scholarly journals At the Click of a Button

2020 ◽  
Vol 39 (2) ◽  
Author(s):  
Elena Azadbakht ◽  
Teresa Schultz
Keyword(s):  
Open Access ◽  
Undergraduate Students ◽  
Research University ◽  
The United States ◽  
Public Research ◽  
Usability Study ◽  
Design Elements ◽  
The Past ◽  
Browser Extension ◽  
Public Research University

A number of browser extension tools have emerged in the past decade aimed at helping information seekers find open versions of scholarly articles when they hit a paywall, including Open Access Button, Lazy Scholar, Kopernio, and Unpaywall. While librarians have written numerous reviews of these products, no one has yet conducted a usability study on these tools. This article details a usability study involving six undergraduate students and six faculty at a large public research university in the United States. Participants were tasked with installing each of the four tools as well as trying them out on three test articles. Both students and faculty tended to favor simple, clean design elements and straightforward functionality that enabled them to use the tools with limited instruction. Participants familiar with other browser extensions gravitated towards tools like Open Access Button, whereas those less experienced with other extensions preferred tools that load automatically, such as Unpaywall.

From Students to Researchers and Pupils to Partners

2007 ◽  
Vol 29 (3) ◽  
pp. 14-17 ◽  
Author(s):  
Jeremy Slack ◽  
Justin Gaines ◽  
Ariana Brocious
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Research University ◽  
Decision Making Process ◽  
Public Research ◽  
Marked Contrast ◽  
Large Classes ◽  
Public Research University ◽  
Research Designs ◽  
Conducting Research

As undergraduate students in a public research university, the large classes and emphasis on lecture formats often eclipse the benefits such an institution can and should bring to the formation of young scholars. However, the Nogales intern program was a marked contrast. It brought us in contact with the realities of conducting research. We were integral to the decision making process and were able to contribute in key decision making debates about how to address problems and adapt research designs. However, learning to work with the "collaboration, democratization of knowledge and social change" (Strand et al. 2003) of CBPR while exploring the boundaries of participant, researcher, student and, most importantly, partner is a long journey.

scholarly journals Capstone Experience Purposes

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Russell Kirkscey ◽  
Julie Vale ◽  
Jennifer Hill ◽  
James Weiss
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Liberal Arts ◽  
Research University ◽  
Oral Communication ◽  
The United States ◽  
Academic Experience ◽  
Public Research ◽  
Graduate School Preparation ◽  
Public Research University

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes.

Violence communicates differently

2019 ◽  
pp. 49-87
Author(s):  
Kate Lockwood Harris
Keyword(s):  
Sexual Violence ◽  
Title Ix ◽  
Research University ◽  
Focal Point ◽  
The United States ◽  
Public Research ◽  
Public Research University ◽  
Material Turn ◽  
The University

This chapter begins to conceptualize sexual violence as a series of material–discursive intra-actions. It does so by drawing upon a case study at a university regarded for having some of the most effective sexual violence policies in the United States, the pseudonymous Public Research University (PRU). An analysis of the systems for reporting rape and other assaults at PRU shows that these processes rely on representationalist frameworks that have problematic raced and gendered consequences. The reporting system allows PRU to overlook lots of violence. Moreover, marginalized members of the university do a disproportionate amount of the labor to run the system. The chapter relies on the feminist new materialist concept of diffraction to show that reports to Title IX officers are not mere descriptions of sexual violence, but the outcome of material–discursive processes. The chapter advances a material turn by using violence as a focal point for theory that is neither wholly constructivist nor wholly realist.

scholarly journals Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ngawang Gonsar ◽  
Lorelei Patrick ◽  
Sehoya Cotner
Keyword(s):  
Instructional Strategies ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Research University ◽  
Teaching Practice ◽  
Public Research ◽  
Science Technology ◽  
Public Research University ◽  
And Mathematics

AbstractDespite positive evidence for active learning (AL), lecturing dominates science, technology, engineering, and mathematics (STEM) higher education. Though instructors acknowledge AL to be valuable, many resist implementing AL techniques, citing an array of barriers including a perceived lack of student buy-in. However, few studies have explored student perceptions of specific AL teaching practices, particularly the perceptions of graduate students. We explored student-reported instructional strategies and student perceptions of and preferences for a variety of teaching practices in graduate and undergraduate classrooms across three STEM colleges at a large, public, research university. We found that both graduate and undergraduate students desired more time for AL and wanted less lecturing than they were currently experiencing. However, there was no single universally desired or undesired teaching practice, suggesting that a variety of AL teaching practices should be employed in both graduate and undergraduate courses.

A Leadership Approach for the New Millennium: A Case Study of UCLA's Bruin Leaders Project

NASPA Journal ◽  
2001 ◽  
Vol 38 (2) ◽  
Author(s):  
Charles L. Outcalt ◽  
Shannon K. Faris ◽  
Kathleen N. McMahon ◽  
Philip M. Tahtakran ◽  
Christopher B. Noll
Keyword(s):  
Social Development ◽  
Student Development ◽  
Research University ◽  
Leadership Theory ◽  
Public Research ◽  
Current Case ◽  
Leadership Model ◽  
Public Research University ◽  
New Millennium

The current case study investigates the application of a non-hierarchical leadership model at an urban public research university. Following a review of recent contributions to leadership theory, especially with regard to student development, the authors balance discussions of the values on which the program under review is based with descriptions of the practical structure of the program. In addition, they suggest means by which other campuses can tailor this program to their resources, opportunities, and needs. The case study concludes with a discussion of the program’s effect on students’ cognitive and social development.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

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