SAGE Campus

2021 ◽  
Vol 23 (1) ◽  
pp. 49-52
Author(s):  
Joseph R. Kraus
Keyword(s):  
Social Sciences ◽  
Online Learning ◽  
College Student ◽  
Graduate Students ◽  
Information Literacy ◽  
Data Science ◽  
Education Students ◽  
Learning Modules ◽  
The Social ◽  
Teaching Faculty

The SAGE Campus platform provides 18 different courses with roughly 220 hours of online learning modules. The author reviewed the service from the perspective of a college student to see if it was an appropriate learning environment. The primary audience for the courses are graduate students in the social sciences, but undergraduate and graduate students of all disciplines may find courses that are worthwhile to investigate. At the time of the review, the course topics covered content such as information literacy, data management and other data science skills, research design, and how to get published. Many librarians and teaching faculty may recommend students take these courses to supplement their education. Students can learn through these courses in a self-paced manner, and there are no scores or grades associated with completion of a course. Overall, the SAGE Campus platform provides a low-stress way for students to enhance their understanding of many topics relevant to research in the social sciences.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals Computational Social Science of Disasters: Opportunities and Challenges

2019 ◽  
Vol 11 (5) ◽  
pp. 103 ◽  
Author(s):  
Burger ◽  
Oz ◽  
Kennedy ◽  
Crooks
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Data Science ◽  
Open Data ◽  
Computational Social Science ◽  
Crisis Informatics ◽  
Disaster Research ◽  
Social Responses ◽  
Digital Revolution ◽  
The Social

Disaster events and their economic impacts are trending, and climate projection studies suggest that the risks of disaster will continue to increase in the near future. Despite the broad and increasing social effects of these events, the empirical basis of disaster research is often weak, partially due to the natural paucity of observed data. At the same time, some of the early research regarding social responses to disasters have become outdated as social, cultural, and political norms have changed. The digital revolution, the open data trend, and the advancements in data science provide new opportunities for social science disaster research. We introduce the term computational social science of disasters (CSSD), which can be formally defined as the systematic study of the social behavioral dynamics of disasters utilizing computational methods. In this paper, we discuss and showcase the opportunities and the challenges in this new approach to disaster research. Following a brief review of the fields that relate to CSSD, namely traditional social sciences of disasters, computational social science, and crisis informatics, we examine how advances in Internet technologies offer a new lens through which to study disasters. By identifying gaps in the literature, we show how this new field could address ways to advance our understanding of the social and behavioral aspects of disasters in a digitally connected world. In doing so, our goal is to bridge the gap between data science and the social sciences of disasters in rapidly changing environments.

Undergraduate Information Seeking Behavior, E-Reference and Information Literacy in the Social Sciences

2011 ◽  
pp. 83-88
Author(s):  
Jason B. Phillips
Keyword(s):  
Social Sciences ◽  
New York ◽  
Information Literacy ◽  
Information Seeking ◽  
Undergraduate Research ◽  
Classic Problem ◽  
Important Concern ◽  
The Social ◽  
Seeking Behavior ◽  
Reference Tools

As we consider the potential impact of e-reference, librarians should keep in mind another important concern that has received much attention in recent years, namely information literacy. The composition and differential usage of specialized indexes in the social sciences – resources that are not necessarily designed for undergraduate research – and of aggregated interdisciplinary databases present challenges to achieving information literacy. Users have e-reference tools at their disposal to help them navigate information found in such resources, but it is a classic problem of reference and now e-reference that these resources are underutilized. Interviews conducted with twelve undergraduates at New York University form the basis for a case study which is used to illuminate the issues discussed herein.

scholarly journals Relevance of Library Collections for Graduate Student Research: A Citation Analysis Study of Doctoral Dissertations at Notre Dame

2012 ◽  
Vol 73 (1) ◽  
pp. 47-67 ◽  
Author(s):  
Jessica Kayongo ◽  
Clarence Helm
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Citation Analysis ◽  
Study Data ◽  
Analysis Study ◽  
The Arts ◽  
The Social ◽  
Doctoral Dissertations ◽  
Further Development ◽  
Graduate Student Research

This study focused on determining the extent to which collections of the Hesburgh Libraries of Notre Dame met the needs of graduate students. This study data (2005–2007) consisted of a citation analysis of 248 dissertations and focused on the following questions: What were the graduate students citing in their dissertations? Did the library own the cited items? How did the disciplines compare in their citation patterns? The data showed that over 90 percent of the 39,106 citations were to books and journals. The libraries owned 67 percent of the items graduate students cited in their dissertations. The libraries owned 83 percent of the Arts & Humanities, 90 percent of the Engineering, 92 percent of the Science, and 75 percent of the Social Sciences sources in the top 1,000 most cited titles, indicating a need for funding for further development of Social Sciences collections in the Hesburgh Libraries.

scholarly journals What do ‘propositions’ do for research-creation? Truth and modality in Whitehead and Wittgenstein

2021 ◽  
Vol 2 (2) ◽  
pp. 50-75
Author(s):  
David Ben Shannon
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Music Theory ◽  
Research Method ◽  
Process Philosophy ◽  
Creative Work ◽  
Post Graduate ◽  
Direct Relevance ◽  
The Social ◽  
Art Practices

Research-creation is a way of researching socio-material processes as art practices. Scholars and artists pursuing research-creation often reference Whitehead’s conceptualisation of the ‘proposition’ as a key theoretical device for speculative and creative work. However, this scholarship perhaps downplays the truth/false distinction that is essential to Whitehead’s account of the proposition in favour of the proposition’s potential as a speculative tool. In this paper, I explore the proposition as conceptualized by Whitehead. I think with a series of music theory concepts to theorise how Whitehead’s proposition explores a modality of truth. I then discuss how the concept is taken up in research-creation. I frictionally bring together Whitehead’s articulation of the proposition with that of the early Wittgenstein’s. Finally, I discuss some promises and perils of this approach, with direct relevance to questions around research method and methodology in the social sciences. This article is of relevance to scholars interested in research applications of process philosophy, graduate or post-graduate students interested in an introduction to Whitehead, and research-creation practitioners interested in the proposition.

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