scholarly journals The Preparation of Stewards with the Mastery Rubric for Stewardship: Re-Envisioning the Formation of Scholars and Practitioners

2019 ◽  
Vol 9 (4) ◽  
pp. 292
Author(s):  
Christopher M. Rios ◽  
Chris M. Golde ◽  
Rochelle E. Tractenberg
Keyword(s):  
Cognitive Abilities ◽  
Data Science ◽  
Doctoral Education ◽  
Work Force ◽  
Performance Level ◽  
Developmental Trajectory ◽  
Doctoral Training ◽  
Original Definition ◽  
Practice Standards ◽  
Directed Development

A steward of the discipline was originally defined as “someone who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application”. This construct was articulated to support and strengthen doctoral education. The purpose of this paper is to expand the construct of stewardship so that it can be applied to both scholars and non-academic practitioners, and can be initiated earlier than doctoral education. To accomplish and justify this, we describe a general developmental trajectory supporting cross-curriculum teaching for stewardship of a discipline as well as of a profession. We argue that the most important features of stewardship, comprising the public trust for the future of their discipline or profession, are obtainable by all practitioners, and are not limited to those who have completed doctoral training. The developmental trajectory is defined using the Mastery Rubric construct, which requires articulating the knowledge, skills, and abilities (KSAs) to be targeted with a curriculum; recognizable stages of performance of these KSAs; and performance level descriptors of each KSA at each stage. Concrete KSAs of stewardship that can be taught and practiced throughout the career (professional or scholarly) were derived directly from the original definition. We used the European guild structure’s stages of Novice, Apprentice, Journeyman, and Master for the trajectory, and through a consensus-based standard setting exercise, created performance level descriptors featuring development of Bloom’s taxonometric cognitive abilities (see Appendix A) for each KSA. Together, these create the Mastery Rubric for Stewardship (MR-S). The MR-S articulates how stewardly behavior can be cultivated and documented for individuals in any disciplinary curriculum, whether research-intensive (preparing “scholars”) or professional (preparing members of a profession or more generally for the work force). We qualitatively assess the validity of the MR-S by examining its applicability to, and concordance with professional practice standards in three diverse disciplinary examples: (1) History; (2) Statistics and Data Science; and (3) Neurosciences. These domains differ dramatically in terms of content and methodologies, but students in each discipline could either continue on to doctoral training and scholarship, or utilize doctoral or pre-doctoral training in other professions. The MR-S is highly aligned with the practice standards of all three of these domains, suggesting that stewardship can be meaningfully cultivated and utilized by those working in or outside of academia, supporting the initiation of stewardship prior to doctoral training and for all students, not only those who will earn PhDs or be scholars first and foremost. The MR-S can be used for curriculum development or revision in order to purposefully promote stewardship at all levels of higher education and beyond. The MR-S renders features of professional stewardship accessible to all practitioners, enabling formal and informal, as well as self-directed, development and refinement of a professional identity.

scholarly journals The preparation of stewards with the Mastery Rubric for Stewardship: Re-envisioning the formation of scholars and practitioners

2019 ◽  
Author(s):  
Christopher M. Rios ◽  
Chris M. Golde ◽  
Rochelle E. Tractenberg
Keyword(s):  
Cognitive Abilities ◽  
Data Science ◽  
Doctoral Education ◽  
Work Force ◽  
Performance Level ◽  
Developmental Trajectory ◽  
Doctoral Training ◽  
Original Definition ◽  
Practice Standards ◽  
And Performance

A steward of the discipline was originally defined as “someone who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application”. This construct was articulated to support and strengthen doctoral education. This paper expands the construct of stewardship so that it can be applied to both scholars and non-academic practitioners, and can be initiated earlier than doctoral education. To accomplish this, we describe a general developmental trajectory supporting cross-curriculum teaching for stewardship of a discipline as well as of a profession. We argue that the most important features of stewardship, comprising the public trust for the future of their discipline or profession, are obtainable by all practitioners, and are not limited to those who have completed doctoral training. The developmental trajectory is a Mastery Rubric, which requires articulating the knowledge, skills, and abilities (KSAs) to be targeted with a curriculum; recognizable stages of performance of these KSAs; and performance level descriptors of each KSA at each stage. Concrete KSAs of stewardship that can be taught and practiced throughout the career (professional or scholarly) were derived directly from the original definition. We used the European guild structure’s stages of Novice, Apprentice, Journeyman, and Master for the trajectory, and through a consensus-based standard setting exercise, created performance level descriptors featuring development of Bloom’s taxonometric cognitive abilities for each KSA. Together, these create the Mastery Rubric for Stewardship (MR-S). The MR-S articulates how stewardly behaviour can be cultivated and documented for individuals in any disciplinary curriculum, whether research-intensive (preparing “scholars”) or professional (preparing members of a profession or more generally for the work force). We qualitatively assess the validity of the MR-S by examining its applicability to, and concordance with professional practice standards in three diverse disciplinary examples: 1) History; 2) Statistics and Data Science; and 3) Neurosciences. These domains differ dramatically in terms of content and methodologies, but students in each discipline could either continue on to doctoral training and scholarship, or utilize doctoral or pre-doctoral training in other professions. The MR-S is highly aligned with the practice standards of all three of these domains, suggesting that stewardship can be meaningfully cultivated and utilized by those working in or outside of academia. The MR-S can be used for curriculum development or revision in order to purposefully promote stewardship at all levels of higher education and beyond.

scholarly journals Spatial and spectral trajectories in typical neurodevelopment from childhood to middle age

2019 ◽  
Vol 3 (2) ◽  
pp. 497-520 ◽  
Author(s):  
Benjamin A. E. Hunt ◽  
Simeon M. Wong ◽  
Marlee M. Vandewouw ◽  
Matthew J. Brookes ◽  
Benjamin T. Dunkley ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Middle Age ◽  
Developmental Trajectory ◽  
Human Capabilities ◽  
Cellular Processes ◽  
Oscillatory Power ◽  
Linear And Nonlinear ◽  
Neurological Pathology

Detailed characterization of typical human neurodevelopment is key if we are to understand the nature of mental and neurological pathology. While research on the cellular processes of neurodevelopment has made great advances, in vivo human imaging is crucial to understand our uniquely human capabilities, as well as the pathologies that affect them. Using magnetoencephalography data in the largest normative sample currently available (324 participants aged 6–45 years), we assess the developmental trajectory of resting-state oscillatory power and functional connectivity from childhood to middle age. The maturational course of power, indicative of local processing, was found to both increase and decrease in a spectrally dependent fashion. Using the strength of phase-synchrony between parcellated regions, we found significant linear and nonlinear (quadratic and logarithmic) trajectories to be characterized in a spatially heterogeneous frequency-specific manner, such as a superior frontal region with linear and nonlinear trajectories in theta and gamma band respectively. Assessment of global efficiency revealed similar significant nonlinear trajectories across all frequency bands. Our results link with the development of human cognitive abilities; they also highlight the complexity of neurodevelopment and provide quantitative parameters for replication and a robust footing from which clinical research may map pathological deviations from these typical trajectories.

scholarly journals Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile

2016 ◽  
Vol 9 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Liliana Pedraja-Rejas ◽  
Emilio Rodriguez-Ponce Rodriguez-Ponce ◽  
Carmen Araneda-Guirriman
Keyword(s):  
Higher Education ◽  
Doctoral Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Government Funding ◽  
Doctoral Training ◽  
Direct Impact

This research reveals the importance that government funding and the quality of faculty have on the doctoral training of universities from the Council of Chilean Universities (CRUCH), thus exploring the existing relationship inside this formative process. The results and conclusions show that government funding has a direct impact on doctoral training in Chile, along with the quality of the academic staff that these analyzed institutions have. Therefore, it is pertinent to conclude that fiscal funding and quality of faculty is important and relevant within the training of doctors in Chile.

Sex Differences in Cerebral Tissue Volume and Cognitive Performance during Adolescence

2002 ◽  
Vol 91 (3) ◽  
pp. 743-757 ◽  
Author(s):  
Deborah A. Yurgelun-Todd ◽  
William D. S. Killgore ◽  
Ashley D. Young
Keyword(s):  
Sex Differences ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Gray Matter Volume ◽  
Developmental Trajectory ◽  
Cerebral Tissue ◽  
Verbal Abilities ◽  
Tissue Volume ◽  
Matter Volume ◽  
Speed Of Information Processing

Adolescent development is associated with progressive increases in the ratio of cerebral white-to-gray matter volume, but it is unclear how these changes relate to cognitive development and whether they are associated with sex-specific variability in cerebral maturation. We examined sex differences in the relation between cerebral tissue volume and cognitive performance in 30 healthy adolescents (ages 13 to 17 years) using morphometric magnetic resonance imaging (MRI). In the 10 boys, greater white matter volume during adolescence was positively correlated with faster speed of information processing and better verbal abilities, while cerebrospinal fluid volume was negatively correlated with verbal abilities. No significant relations between cerebral tissue volume and cognitive abilities were found for the sample of 20 girls, raising the possibility of a different developmental trajectory for females that was not sampled in the age range of this study. Findings suggest sex-specific developmental differences in the relations between cerebral structure and function.

scholarly journals Personalized Healthcare for Dementia

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 128
Author(s):  
Seunghyeon Lee ◽  
Eun-Jeong Cho ◽  
Hyo-Bum Kwak
Keyword(s):  
Engineering Design ◽  
Cognitive Abilities ◽  
Physical Inactivity ◽  
Data Science ◽  
Wearable Devices ◽  
Genetic Profile ◽  
Personalized Healthcare ◽  
Diagnostic Approaches ◽  
Unhealthy Diet ◽  
Digital Biomarkers

Dementia is one of the most common health problems affecting older adults, and the population with dementia is growing. Dementia refers to a comprehensive syndrome rather than a specific disease and is characterized by the loss of cognitive abilities. Many factors are related to dementia, such as aging, genetic profile, systemic vascular disease, unhealthy diet, and physical inactivity. As the causes and types of dementia are diverse, personalized healthcare is required. In this review, we first summarize various diagnostic approaches associated with dementia. Particularly, clinical diagnosis methods, biomarkers, neuroimaging, and digital biomarkers based on advances in data science and wearable devices are comprehensively reviewed. We then discuss three effective approaches to treating dementia, including engineering design, exercise, and diet. In the engineering design section, recent advances in monitoring and drug delivery systems for dementia are introduced. Additionally, we describe the effects of exercise on the treatment of dementia, especially focusing on the effects of aerobic and resistance training on cognitive function, and the effects of diets such as the Mediterranean diet and ketogenic diet on dementia.

scholarly journals The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Noelle Fields ◽  
Allison Gibson ◽  
Stephanie Wladkowski ◽  
Cara Wallace ◽  
Abigail Latimer
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Qualitative Study ◽  
Student Success ◽  
Doctoral Students ◽  
Thematic Analysis ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Training ◽  
And Training

Abstract Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

Transfering best practices of doctoral training between EU, Russia, Belarus and Armenia

2020 ◽  
Author(s):  
Katja Anniina Lauri ◽  
Sini Karppinen ◽  
Alexander Mahura ◽  
Timo Vesala ◽  
Tuukka Petaja ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Research Training ◽  
Bologna Process ◽  
Research Management ◽  
Added Value ◽  
Doctoral Training ◽  
Learning Material ◽  
Doctoral Studies ◽  
European Universities

<p>MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies) is a new capacity building project funded by the Erasmus+ programme. The project is coordinated by the University of Latvia. There are three other EU partners (from Finland, Poland and the United Kingdom) and a total of ten partners from three partner countries (Russia, Belarus and Armenia). Aims of the project include:</p><ol><li>To improve the structure and content of Doctoral Education and the internal capacities of services that manage doctoral studies by set up of Doctoral Training Centers (DTC) in partner universities in accordance with the modern European practices.</li> <li>To facilitate a successful adherence with Bologna process reforms and its instruments by the academic and administrative staff involved in doctoral studies and research management through the organization of special training sessions in Armenia, Belarus and Russia.</li> <li>To improve/increase the quality of international and national mobility of doctoral students of Armenia, Belarus and Russia for training and research based on development of double degree programmes and joint supervision.</li> <li>To ensure sustainability of DTC’s and their cooperation with European partners by establishing a sustainable professional network providing the use of participatory approaches and ICT-based methodologies.</li> </ol><p>The work is carried out in three phases: preparation, development, and dissemination & exploitation. In the preparation phase, a detailed analysis of organization of doctoral studies and research management structures is done in both EU and partner countries. The development phase includes preparation of training materials, a series of study visits and training sessions, and creation of DTC’s. The dissemination & exploitation phase includes open access learning material, dissemination conferences, publications and workshop/conference presentations, as well as events and open resources for stakeholders, policymakers, students and the general public.To partly serve similar purposes as MODEST, University of Helsinki and Russian State Hydrometeorological University have introduced a new project, PEEX-AC (PEEX Academic Challenge). The aims of PEEX-AC are to share knowledge and experience, to promote state-of-the-art research and educational tools through organization of research training intensive course on “Multi-Scales and -Processes Modelling and Assessment for Environmental Applications”, to improve added value of research-oriented education in Finnish and Russian Universities, and to boost the PEEX international collaboration.The MODEST and PEEX-AC projects serve as a great examples of transfer of good practices in higher education, especially on doctoral level, but they also create new connections for educational and scientific collaboration. From the PEEX perspective, MODEST is an important initiative strengthening connections between European universities and institutions in Russia, Belarus and Armenia. The project will continue until autumn 2022.</p>

scholarly journals How a picture becomes a word: individual differences in the development of language-mediated visual search

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sarah Chabal ◽  
Sayuri Hayakawa ◽  
Viorica Marian
Keyword(s):  
Individual Differences ◽  
Visual Search ◽  
Cognitive Abilities ◽  
Visual Memory ◽  
Search Task ◽  
Visual Search Task ◽  
Developmental Trajectory ◽  
Extensive Experience ◽  
Development Of Language ◽  
Language Activation

AbstractOver the course of our lifetimes, we accumulate extensive experience associating the things that we see with the words we have learned to describe them. As a result, adults engaged in a visual search task will often look at items with labels that share phonological features with the target object, demonstrating that language can become activated even in non-linguistic contexts. This highly interactive cognitive system is the culmination of our linguistic and visual experiences—and yet, our understanding of how the relationship between language and vision develops remains limited. The present study explores the developmental trajectory of language-mediated visual search by examining whether children can be distracted by linguistic competitors during a non-linguistic visual search task. Though less robust compared to what has been previously observed with adults, we find evidence of phonological competition in children as young as 8 years old. Furthermore, the extent of language activation is predicted by individual differences in linguistic, visual, and domain-general cognitive abilities, with the greatest phonological competition observed among children with strong language abilities combined with weaker visual memory and inhibitory control. We propose that linguistic expertise is fundamental to the development of language-mediated visual search, but that the rate and degree of automatic language activation depends on interactions among a broader network of cognitive abilities.

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