scholarly journals Using Primo for undergraduate research: a usability study

2016 ◽  
Vol 34 (4) ◽  
pp. 566-584 ◽  
Author(s):  
Greta Kliewer ◽  
Amalia Monroe-Gulick ◽  
Stephanie Gamble ◽  
Erik Radio
Keyword(s):  
Undergraduate Students ◽  
Web Search ◽  
Undergraduate Research ◽  
Usability Study ◽  
Content Type ◽  
Web Tools ◽  
Level Of Satisfaction ◽  
Commercial Search Engine ◽  
High Level ◽  
Additional Feedback

Purpose The purpose of this paper is to observe how undergraduate students approach open-ended searching for a research assignment, specifically as it affected their use of the discovery interface Primo. Design/methodology/approach In total, 30 undergraduate students were provided with a sample research assignment and instructed to find resources for it using web tools of their choice, followed by the Primo discovery tool. Students were observed for 30 minutes. A survey was provided at the end to solicit additional feedback. Sources students found were evaluated for relevance and utility. Findings Students expressed a high level of satisfaction with Primo despite some difficulty navigating through more complicated tasks. Despite their interest in the tool and previous exposure to it, it was usually not the first discovery tool students used when given the research assignment. Students approached the open-ended search environment much like they would with a commercial search engine. Originality/value This paper focused on an open-ended search environment as opposed to a known-item scenario in order to assess students’ preferences for web search tools and how a library discovery layer such as Primo was a part of that situation. Evaluation of the resources students found relevant were also analyzed to determine to what degree the students understood the level of quality they exhibited and from which tool they were obtained.

scholarly journals Intellectual Growth For Undergraduate Students: Evaluation Results From An Undergraduate Research Conference

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Sharyn J. Potter ◽  
Eleanor Abrams ◽  
Lisa Townson ◽  
Cameron Wake ◽  
Julie E. Williams
Keyword(s):  
New Hampshire ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Educational Impact ◽  
Research Conference ◽  
Level Of Satisfaction ◽  
The Social ◽  
High Level ◽  
The University ◽  
University Of New Hampshire

We describe the development and evaluation of the university-wide, weeklong undergraduate research conference at the University of New Hampshire.  Despite increases nationally in the number of undergraduate research conferences (URC), there has been little research examining the social and educational impact of these events on student presenters. We describe the development and evaluation of the university-wide, weeklong URC at the University of New Hampshire. A survey administered to URC participants over a four year period revealed that research culminating in a presentation at the URC was one of the more influential events students experienced during their undergraduate years and students realized a high level of satisfaction from presenting at the URC.

scholarly journals Evaluating undergraduate research conferences as vehicles for novice researcher development

2016 ◽  
Vol 7 (2) ◽  
pp. 159-177 ◽  
Author(s):  
Pauline Kneale ◽  
Andrew Edwards-Jones ◽  
Helen Walkington ◽  
Jennifer Hill
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Skills Development ◽  
Learning Context ◽  
Content Type ◽  
Research Conference ◽  
Researcher Development ◽  
Development Framework ◽  
Wide Range ◽  
The Impact

Purpose This paper aims to focus on the undergraduate research conference as its sphere of study and investigate the impact of significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made with the concept of graduate attributes. Design/methodology/approach The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes and to long-term career plans. The insights from 90 undergraduate students participating in three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria. Findings Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes could be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas. Research limitations/implications This research helps undergraduate research conference organisers construct programme content and form it in such a way that students’ skill development can be maximised prior to, and during, the course of an event. Learning developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students’ skills development within the undergraduate research conference arena. Originality/value The outcomes of this study show the diversity of the skills that students developed and the value of the conference format for offering networking practice and enhancing the communication skills which employers value.

Retaining students by embedding librarians into undergraduate research experiences

2014 ◽  
Vol 42 (1) ◽  
pp. 129-147 ◽  
Author(s):  
Jeffrey A. Knapp ◽  
Nicholas J. Rowland ◽  
Eric P. Charles
Keyword(s):  
Academic Success ◽  
Student Retention ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Undergraduate Research ◽  
Research Experiences ◽  
Content Type ◽  
College Curriculum ◽  
Institutional Goals ◽  
Undergraduate Research Experiences

Purpose – The purpose of this paper is to identify an important area for librarians to positively impact student retention. Design/methodology/approach – This programmatic and conceptual piece describes how embedding librarians into the growing enterprise of undergraduate research experiences (UREs) lays a framework for a context in which libraries and librarians directly contribute to the retention of undergraduate students. Findings – Librarians are capable of directly contributing to the retention of students. While their efforts, it is contended, contribute routinely and to the actual retention of students, it is difficult for their efforts to register in the assessment of retention used by administrators. This discrepancy can be solved if librarians play a more explicit (and quantifiable) role in retaining students. Research limitations/implications – UREs are a growing, but generally untapped trend for librarians; however, because UREs generally correlate with academic success and student retention, they offer librarians a useful entry point to contribute to the academic mission of colleges and universities, and in a measurable way. Practical implications – Embedded librarianship poses a number of hurdles for its practitioners; however, it also has the potential for libraries and librarians to become more explicitly connected to overall institutional goals and strengthen their positions in the academy more broadly. Social implications – Improving the scientific literacy of undergraduate students and aiding them on their path toward graduation is meaningfully enhanced through the embedding of librarians into the college curriculum. Originality/value – Systematically embedding librarians into UREs is not strongly represented in the literature.

Social networking, identity and sexual behaviour of undergraduate students in Nigerian universities

2017 ◽  
Vol 35 (3) ◽  
pp. 534-558
Author(s):  
Williams Ezinwa Nwagwu
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Sexual Behaviour ◽  
Social Networking Sites ◽  
Intimate Relationship ◽  
High Tendency ◽  
Content Type ◽  
Young Males ◽  
High Level ◽  
Practical Implications

Purpose The purpose of this study was to examine how the identity of undergraduates who use social networking sites in selected Nigerian universities influences the prediction of their sexual behaviour. Design/methodology/approach A questionnaire survey was used to collect data from 388 students from three public universities in Nigeria. Findings Sex and age exerted sufficient influence on the youth’s sexual behaviour, but the identity variables seemed only to increase the tendency of younger males to form intimate relationship with partners. Specifically, young males who maintain high level of social relationships have a high tendency of developing intimate relationship with partners. Research limitations/implications This study that deployed identity variables provides wide-ranging information on how identity moderates sexual behaviour in the presence of traditional predictors of demographic characteristics and social networking. Practical implications This study demonstrates that identity has a very strong influence of the predictive power of sex and age on sexual behaviour. Originality/value This study is the first that examined sexual behaviour, identity and social networking together.

Peer review of assessment network: supporting comparability of standards

2016 ◽  
Vol 24 (2) ◽  
pp. 194-210 ◽  
Author(s):  
Sara Booth ◽  
Jeff Beckett ◽  
Cassandra Saunders
Keyword(s):  
Peer Review ◽  
Professional Learning ◽  
Diverse Range ◽  
Content Type ◽  
National Network ◽  
Data Coding ◽  
Level Of Satisfaction ◽  
High Level ◽  
National Forum ◽  
Achievement Standards

Purpose – This paper aims to test the need in the Australian higher education (HE) sector for a national network for the peer review of assessment in response to the proposed HE standards framework and propose a sector-wide framework for calibrating and assuring achievement standards, both within and across disciplines, through the establishment of a peer review of assessment network (PRAN). Design/methodology/approach – This study used a “proof of concept”approach to test the need for a national network, using consultations (n = 67) which included teleconference meetings [39], face-to-face meetings [2], Skype [1], presentations [19], state-based workshops [6] and a national forum. Quantitative data from evaluation surveys from state-based workshops and national forum were computer-analysed to generate descriptive statistics. Qualitative data arising from open-ended questionnaire responses were analysed through progressive categorisation and data coding designed to identify and refine data themes. Findings – In all, 63 per cent of participants to the state-based workshops were satisfied with the workshop content. A further 29 per cent reported a high level of satisfaction. The interactive group discussions fostered a collaborative approach and facilitated engagement with the workshop content. A total of 58 per cent of participants to the national forum were satisfied with the forum, with a further 40 per cent reporting a high level of satisfaction. Participants indicated that presentation content was informative and covered a diverse range of topics and viewpoints highly relevant to the current clime across the HE sector. Practical implications – Many participants strongly supported the establishment of a national PRAN, with overwhelming support (88 per cent) for the forum to be made an annual event. Originality/value – This study contributes to existing literature and provides further evidence for the value of networks in the peer review of assessment to support academics in professional learning and calibration exercises.

Wikipedia and undergraduate research trajectories

2015 ◽  
Vol 116 (3/4) ◽  
pp. 201-212 ◽  
Author(s):  
Lily Todorinova
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Process ◽  
Future Research ◽  
Small Scale ◽  
Writing Classes ◽  
Content Type ◽  
Online Encyclopedia ◽  
Library Collections

Purpose – The purpose of this paper was to analyze undergraduate students’ use of Wikipedia bibliographies. The study has implications for Wikipedia as a “discovery tool” of library collections, library instructional practices and understanding the complex ecology of students’ research processes. Design/methodology/approach – Thirty undergraduate students were recruited from introductory English writing classes. A controlled survey was conducted in Qualtrics®, including the following sections: pre and post test of students’ understanding of authority/quality of sources; tasks analyzing participants’ choices for further research after reading a Wikipedia article; and students’ determination of the authority/quality of sources in Wikipedia reference pages, using an adapted version of the Turnitin® Source Educational Evaluation Rubric. Findings – The investigator found that students were unlikely to follow references they found in bibliographies of Wikipedia pages, unless instructed to do so. This was expressed most clearly in their comments, which revealed that Wikipedia’s reference sections are found to be too overwhelming and numerous. These entries are depicted by order of appearance in the text and are not ranked, or presented in an order students considered useful. Participants were not likely to use Wikipedia as a discovery tool of library content because they perceived Wikipedia as being markedly different, even in opposition to, library resources. Students disclosed being warned by their faculty and instructors not to use the online encyclopedia at all in their research process. However, paradoxically, after reading a Wikipedia article, students were most likely to go to Google, or revisit Wikipedia, for more information, as opposed to using the library. Study participants reported that “ease of access” is the most important consideration when choosing sources to include in research papers, followed by the actual authority/quality of these sources. Students also greatly benefited from having a structured rubric available at the point of their research process when they are asked to determine the authority/quality of sources, and especially within Wikipedia bibliographies. Research limitations/implications – This is a small-scale study of students’ use of Wikipedia in one university campus, but its results can spark a discussion of the larger question of undergraduates’ research trajectories. The findings of the study suggest that these trajectories are extremely influenced by two conflicting issues: faculty influence and resource convenience. The researchers plan to extend the study to include faculty’s perceptions of the value of Wikipedia to undergraduate students’ research, including faculty’s own involvement as Wikipedia editors and contributors. Future research of undergraduate’s use of Wikipedia could benefit from a greater recruitment of participants across a diverse pool of academic institutions, as well as a mixed research method of observation, task analysis and interviews. Practical implications – The findings of the study offer suggestions for both the design aspect of Wikipedia and the instructional methods of academic librarians. This study also informs library practices and emerging collaborations with Wikipedia, specifically the “Wikipedian in Residence” program and the concept of using Wikipedia as one type of a discovery tool. Originality/value – There is a lack of empirical evidence showing how or if students use Wikipedia bibliographies to continue their research. The possibility of the online encyclopedia as a discovery tool for library collections is relatively unknown and unexplored. The topic of collaboration between Wikipedia and libraries is new and emerging in the field.

Integrating sustainability across the university curriculum

2016 ◽  
Vol 17 (5) ◽  
pp. 652-670 ◽  
Author(s):  
Jane Ellen Dmochowski ◽  
Dan Garofalo ◽  
Sarah Fisher ◽  
Ann Greene ◽  
Danielle Gambogi
Keyword(s):  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Undergraduate Research ◽  
Research Network ◽  
Social Implications ◽  
University Of Pennsylvania ◽  
Research Experiences ◽  
Content Type ◽  
The University ◽  
Research Assistants

Purpose Colleges and universities increasingly have the mandate and motivation to integrate sustainability into their curricula. The purpose of this paper is to share the strategy used at the University of Pennsylvania (Penn) and provide an evaluation of its success and guidance to others creating similar programs. Design/methodology/approach This article summarizes Penn’s Integrating Sustainability Across the Curriculum (ISAC) program. ISAC pairs Penn undergraduate research assistants with instructors in a collaborative effort to incorporate sustainability into courses. Findings In concert with other Penn initiatives (a course inventory, faculty discussion groups and a research network), ISAC increases Penn’s sustainability-related courses and creates dialogue regarding how various disciplines contribute to sustainability. Practical implications The program described in this article is replicable at other institutions. The authors demonstrate that the logistics of recruiting students and establishing the program are straightforward. Undergraduate students are on campus; their pay requirements are modest; and they are desirous of such research experiences. Social implications The ISAC program inculcates a cultural and behavioral shift as students and faculty approach sustainability issues collaboratively, and it facilitates the development of a shared language of environmental sustainability. Such social implications are difficult to quantify, but are nonetheless valuable outcomes. Originality/value The faculty–student partnership used to facilitate the integration of sustainability into courses at Penn is original. The ISAC program provides a framework for engaging students and faculty in curriculum development around sustainability in a manner that benefits the student research assistants, the participating faculty and future students.

A Survey of the Job Profiles of Biomedical Informatics Graduates

2016 ◽  
Vol 55 (05) ◽  
pp. 473-477 ◽  
Author(s):  
Evandro Ruiz ◽  
José Baranauskas ◽  
Alessandra Macedo
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Formal Education ◽  
Practical Knowledge ◽  
Biomedical Informatics ◽  
Database Systems ◽  
Object Oriented Programming ◽  
Systems Software ◽  
Level Of Satisfaction ◽  
High Level

SummaryBackground: In 2003, the University of São Paulo established the first Biomedical Infor -matics (BMI) undergraduate course in Brazil. Our mission is to provide undergraduate students with formal education on the fundamentals of BMI and its applied methods. This undergraduate course offers theoretical aspects, practical knowledge and scientifically oriented skills in the area of BMI, enabling students to contribute to research and methodical development in BMI. Course coordinators, professors and students frequently evaluate the BMI course and the curriculum to ensure that alumni receive quality higher education. Objectives: This study investigates (i) the main job activities undertake by USP BMI graduates, (ii) subjects that are fundamental important for graduates to pursue a career in BMI, and (iii) the course quality perceived by the alumni. Methods: Use of a structured questionnaire to conduct a survey involving all the BMI graduates who received their Bachelor degree before July, 2015 (attempted n = 205). Results: One hundred and forty-five gradu -ates (71 %) answered the questionnaire. Nine out of ten of our former students currently work as informaticians. Seventy-six gradu -ates (52 %) work within the biomedical informatics field. Fifty-five graduates (38 %) work outside the biomedical informatics field, but they work in other IT areas. Ten graduates (7 %) do not work with BMI or any other informatics activities, and four (3 %) are presently unemployed. Among the 145 surveyed BMI graduates, 46 (32 %) and seven (5 %) hold a Master‘s degree and a PhD degree, respectively. Database Systems, Software Engineering, Introduction to Computer Science, Object-Oriented Programming, and Data Structures are regarded as the most important subjects during the higher education course. The majority of the graduates (105 or 72 %) are satisfied with the BMI education and training they received during the undergraduate course. Conclusions: More than half of the gradu -ates from our BMI course work in their primary education area. Besides technical adequacy, the diverse job profiles, and the high level of satisfaction of our graduates indicate the importance of undergraduate courses specialized in the BMI domain are of utmost importance.

scholarly journals Students’ satisfaction in higher education: the role of practices, needs and beliefs of teachers

2019 ◽  
Vol 27 (1) ◽  
pp. 56-69 ◽  
Author(s):  
Francesca Bassi
Keyword(s):  
Teaching And Learning ◽  
University Management ◽  
Latent Growth ◽  
Content Type ◽  
Level Of Satisfaction ◽  
High Level ◽  
The University ◽  
Students Satisfaction ◽  
Over Time

Purpose The purpose of the paper is the analysis of the evolution of students’ satisfaction over time in a large Italian university and the effects on it because of some characteristics of the teachers: didactic practices, beliefs and needs with regard to teaching and learning. Design/methodology/approach The first step of the analysis identifies a latent construct, measured with items composing the questionnaire, and proposes a reduced set of indicators to measure satisfaction and to model its evolution over time (information collected in three consecutive academic years is available). A second step clusters teachers in homogenous groups with reference to their opinions, beliefs and needs, collected with a new survey conducted at the University of Padova, with the aim of developing strategies to support academic teachers. Then, a mixture conditional latent growth model is estimated with covariates affecting the latent parameters and class membership. Findings Model estimation identifies a large group of university courses with a high level of satisfaction, which stays constant over time, and a small group of problematic courses with low satisfaction, moreover, that decreases over the three considered academic years. Interesting significant effects of covariates related to both the teacher and the didactic activity are estimated. Originality/value Statistical analyses show that the implementation of innovative didactic practices and commitment to quality of teaching are important factors to be encouraged by the university management. On the contrary, the traditionalist way of teaching and a low passion for teaching do not improve students’ satisfaction.

The impact of an integrated care service on service users: the service users’ perspective

2014 ◽  
Vol 28 (4) ◽  
pp. 495-510 ◽  
Author(s):  
Mei Hu
Keyword(s):  
Social Care ◽  
Care Service ◽  
Waiting Times ◽  
Service Users ◽  
Content Type ◽  
Care Services ◽  
Level Of Satisfaction ◽  
Multi Method Approach ◽  
High Level ◽  
The Impact

Purpose – The purpose of this paper is to examine the effects of an integration programme on service users from users’ own perspective. Design/methodology/approach – Multi-method approach was used. Both quantitative and qualitative data collection and analysis were employed to uncover and examine service users’ views of the impact of the integration programme. Findings – An improvement in the physical functioning of one in three occupational equipment users; a rise in the level of satisfaction of 85 per cent of occupational health and 82 per cent of physiotherapy users; older people with complex problems and high-level needs were able to be helped to live at home; and waiting times for both assessment and for services within two weeks and four weeks were below the national achievement and ministerial targets. The impact of the integration programme on users was complex. Positive outcomes were achieved for some user groups and individuals but not for others. A lack of change outcomes in social care, and service users’ low level of satisfaction with social care services appears to be associated with the impact of agency work and the predominant aim in social work of achieving maintenance and prevention outcomes. Originality/value – This paper contributes to knowledge on what and how the total integration in Cambridgeshire has benefited users.

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