scholarly journals Electronic Journal Usage at Ohio State University

2001 ◽  
Vol 62 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Sally A. Rogers
Keyword(s):  
Graduate Students ◽  
Research University ◽  
Statistical Correlation ◽  
Ohio State University ◽  
Electronic Journal ◽  
State University ◽  
Frequent Users ◽  
Advantages And Disadvantages ◽  
Frequency Of Use ◽  
Large Research

E-journal, printed journal, and database usage data from campus polls conducted annually, 1998–2000, at one large research university show increased use of e-journals and decreased use of printed journals by faculty and graduate students as the number of available e-journals increased from two hundred to more than three thousand. Little or no statistical correlation between age and frequency of use was found. The majority of frequent users of all three types of resources were from departments in the sciences. Transcripts from the 1998 poll provided insights into attitudes toward replacing printed journals with e-journals. The advantages and disadvantages mentioned were consistent with previous studies.

Caught in Limbo: Mapping Social Spaces for First-Generation Students in Graduate School

2021 ◽  
pp. 016059762110015
Author(s):  
Michael A. Miner
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Research University ◽  
First Generation ◽  
First Generation Students ◽  
Social Spaces ◽  
Socialization Process ◽  
Depth Interviews ◽  
Group Experience ◽  
Large Research

The share of college students who are first-generation has grown rapidly in recent decades. Less attention has been paid to the educational experiences of graduate students. This article asks: How do first-generation students in graduate school differ from one another in their experiences with the socialization process? Based on data from in-depth interviews with 41 graduate students at a large research university, this article examines student narratives of experiences and circumstances to characterize multiple social spaces in graduate school. Contrary to notions suggesting that first-generation students share a similar group experience, these data reveal that first-generation students have divergent experiences and circumstances that characterize four distinct regions. Drawing on social capital and socialization theories, I find that students occupy social spaces that (1) modify, (2) adapt or (3) defy the socialization processes of graduate school. Findings also show barriers for those that are (4) excluded.

scholarly journals Pedagogical Linguistics Training for Graduate Students

2020 ◽  
Vol 54 (2) ◽  
pp. 337-346
Author(s):  
Etsuyo Yuasa
Keyword(s):  
Graduate Students ◽  
Language Education ◽  
Ohio State University ◽  
Japanese Language ◽  
State University ◽  
Diversity And Inclusion ◽  
Language Instructors ◽  
The Ohio State University ◽  
Prior Experiences

This commentary tries to address how we can foster diversity and inclusion among peers and potential peers in Japanese-language education based on my experience with providing pedagogical linguistics training to graduate students at The Ohio State University. Pedagogical linguistics training aims to instill future Japanese-language instructors with the knowledge of how the Japanese language works and to foster their ability to incorporate such knowledge into teaching. I would like to propose that pedagogical linguistics training can be a powerful tool to help individual teachers achieve their potential regardless of their prior experiences and backgrounds. I will discuss 1) the importance of pedagogical linguistics training and how it empowers future Japanese-language; and 2) issues in pedagogical linguistics training.

Computer-Assisted Instruction in Practical Nursing Education

1976 ◽  
Vol 5 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Maureen Kelley
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Ohio State University ◽  
Computer Assisted ◽  
State University ◽  
Instructional Programs ◽  
Advantages And Disadvantages ◽  
History Of ◽  
The Ohio State University ◽  
Assisted Instruction

Existing computer-assisted instructional programs for nursing students are studied and their application to the education of practical nurses is considered in the light of recent history of nursing education. Two programs from the Ohio State University Department of Nursing are reviewed and their advantages and disadvantages are discussed. The differences between tutorial programs (Ohio State University programs) and simulation programs (University of Illinois' PLATO) are studied and the conclusion drawn is that at this time there are no true clinical simulations, using the unique capabilities of the computer, available in CAI programs. The factors inhibiting the use of CAI are explained and some suggestions for their reversal are offered.

scholarly journals Scholarly Productivity in Non-Ph.D. Departments

2010 ◽  
Vol 43 (03) ◽  
pp. 509-514 ◽  
Author(s):  
Todd A. Collins ◽  
Christopher A. Cooper ◽  
H. Gibbs Knotts
Keyword(s):  
Political Science ◽  
Ohio State University ◽  
Board Members ◽  
State University ◽  
Editorial Boards ◽  
The Ohio State University ◽  
Western Kentucky ◽  
Western Kentucky University ◽  
Large Research

AbstractPolitical scientists hail from large, research-intensive universities like the Ohio State University, regional comprehensive schools like Western Kentucky University, and small teaching-intensive institutions like Mars Hill College. Despite this diversity, most studies of the political science discipline overlook the contributions of individuals from non-Ph.D. departments. To address this oversight, we compare the publishing rates of scholars with four types of affiliations: non-Ph.D. departments, Ph.D. departments, non-U.S. departments, and nonacademic institutions. We focus particularly on whether faculty from non-Ph.D. departments publish in different types of journals than faculty from other departments, and whether the institutional affiliations of editorial board members corresponds to the institutional affiliations of published authors. We find that people from non-Ph.D. departments represent 16% of the authors in our sample of political science journals, and their contributions are particularly noteworthy in certain types of journals. We also demonstrate that the institutions represented on editorial boards generally do not reflect the institutional affiliations of the authors who publish in these journals.

scholarly journals Shifting Priorities: Reflections on Teaching Qualitative Research Methods

2014 ◽  
Author(s):  
Keonya Booker
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Research Methods ◽  
Educational Psychology ◽  
Qualitative Methodology ◽  
Research University ◽  
Graduate Training ◽  
Qualitative Research Methods ◽  
School Teachers ◽  
Large Research

The purpose of this paper is to describe pedagogical approaches to qualitative methodology by an instructor of educational psychology at a large research university. The essay begins with an overview of how my graduate training influenced my orientation to empirical study. Next, I will focus on the obstacles encountered when instructing graduate students who are currently practicing school teachers, counselors, and administrators. Specifically, I will detail how I approach teaching qualitative research methods, ways I deal with resistance from students, and methods for introducing apprehensive learners to the ways of interpretist design. Finally, I conclude with a discussion of how I use my classroom as a rich training ground for future qualitative researchers.

scholarly journals OhioLINK Electronic Journal Use at Ohio State University

2005 ◽  
Vol 5 (3) ◽  
pp. 371-390 ◽  
Author(s):  
Tschera Harkness Connell ◽  
Sally A. Rogers ◽  
Carol Pitts Diedrichs
Keyword(s):  
Ohio State University ◽  
Electronic Journal ◽  
State University

scholarly journals Writing Global History and Its Challenges—A Workshop with Jürgen Osterhammel and Geoffrey Parker

Itinerario ◽  
2016 ◽  
Vol 40 (3) ◽  
pp. 357-376 ◽  
Author(s):  
Martine van Ittersum ◽  
Felicia Gottmann ◽  
Tristan Mostert
Keyword(s):  
Graduate Students ◽  
Indigenous Peoples ◽  
Ohio State University ◽  
State University ◽  
Central Question ◽  
Global History ◽  
Space And Time ◽  
S Parameters ◽  
The University

On 4 June 2016, Jürgen Osterhammel of the University of Konstanz and Geoffrey Parker of Ohio State University gave an all-day workshop on global history for graduate students and junior and senior scholars of the Universities of Dundee and St. Andrews in Scotland. The workshop consisted of three discussion sessions, each with a different theme, namely the conceptualization(s), parameters, and possible future(s) of global history. The central question was to what extent this fast-changing field required adjustments of “normal” historiographical methodologies and epistemologies. The workshop participants agreed that global history focuses in particular on connections across large spaces or long timespans, or both. Yet reconstructing these webs of connections should not obscure global inequalities. In the case of empires, many of the exchanges across space and time have been ordered in a hierarchical fashion—metropoles profiting from peripheral spaces, for example—and imposed by certain groups of people on others, resulting in, for example, the enslavement or extermination of indigenous peoples. As historians, we should also ask ourselves what we do about peoples or areas that were or remain unconnected, local, and remote. Where does globalization end?

scholarly journals The Madman and Psychotherapy in the Neoliberal Academy: A Chinese Doctoral Student's Experience in the United States

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Jing Zhang
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Research University ◽  
The United States ◽  
Social Discourse ◽  
Self Reflection ◽  
Higher Ed ◽  
International Doctoral Students ◽  
Large Research

This self-reflective paper examines my experience as a Chinese doctoral student while studying in a large research university in America. Through my self-reflection, with Foucault's analysis on power, I hope to shed some light on my experience with the neoliberal academy, which caused much discomfort and created my fragmented identities. Instead of questioning the problematic neoliberal power relations that caused my discomfort in the first place, as the madman of higher ed, I was directed to psychotherapy to treat my symptoms, which only caused more confusion. Through my story, I hope to reveal how social context, Neoliberalism in this case, and social discourse of psychotherapy, work hand in hand in higher education space, which have exercised intangible power and created the fragmented identities among many international doctoral students in America. At the end of the paper, I also provided suggestions for graduate students to navigate the neoliberal academy.

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