High-quality Students Research Articles

Research on Educational Methods of High-Quality Medical Students Based on Tacit Knowledge Construction

Quality education is the central task of medical education. In this paper, by using tacit knowledge and the constructivist theory of knowledge, the writer proposes a specific method for quality education of medical students through discussing constitution of the qualities of medical students and analysing construction mechanism comprehensively.

High Quality Students by Improving Research Supervision

High Quality Students by Improving Research Supervision

New Puzzles/Next Moves: Inventing Your Way into High-Quality Student Discussions

Shanklin understands the value of civil, public discourse in a democratic society and the need to impart that to our students. She tells us that “when students enter a community where their use of growing literacy abilities is both respected and expected, they are more likely to use what they do know, and even to push themselves further, to accomplish what they consider to be meaningful tasks.” Here are tips on getting started with discussion and on linking reading, writing, and discussion, thereby laying a foundation for action that offers students motivation and purpose.

Conjoint analysis for recruiting high quality students for college education

The College Entrance Examination in Korea consists of four components: The College Scholastic Ability Test, the student’s high school academic record, an essay, and an interview. Each university has the freedom to assign varying weights to these four components but it is not allowed to consider different levels of various high schools on the reflection of student’s high school academic record. In this paper, we use conjoint analysis to find the way to assign the weights of those four components to effectively recruit the science high school students who have a high quality. We expect that the results of this paper will provide information useful for creating a College Entrance Examination policy that can be used to recruit competent students in Korea.

Transforming the Initial Marketing Education Experience

Marketing education today is facing significant challenges in attracting and retaining high-quality students. The focus of this article is to advocate engaging 1st-year students in the practice of marketing to help develop their identity as a marketing major, to see the relevance of their studies, and to enhance their thinking and self-regulating learning skills. Action Learning is offered as a pedagogy capable of transforming the initial introduction to marketing experience into a highly motivating and engaging course. An innovative Marketing 101 course is described in which freshman undertake multiple cycles of analyzing, planning, implementing, and controlling marketing strategies in an on-campus coffee house.

Educational Statistics Authentic Learning CAPSULES: Community Action Projects for Students Utilizing Leadership and E-based Statistics

Since educational statistics is a core or general requirement of all students enrolled in graduate education programs, the need for high quality student engagement and appropriate authentic learning experiences is critical for promoting student interest and student success in the course. Based in authentic learning theory and engagement theory graduate educational statistics CAPSULES (Community Action Projects for Students Utilizing Leadership and E-based Statistics) engage graduate students in service-learning projects involving managing, conducting, and delivering authentic data-driven research. The community action projects utilizing leadership and e-based statistics skills are spearheaded by a university-based Community Outreach Research and Authentic Learning (CORAL) Center. The graduate educational statistics CAPSULES program includes: (1) restructuring educational statistics courses to include real-world active learning and authentic assessment; (2) providing opportunities for graduate students to engage in team-driven quantitative research prior to the thesis or dissertation experience with projects generated from community agencies/educational institutions; and (3) connecting graduate students with community action projects as research managers, leaders, and presenters. Highlights of initial formative and summative student outcomes are presented relative to specific examples of student-directed CAPSULES. Student outcomes from the CAPSULES program indicate positive increases in graduate students' attitudes toward statistics and research, and students' leadership and project management skills.

Reading in Science: Developing High-Quality Student Text and Supporting Effective Teacher Enactment

This article describes an approach to developing student reading materials that support middle school learners in a project-based, inquiry curriculum for grades 6 through 8. Reading materials are designed to encourage sense making beyond the classroom, as students read and write about science as it takes place in a classroom and as it occurs in their everyday lives. Drawing on research in literacy and in science education, I provide examples of student text as well as the underlying theory and research that guide their design. In addition, I describe a number of features of the materials designed to support their effective use by teachers and to provide alternatives to the traditional practice of in-class, oral reading.

An Exploration of High-quality Student Affairs Learning Outcomes Assessment Practices

This study was conducted because limited research has occurred in the area of co-curricular student learning outcomes assessment, which has resulted in confusion within the student affairs profession on how to develop and implement assessment plans. The purpose of this study was to examine high-quality assessment practices of student affairs divisions at three different research institutions in order to advance the value, usefulness, and understanding of learning outcomes assessment within the student affairs profession, so more student affairs divisions may begin assessing the co-curricular. Those student affairs divisions selected for this study represented assessment models with significant experience in successfully implementing assessments of student learning and development. These mature student affairs divisions who have substantial experience in successfully implementing their assessment plans were important to examine closely so that others can learn from their experiences.This study found that those student affairs divisions that participated in this study fostered a shared commitment to assessment. It became apparent that there are four levels of professional commitment to each student affairs division’s assessment initiative. Those four levels of professional commitment included: vice presidents, directors/coordinators of assessment, assessment committees, and unit-level professional staff.This research clearly indicates that successful assessment of student affairs learning outcomes requires the understanding that units are experts in their particular field; therefore, a decentralized model of assessment, facilitated by a coordinator or director, is most appropriate in student affairs. This study also explores the most commonly used assessment methods in student affairs, as well as student affairs efforts to collaborate in the assessment process. Moreover, this study investigates how student learning outcomes assessment results are used to enhance the student co-curricular experience. Finally, this study highlights the assessment successes and challenges identified by each of the three institutions that participated in this study.

Not on My Watch: How to have a diverse academic program and high quality students in your program at the same time?

Here is the dilemma: The faculty in my department wants to use the Graduate Record Examination(GRE) as a criterion for admissions into our Master’s program. This is a new shift since my universityhas made the decision to move to a research one institution. Now on the outside, this sounds like awonderful idea. The university where I am employed is a Hispanic serving institution with over 28,000students. We have developed many new doctoral programs including a new Ph.D. program in mydepartment. So, of course, the next step is to move up in the Carnegie rankings to a research intensiveinstitution. Furthermore, for the last several years, we have recruited young, energetic faculty and seniorfaculty who are still hungry for growth. With this new faculty dynamic comes the increase desire forresearch and a move towards securing more grant funding and a shift from the primary focus centeringon teaching.

An Exploration of High-quality Student Affairs Learning Outcomes Assessment Practices

This study was conducted because limited research has occurred in the area of co-curricular student learning outcomes assessment, which has resulted in confusion within the student affairs profession on how to develop and implement assessment plans. The purpose of this study was to examine high-quality assessment practices of student affairs divisions at three different research institutions in order to advance the value, usefulness, and understanding of learning outcomes assessment within the student affairs profession, so more student affairs divisions may begin assessing the co-curricular. Those student affairs divisions selected for this study represented assessment models with significant experience in successfully implementing assessments of student learning and development. These mature student affairs divisions who have substantial experience in successfully implementing their assessment plans were important to examine closely so that others can learn from their experiences.This study found that those student affairs divisions that participated in this study fostered a shared commitment to assessment. It became apparent that there are four levels of professional commitment to each student affairs division’s assessment initiative. Those four levels of professional commitment included: vice presidents, directors/coordinators of assessment, assessment committees, and unit-level professional staff.This research clearly indicates that successful assessment of student affairs learning outcomes requires the understanding that units are experts in their particular field; therefore, a decentralized model of assessment, facilitated by a coordinator or director, is most appropriate in student affairs. This study also explores the most commonly used assessment methods in student affairs, as well as student affairs efforts to collaborate in the assessment process. Moreover, this study investigates how student learning outcomes assessment results are used to enhance the student co-curricular experience. Finally, this study highlights the assessment successes and challenges identified by each of the three institutions that participated in this study.

Developing and Fostering a Dynamic Program for Training in Veterinary Pathology and Clinical Pathology: Veterinary Students to Post-graduate Education

Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession.

Laboratory Portrait: The Bordeaux Nuclear Research Center

The Centre d'Etudes Nucléaires at Bordeaux-Gradignan (CENBG) is a joint research unit of the CNRS/IN2P3 and the University Bordeaux 1 “Science and Technology.” The laboratory is composed of 35 permanent researchers (half of them are employed by the University), 40 permanent engineers and technicians, and about 15 Ph.D. students, post-docs, and visitors. The scientific program covers a broad range of topics in nuclear physics, particle physics, and astroparticle physics as well as applications of subatomic physics to different multidisciplinary fields. The main research subjects are: exotic nuclei far from the valley of beta stability and rare radioactive decays, neutrino physics (type and mass of the neutrino) and double beta decay, high energy gamma ray astronomy, innovative approaches to nuclear power generation and transmutation of nuclear waste, laser-induced nuclear excitations, the effects of various environmental exposures studied via macro-, micro-, or nano-ion beams using the new platform AIFIRA and finally theoretical studies of nuclear and hadronic matter. All these activities take place within strong national and international collaborations involving the academic world and enabling the selection and training of high-quality students and post-doctoral researchers.

Laboratory Portrait: The Saclay Nuclear Physics Division

The Nuclear Physics Division (Service de Physique Nucléaire, SPhN) of DAPNIA at Saclay in France is part of the fundamental research divisions of the CEA (Commissariat à l'Energie Atomique). Its programs cover a broad range of topics in Nuclear Physics from low to high energies. They include the study of the structure and dynamics of the nucleus, the structure of the nucleon, and the search for phase transitions of nuclear matter. SPhN also contributes to measurements and modeling of specific nuclear reactions related to nuclear waste transmutation. Furthermore, physicists apply their knowledge, competence, and techniques to the development of innovative nuclear energy cycles, to the production of neutron and radioactive beams and to the decommissioning of nuclear installations. The research activities take place within strong national and international collaborations involving the academic world and enabling the selection and training of high-quality students and post-doctoral researchers.

SOLUTIONS TO RECRUITMENT ISSUES OF HIGH SCHOOL AGRICULTURAL EDUCATION PROGRAMS

Attracting and retaining quality students in agricultural education programs remains one of the most difficult problems faced by the profession. Much of the research that has been conducted addressing this problem has focused on the identification of obstacles to successful recruitment. This study focused on identifying solutions to those problems. Focus groups were organized in four states that had previously experienced enrollment declines, but have since rebounded. Eighteen issues were identified and solutions suggested to address each of those issues. Leading the list of issues were teacher quality and commitment, program quality, focus on production agriculture, perceived career opportunities, salary considerations, image of agriculture and the program, and availability of agriculture programs to students. Solutions focused on the preparation and hiring of quality teachers, adapting the curriculum to more accurately identify agriculture with science and technology, recruiting high quality students, providing meaningful activities and instruction, and promoting the agriculture program.

Does cream-skimming curdle the milk? A study of peer effects

The determinants of education quality remain a puzzle in much of the literature. In particular, no one has been able to isolate the effect of the quality of a student's peers on achievement. I identify this by considering the introduction of a magnet school into a school district. The magnet school selects high quality students from throughout the school district, generating plausibly exogenous variation in the quality of classmates remaining to those students in the regular schools. I find that the loss of high ability peers lowers the performance of low-scoring students remaining in regular schools.

Secondary School Business Educators’ Perceptions of the Knowledge, Skills, and Abilities Needed by Information Systems Majors Relative to Other Business Majors

Introduction As the economy rebounds, it will be clear that the need for greater numbers of highly qualified IT professionals has not disappeared (Brown, 2003). Although the growth rate of jobs in information technology (IT) slowed, there were approximately 3.5 million people directly employed in IT positions in September 2003 (Chabrow, 2003). Skilled IT professionals continued to be one of the most important success factors for organizations that want to stay competitive. The fact that so many people are involved in the IT function shows that demand crosses industry boundaries and is important to management in all industries. With an estimated ninety-two percent of IT workers working for non-IT companies (ITAA, 2002), this demand crosses industry boundaries and is not simply an IT issue alone. Secondary school students considering their careers should note that salaries for IT positions have not declined during the economic downturn, with the median pay remaining slightly above $100,000 in total compensation (McGee, Chabrow, & Hayes, 2003). In addition to pay, IT jobs tend to be professionally satisfying. In fact, 80 percent of IT staff and almost 90 percent of managers reported that they found their jobs to be intellectually challenging, and many studies have found that challenge is a vital component of job satisfaction (McGee, et al., 2003). As optimism about hiring in IT increases, concern over the gap between demand and supply is also apparent (ITAA, 2002). It is clear that the IT profession has a pressing need to attract the best and brightest students into the field. Unfortunately, public perceptions concerning the information technology (IT) profession are inconsistent and unflattering, resulting in the image of a lone, nerdy male scientist with a pocket protector (ITAA, 1998). Ideally, recruitment of students into the IT profession should address these perception problems. And, since many high quality students select a college major while they are in secondary school, efforts should begin before students have chosen a college and career field. Secondary school educators often have a large influence on students' choice of major. Unfortunately, evidence exists that these key professionals have an inaccurate perception of IT as a career (ITAA, 2002). In addition, there is evidence that those adults with little IT training may actually fear it as a career choice for themselves or others (ITAA, 1998). This uninformed perception of IT by secondary school educators may negatively influence the college major advice they give their students. To counteract this, the Image of the Information Technology Professions Task Force encourages school districts to target school career counselors and K-12 teachers and staff in an effort to evaluate and improve the IT image (McGee, 2001). This paper explores how a subset of secondary school teachers, namely tertiary level business teachers, perceives information systems (IS) as compared to other business majors on 14 attributes. Survey results from 248 secondary school business teachers suggests the IS profession is perceived rather negatively as compared to other majors these teachers might be recommending to their students. Purpose Literature suggests that a significant number of secondary school students make career choices during their secondary school years (Graves, Nelson, & Deines, 1993; Nelson & Deines, 1995) and that it is often too late to change a person's career choice by the time he or she finishes secondary school (Abtan, 1993). A Gallup poll indicated that secondary school teachers are second only to parents as the most important influence on secondary school students' career decisions (Dobson & Price, 1991). In addition, secondary school students' views are shaped in large part by the advice and counsel of their secondary school teachers and counselors (Dobson & Price, 1991; Graves et al. …

The role of academic research in policy debates: a 1990 survey of student responses to the 150‐hour rule

Accounting professionals have been disappointed in the 150‐hour rule's impact on attracting high quality students to the accounting profession and directing them to the appropriate type of preparation for entry level positions. Rather than attracting good students to the accounting profession, the rule is viewed as a barrier to entry and students are encouraged to specialize too early in their career rather than get the broad educational background envisioned by its proponents. This paper presents a survey that indicated these negative consequences were possible, but it was not published by accounting journals. Journal editors may have been influenced by the AICPA's and AAA's campaign to implement the 150‐hour rule and were hesitant to publish findings that cast doubt on realizing the benefits touted by proponents. The lesson to be learned is that academic journals should provide research that supports debate of controversial issues and not skew the outcome of the debate by allowing only research that favors one position to be published.

English departments in Chinese universities: purpose and function

As a required subject from primary to graduate school, English has a special position in Chinese education. This special position is a mixed blessing for English departments in Chinese universities. It provides high–quality students in terms of English proficiency, while at the same time it overwhelms English studies as a specialist discipline with the demands of English language teaching (ELT) for non–majors and general learners. English studies aims at an understanding of the cultures/civilizations of the English–speaking peoples. It is a philosophical education in the way in which English–speaking peoples structure their knowledge, their literary/political/legal/economic thinking, as well as a comparative study between Chinese and English structures of knowledge. Rigorous training in their specialized field should first give English majors technical control over the material they handle, and then make them conscious of their limitations. Their discipline and training provide them with an instrument in their future work, and a habit, a frame of mind, and an awareness of methods and methodology. This training of potential specialists is therefore the basis of responsible citizenship, as academic rigor and discipline alert students to unreason in their society, and make them more amenable to a rational and efficient society. If ELT is going to survive as a university subject, it must take on the character of humanistic/philosophical education, though it should retain its technical aspects at the same time. While the training of specialists in English studies and of students in other disciplines will never be the same, both the English department and English language teaching in a university context must contribute to a humanistic education.

Stipend increase for British PhD students

The UK government has announced a rise in research council stipends for PhD students. Stipends will increase stepwise over the next three years rising to £9000 for 2003–2004. This sustained increase is designed to indicate to young people that scientific research is no longer what the government terms a ‘Cinderella career’. Ensuring that sufficient high-quality students enter the scientific career path is clearly essential to the future well-being of UK science; however, these increases still do not match the levels of grants given by the Wellcome Trust, and there is also no money in the new budget to increase postdoctoral or higher-level salaries. D.S.

Comparative evidence about the verbal and analytical aptitude of accounting students

Abstract Concern over the declining quality of accounting students has led to widespread changes in accounting education. Yet, surprisingly little evidence exists to indicate that we can draw better students by changing curricula and teaching methodologies. This study adds to the rather small sampling of work on the relative quality of accounting majors. It focuses on the retention and attraction of high quality students with both analytical and verbal skills. The results show that the accounting major attracted and retained top students from the University. Students who chose an accounting major, however, tended to be stronger in analytical than verbal skills and this gap widened with attrition. Analytical skills related more strongly than verbal to performance in the introductory accounting course, although verbal skills became more important in more advanced coursework.