4,621 research outputs found
Savoring the first byte: girls and boys in introductory-level high school computer science classes
No full textPurpose
This case study sought to investigate the structure, pedagogy and culture of an introductory-level, high school computer science class and to examine the experiences of the girls and boys in the class to understand why so few girls enroll in the advanced
computer science classes.
Research Questions
What factors can help explain why so few girls enroll in the advanced computer science classes in high school?
a) How do the existing structure, pedagogy and culture of the entry-level computer science class encourage or discourage girls’ and boys’ interest, enrollment and
persistence in the advanced computer science classes?
b) How do girls and boys perceive their experiences in the entry-level computer
science class?
c) What kinds of opportunities occur in the entry-level computer science class to foster the construction of the identity of a computer scientist for girls and boys?
d) How do perceptions of Computer Science as a discipline influence high school girls’ interest and enrollment in advanced computer science classes? Methodology
This qualitative study utilized surveys, classroom observations, individual and focus group interviews and document collection. Four students, two girls and two boys, two teachers and two guidance counselors were chosen to participate. Interview transcripts and documents were coded to discover patterns, grouped into general categories and later combined into narrower themes and perspectives. Validity
procedures included member checking, use of participants’ words, triangulation and researcher reflexivity.
Findings
Female students often enter the introductory computer science classes with weaker computer skills and less involvement with computers than their male peers.
Opportunities to manage their learning environment by working at their own pace, collaborating and focusing on project topics and features that were meaningful to them proved to be a successful combination for the students in the introductory computer science class. Additionally, this research study yielded the discovery of institutional factors that influence the gender imbalance in computer science classes: course scheduling practices and prerequisites, teacher beliefs and attitudes, students’ prior experience and knowledge of computers, transition from middle school to high school computer science classes and computer-related opportunities outside the classroom.
Significance of Study
Understanding the ways that girls and boys experience high school computer science classes can help schools provide a positive classroom experience for all students and redistribute the power of important social, cultural and academic resources. Providing an opportunity for high school students to share their perceptions, successes, failures and recommendations can serve as a catalyst for school improvement and promote the futures of girls and boys in technology.Ed.D.Includes bibliographical referencesby Rosemarie Macalus
The development of a graduate course-Advanced modeling of engineering systems
No full textIssued as Final report, Project no. E-24-605 (subproject under main project no. E-24-602)Final report has title: The development of a graduate course-Advanced modeling of engineering systemsFinal report has co-author: Michael Ingri
The professional and personal experience of genetic counselors with dual graduate degrees
No full textResearch on genetic counseling professional development is not a new area of interest. In the past, research on professional development focused mainly on the experiences of genetic counselors with ClinDs and PhDs because there was interest in developing doctorate-level genetic counseling training programs (Atzinger et al., 2007; Nagy et al., 2015; Reiser et al., 2014). Although the field ultimately decided against the creation of doctorate-level training programs, genetic counselors are individually pursuing different ways of earning advanced skills (Baty, 2018; Reiser et al., 2015). One way of earning advanced skills is by earning a dual graduate degree in a field other than genetic counseling. The purpose of this research is to add to the existing knowledge base on professional development by (1) exploring motivations for pursuing dual-degrees; (2) understanding challenges and barriers genetic counselors faced while pursuing their dual graduate degrees; (3) exploring how genetic counselors who hold dual degrees, one in genetic counseling and one in another field (i.e., MPH, MA, MBA, MSW, PhD, DrPH, etc.), integrate their dual-degree into their careers; and (4) assessing the impact of a dual-degree on professional development including promotions and salary. We found that genetic counselors with dual graduate degrees were motivated by specific career goals, despite being challenged by financial burdens and competing responsibilities. In addition, genetic counselors utilized their dual degrees in a variety of different ways and reported an overall positive impact on their self-assessment of their skill profiles.M.S.Includes bibliographical reference
The short and long-term effects of the ISLE approach on high school physics students' attitudes and development of science-process abilities
No full textThe National Research Council, American Association of Physics Teachers (AAPT), the Next Generation Science Standards (NGSS), and Advanced Placement Physics 1 and 2 guidelines all set the goals of engaging students in experimentation and authentic scientific reasoning while developing normative concepts to help them develop essential skills and competencies necessary to succeed in our rapidly changing world. As a result, activities that place greater emphasis on reasoning and argumentation and engage students in experimental practices are finding their ways into both high school and university-level courses. One way to meeting the above goals is through the Investigative Science Learning Environment (ISLE) approach, which fully aligns with national recommendations. The ISLE approach focuses on two major issues: engaging students in the activities that mirror scientific practice, while constructing and applying new knowledge; and empowering them as learners during that process. This ISLE approach forms the foundation of this study.
While student learning through the ISLE approach was studied extensively in college classrooms, very few studies have been done at the high school level. We do not know whether or how learning through the ISLE approach helps students meet the standards set by national organizations. In addition, there are no studies of the long-term effects of learning physics through the ISLE approach. To address these gaps this multiphase mixed-methods study has two goals: to explore how first-year high school physics students who learn physics through the ISLE approach show changes in their science-process abilities, attitudes, and motivation towards experimental science; and to determine the long-term effects of such learning. The study was conducted in two phases. In the first phase, written laboratory reports, attitudes surveys, and confidence surveys were collected from 230 first-year honors physics students over a three-year period. In the second phase, a survey was sent to alumni who learned physics through the ISLE approach. A subset of these students participated in interviews and a focus group.
The research aims to address not only how high school students develop science-process abilities, but how the opportunity to revise and improve their work affects this development. Furthermore, this research aims to learn how student attitudes concerning investigative learning and experimental design change over the course of a school year as well as how student mindset and motivation factor into these changes. Finally, this research aims to better understand the long-term effects of learning in an investigative physics course on student attitudes, learning strategies, and performance in future educational experiences and careers.Ph.D.Includes bibliographical reference
Advanced computer typography
Get PDFAn advanced system of computer typography was developed for the preparation of four reports at the Naval Surface Weapons Center. The advanced system has been made available for use on the IBM 3033 Computer at the Naval Postgraduate School. An overview of the system is presented in this report. (Author)Naval Postgraduate School, Monterey, CA.NANaval Postgraduate School, Monterey, CA.http://archive.org/details/advancedcomputer00her
University of Michigan Department of Law Annual Announcement 1897-98 and Catalogue of Students.
No full textDepartment of Law; The Department Building; Libraries; Directions to Candidates for Admission; Requirements for Admission; Requirements for Admission in 1897; Requirements for Admission in 1900; Prior Reading in Law; Admission to Advanced Standing; Admission to the Graduate Class; Admission of Special Students; Examinations for Admission; Course of Instruction; The Graduate Course; The Study of Cases; Recitations and Examinations; Elocution and Oratory; Oratorical Associations; Northern Oratorical League; The Practice Court; Club Courts; Conveyancing; Requirements for Graduation; Theses; The Degree of Bachelor of Laws; The Degree of Master of Laws; Certificates of Attendance; Work in the Department of Literature, Science, and the Arts; Constitutional History and Political Science; Combined Course in Collegiate and Law Studies; Master\u27s Degree in Arts, Philosophy, Science, or Letters; Text-Books and Books of Reference; Fees and Expenses; Summer School of Law; Admission; Courses of Study; Fees in Summer School; Students; Summary of Students
University of Michigan Department of Law Annual Announcement 1900-1901 and Catalogue of Students for 1899-1900
No full textDepartment of Law; The Department Building; Libraries; Directions to Candidates for Admission; Requirements for Admission; Prior Reading in Law; Admission to Advanced Standing; Admission to the Graduate Class; Admission of Special Students; Examination for Admission; Course of Instruction; The Study of Cases; Recitations and Examinations; The Graduate Course; The Practice Court; Club Courts; Conveyancing; Elocution and Oratory; Oratorical Associations; Northern Oratorical League; Central Debating League; Pennylvania-Michigan [sic] Contests; University Oratorical Association; Literary Societies; Requirements for Graduation; Theses; The Degree of Bachelor of Laws; The Degree of Master of Laws; Certificates of Attendance; Work in the Department of Literature, Science, and the Arts; Constitutional History and Political Science; Combined Course in Collegiate and Law Studies; Master\u27s Degree in Arts, or in Science; Text-Books and Books of Reference; Fees and Expenses; Summer School of Law; Admission; Courses of Study; Fees in Summer School; Students; Department of Law; Officers of the Alumni Association
University of Michigan Department of Law Annual Announcement 1898-99 and Catalogue of Students
No full textDepartment of Law; The Department Building; Libraries; Directions to Candidates for Admission; Requirements for Admission; Requirements for Admission in 1898; Requirements for Admission in 1900; Prior Reading in Law; Admission to Advanced Standing; Admission to the Graduate Class; Admission of Special Students; Examinations for Admission; Course of Instruction; The Graduate Course; The Study of Cases; Recitations and Examinations; Elocution and Oratory; Oratorical Association; Northern Oratorical League; Central Debating League; University Oratorical Association; The Practice Court; Club Courts; Literary Societies; Conveyancing; Requirements for Graduation; Theses; The Degree of Bachelor of Laws; The Degree of Master of Laws; Certificates of Attendance; Work in the Departmfnt [sic] of Literature, Science, and the Arts; Constitutional History and Political Science; Combined Course in Collegiate and Law Studies; Master\u27s Degree in Arts, Philosophy, Science, or Letters; Text-Books and Books of Reference; Fees and Expenses; Summer School of Law; Admission; Courses of Study; Fees in Summer School; Students; Summary of Students; Officers of the Alumni Association
University of Michigan Department of Law Annual Announcement 1901-1902 and Catalogue of Students for 1900-1901
No full textDepartment of Law; The Department Building; Libraries; Directions to Candidates for Admission; Requirements for Admission; Admission to Advanced Standing in 1901; Admission to Advanced Standing in 1902 and Thereafter; Admission of Special Students; Examinations for Admission; Course of Instruction; The Study of Cases; Recitations and Examinations; The Practice Court; Club Courts; Conveyancing; The Graduate Course; Elocution and Oratory; Oratorical Associations; Northern Oratorical League; Central Debating League; Pennsylvania-Michigan Contests; University Oratorical Association; Literary Societies; Requirements for Graduation; Theses; The Degree of Bachelor of Laws; The Degree of Master of Laws; Certificates of Attendance; Work in The Department of Literature, Science, and the Arts; Constitutional History and Political Science; Combined Course in Collegiate and Law Studies; Master\u27s Degree in Arts, or in Science; Text-Books and Books of Reference; Fees and Expenses; Summer School of Law; Admission; Courses of Study; Fees in Summer School; Students; Department of Law; Officers of the Alumni Association
Patient uptake rates for non-invasive prenatal screening for single gene disorders (NIPS-SGD) associated with advanced paternal age
No full textThe objective of this study was to quantify uptake rates of non-invasive prenatal screening for single-gene disorders (NIPS-SGD) for pregnant subjects whose reproductive partner is of advanced paternal age and to understand reasons for declining this testing. To do so, we performed a retrospective chart review of 195 pregnant subjects seen at Rutgers-Robert Wood Johnson Medical School who were offered NIPS-SGD for advanced paternal age between June 1, 2017 and April 13, 2021. We performed multivariate logistic regression analysis to develop a predictive model for NIPS-SGD uptake. Overall NIPS-SGD uptake rate was 39.5%. We identified that the most significant factors associated with test uptake are if patients had additional prenatal testing, including NIPS for aneuploidy (OR=5.92), expanded carrier screening (OR=10.91), or invasive diagnostic testing (OR=15.55), if the genetic counseling was conducted over telemedicine (OR=6.54), if the father of the baby (FOB) was present (OR=5.06), and if it was the patient’s first pregnancy (OR=2.20). The most significant reported reason for declining testing was due to FOB being unavailable (40%). Subjects who opted for NIPS-SGD due to advanced paternal age were those whose male partner was present at the session and was available for a blood draw. These patients also were more likely to have invasive testing and expanded carrier screening, compared to people who did not have NIPS-SGD testing. FOB not being available was the single most common reason for declining NIPS-SGD. Current NIPS-SGD does not require a paternal sample. Thus, we anticipate a higher proportion of patients will opt for this screen in the future. Patients who are pursuing other fetal screening modalities are also interested in NIPS-SGD, in the context of advanced paternal age.M.S.Includes bibliographical reference
- …
