1,720,957 research outputs found
Foster Inclusion by Focusing on Student Names
Full text link“To teach in a manner that respects and cares for the souls of our students,” writes bell hooks, “is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin” (hooks, 1994, p. 13). An inclusive and equitable classroom is a manifestation of that respect and care. Instructors who deliberately cultivate an environment in which all students feel acknowledged and valued can reduce barriers to success and give all students the opportunity to flourish (Office of Planning, Evaluation, and Policy Development, 2016; Walton & Cohen, 2007). And there are many small, but significant, alterations to practice that can immediately improve a student’s sense of belonging and impact overall achievement of outcomes
Fostering Women’s Leadership in the Classroom
Full text linkWomen in college suffer from what Elizabeth J. Allen and Mary Madden refer to as “the chilly classroom”: a set of subtle behaviors from both faculty and students that silence and marginalize women in the classroom and prohibit them from developing leadership skills (2006). Without realizing it, faculty can unwittingly impede the development of leadership skills in women.https://fuse.franklin.edu/ss2018/1068/thumbnail.jp
Spring 2023 Talk: Digital Educational Resources: Developing Frameworks to Appreciate Student Use
No full textOur first speaker, Dr. Brandy Bagar-Fraley, is Lead Faculty and the Assistant Director for the Center for Teaching Excellence at Franklin University. Her talk, “Thinking Small: The Importance of Nuance to Scholarly Writing and Research,” reflects on her experience writing “The Textbooks Are Too Damn High: Calling for a More Nuanced Evaluation of OERs,” which has been published in the CEA Critic.
Our second speaker, Marc Jaffy, is the Scholarly Communications and Affordable Learning Librarian at Franklin University. His talk, “(Writing About) Library Etextbooks at Franklin University,” reflects on his experience developing an article that examines a university library\u27s etextbook initiative adopted to support affordable learning.https://fuse.franklin.edu/wss/1002/thumbnail.jp
AI Why? Investigating Student Perceptions of AI Use
Full text linkThis interdisciplinary research study is to identify and articulate institutional perceptions of generative AI (GenAI) by inquiring into student understanding of GenAI and its suitability or utility for scholarly use.
In particular, and in order to contribute to the growing field of literature that investigates student perceptions of GenAI, this study will focus particularly on the perceptions of a student demographic composed primarily of professional adult students beginning their doctoral degree.
To investigate perceptions of GenAI among introductory doctoral students and determine when, and how, students might feel comfortable using GenAI in an academic setting, this study will examine student responses to an optional GenAI component included in a first-year doctoral writing assignment
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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