 (3) ◽  
pp. 723-747 ◽  
Author(s):  
NICHOLAS CANNY
Keyword(s):  
Early Modern ◽  
Economic History ◽  
Early Modern Period ◽  
Early Modern England ◽  
British History ◽  
Cultural Encounters ◽  
Historical Discourse ◽  
Irish History ◽  
British America ◽  
Academic Standing

The professionalization of history in Ireland resulted from the 1930s effort of T. W. Moody and R. Dudley Edwards to fuse writing on Irish history with a received version of the history of early modern England. This enterprise enhanced the academic standing of work on early modern Ireland, but it also insulated professional history in Ireland from the debates that enlivened historical discourse in England and continental Europe. Those who broke from this restriction, notably D. B. Quinn, Hugh Kearney, and Aidan Clarke, made significant contributions to the conceptualization of the histories of colonial British America, early modern England, and Scotland. These achievements were challenged by the New British History turn which, for the early modern period, has transpired to be no more than traditional English political history in mufti. None the less, writing on the histories of Ireland, Scotland, and colonial British America has endured and even flourished. Such endeavour has succeeded where the focus has been on people rather than places, where authors have been alert to cross-cultural encounters, where they have identified their subject as part of European or global history, and where they have rejected the compartmentalization of political from social and economic history. The success of such authors should encourage practitioners of both English history and the New British History to follow their examples for the benefit of endeavours which will always be complementary.

scholarly journals An Advising Initiative for Online Students on Academic Probation

2019 ◽  
Vol 39 (1) ◽  
pp. 5-21
Author(s):  
Nathan Miller ◽  
Katherine Greer ◽  
Lindsey Cozier ◽  
Stephanie Whitener ◽  
Jerry Patton ◽  
...  
Keyword(s):  
Academic Advising ◽  
Online Courses ◽  
Academic Probation ◽  
Postsecondary Institutions ◽  
Degree Programs ◽  
Academic Experience ◽  
Online Students ◽  
Residential Students ◽  
Academic Standing ◽  
Online Degree

Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.

scholarly journals THE OUTCOMES OF INDIVIDUAL ABSORPTIVE CAPACITY AMONG ACADEMICIANS IN MALAYSIAN PUBLIC UNIVERSITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 228-238
Author(s):  
A. Fakhrorazi ◽  
H. Hartini ◽  
Rabiul Islam
Keyword(s):  
Absorptive Capacity ◽  
Structural Equation ◽  
Public Universities ◽  
Response Rate ◽  
Equation Modeling ◽  
Innovative Behavior ◽  
Academic Standing ◽  
Learning Capabilities ◽  
Academic Workforce ◽  
World Ranking

Purpose of the Study: This paper investigates the ability of Malaysian public universities to achieve high academic standing within the top 100 world ranking universities depending on prolific and multitalented academicians who own multi-skills to support the universities’ academic excellences. Methodology: A total of 800 questionnaires were distributed to all public universities in Malaysia for the purpose of data collection and a total of 342 questionnaires were returned representing a response rate of 42.75 percent. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). Results: This study has contributed to the nations by highlighting the current capabilities of academic workforce that will either influence or hinder the growth of their knowledge acquisition and innovative behavior that will influence the future of Malaysian academic excellences. Implications: Academicians are under pressure to be prolific and versatile to achieve their universities’ goals in addition to their multitasking jobs including teaching, publication, consultation, research, and social welfare. Owing to that matter, the study on individual absorptive capacity, which refers to the ability of Malaysian academicians to absorb knowledge that determines their level of learning capabilities and leads to fulfilling universities’ and national agenda, is worth studying.

scholarly journals Tracking and Explaining Credit-Hour Completion

2014 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Maxwell Ndigume Kwenda
Keyword(s):  
Academic Progress ◽  
High School Graduation ◽  
Demographic Variables ◽  
First Year Experience ◽  
First Year ◽  
Academic Characteristics ◽  
Factors Associated ◽  
Academic Standing ◽  
Incoming Freshmen ◽  
School Graduation

This study highlights those factors associated with changes in earned hours for two cohorts of incoming freshmen during their first year at Cameron University. The objectives of this study are twofold: (a) to derive model(s) regressing the cumulative hours earned and differential hours earned on student demographic, socioeconomic, and academic characteristics; and (b) to provide succinct conclusions that will increase students’ satisfactory academic progress (SAP) based on the results. The study found that there have been changes at Cameron University  related to the freshman first year experience, while there were no significant differences detected between the 2010 and 2011 cohorts. In addition, demographic variables (age, sex, race, and years since high school graduation) generally did not significantly explain earned hours or changes in earned hours. The significant predictors were generally tied to a student academic standing or factors for which the institution can exercise some control.

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