Browsing by Subject "Universities"

Now showing 1 - 10 of 11
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    Assessment of Course-Based Undergraduate Research Experiences: AMeeting Report
    (American Society for Cell Biology, 2014) Auchincloss, Lisa Corwin; Laursen, Sandra L.; Branchaw, Janet L.; Eagan, Kevin; Graham, Mark; Hanauer, David I.; Lawrie, Gwendolyn; McLinn, Colleen M.; Pelaez, Nancy; Rowland, Susan; Towns, Marcy; Trautmann, Nancy M.; Varma-Nelson, Pratibha; Weston, Timothy J.; Dolan, Erin L.; Chemistry and Chemical Biology, School of Science
    The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a "research experience"; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.
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    A Better Method for Analyzing the Costs and Benefits of Fundraising at Universities
    (1999) Rooney, Patrick Michael
    This article develops a new methodology for a more compre-hensive and useful analysis of the costs and benefits of fundrais-ing, as well as the total costs and net benefits associated with development efforts in general. This approach does a better job of linking the timing of return of fundraising efforts and mea-suring the actual return on investments in fundraising (as opposed to the reported return) than the widely used guidelines from the Council for Advancement and Support of Education and the National Association of College and University Busi-ness Officers (CASE/NACUBO) (1990). The implications are a better methodology for practitioners that they can use to enhance internal decision making and a better methodology for boards to use in evaluating performance and accountability. Recently, other large, public universities have begun using sev-eral of these concepts in the assessment of their development offices (Rooney, 1998).
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    Building Communities of Practice among Undergraduate STEM Departments to Foster Emergent Transformation: A Report on the Impact of Multiple-year Engagement within the PULSE Midwest and Great Plains Regional Network
    (American Society for Cell Biology, 2025) Allen, Taylor; Arriola, Paul E.; Breitenberger, Caroline; Klyczek, Karen; Marrs, Kathleen A.; Matzner, Steven; Miller, Kathryn G.; Powell-Coffman, Jo Anne; Thatcher, Mikayla; Biology, School of Science
    A vibrant ecosystem of innovation hinges on undergraduate science programs that inclusively deepen conceptual understanding, develop scientific competencies, and spark wonder and appreciation for science. To create this ecosystem, we need to influence multiple components of the system, including faculty as well as culture (i.e., rules, goals, and beliefs giving rise to them). Here we describe and evaluate a multi-institution community of practice focused on transforming undergraduate biology programs' organizational practices, behaviors, and beliefs, as well as instilling a sense of agency in community participants. The approach drew on three change theories: Community of Practice, Participatory Organizational Change, and Organizational Justice. Via mixed methods, we found that participation in the community catalyzed the flow of tangible capital (knowledge resources), grew social capital (relationships and identity), and developed human capital (creative problem-solving and facilitative leadership skills; sense of agency). In participants' home departments, application of knowledge capital was associated with increased implementation of the principles of the Vision and Change report. Departmental change was enhanced when coupled with use of capitals developed through a community of practice centered on creative problem-solving, facilitative leadership, conflict resolution, and organizational justice.
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    Digital Interventions to Improve College and University Student Mental Health
    (Elsevier, 2022) Hensel, Devon J.; Pediatrics, School of Medicine
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    Gene-by-Environment Interactions on Alcohol Use Among Asian American College Freshmen
    (Rutgers University, Center of Alcohol Studies, 2017-07) Luk, Jeremy W.; Liang, Tiebing; Wall, Tamara L.; Medicine, School of Medicine
    OBJECTIVE: Among northeast Asians, the variant aldehyde dehydrogenase allele, ALDH2*2 (rs671, A/G, minor/major), has been inversely associated with alcohol dependence. The strength of the associations between ALDH2*2 and drinking behaviors depends on the developmental stage, the phenotype studied, and other moderating variables. This study examined ALDH2 gene status as a moderator of the associations between parental drinking, peer drinking, and acculturation with alcohol use among 222 Chinese American and Korean American college freshmen. METHOD: Negative binomial regressions were used to test the main and interactive effects of ALDH2 with contextual factors on alcohol frequency (drinking days) and quantity (drinks per drinking day) in the past 3 months. RESULTS: ALDH2*2 was associated with more subjective flushing symptoms and longer length of flushing but was unrelated to both alcohol frequency and quantity. Peer drinking was positively associated with both alcohol frequency and quantity, but neither was moderated by ALDH2. We observed a nonsignificant trend for the interaction between parental drinking and ALDH2 on alcohol frequency, where parental drinking was positively associated with alcohol frequency only among participants with ALDH2*2. We found a significant interaction between acculturation and ALDH2 on alcohol frequency, where acculturation was positively associated with alcohol frequency only among those with ALDH2*2. Exploratory analyses stratified by Asian ethnic subgroup indicated that this interaction was driven primarily by the Korean subsample. CONCLUSIONS: Parental drinking and acculturation may facilitate more frequent drinking among those who have more intense reactions to alcohol (i.e., those with ALDH2*2) during the transition from high school to college.
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    Give the grant-writing monkeys another banana
    (American Association of Immunologists, 2025) Kaplan, Mark H.; Microbiology and Immunology, School of Medicine
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    How higher ed can earn the public’s trust after the admissions scandal
    (The Conversation US, Inc., 2019-03-27) Shaker, Genevieve; Plater, William; Lilly Family School of Philanthropy
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    Million Dollar Ready - Assessing the Factors that Lead to Transformational Gifts
    (2013-12) Osili, Una; Ackerman, Jacqueline
    Million-dollar donors have been studied extensively, but less is known about the institutions that receive their gifts. What makes them so attractive to generous donors, and what can other institutions learn from their examples? This report examines colleges and universities that benefit from donations of one million dollars or more, and identifies the characteristics that help them attract major gifts.
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    Perceptions and Earliest Experiences of Medical Students and Faculty With ChatGPT in Medical Education: Qualitative Study
    (JMIR, 2025-02-20) Abouammoh, Noura; Alhasan, Khalid; Aljamaan, Fadi; Raina, Rupesh; Malki, Khalid H.; Altamimi, Ibraheem; Muaygil, Ruaim; Wahabi, Hayfaa; Jamal, Amr; Alhaboob, Ali; Assad Assiri, Rasha; Al-Tawfiq, Jaffar A.; Al-Eyadhy, Ayman; Soliman, Mona; Temsah, Mohamad-Hani; Medicine, School of Medicine
    Background: With the rapid development of artificial intelligence technologies, there is a growing interest in the potential use of artificial intelligence-based tools like ChatGPT in medical education. However, there is limited research on the initial perceptions and experiences of faculty and students with ChatGPT, particularly in Saudi Arabia. Objective: This study aimed to explore the earliest knowledge, perceived benefits, concerns, and limitations of using ChatGPT in medical education among faculty and students at a leading Saudi Arabian university. Methods: A qualitative exploratory study was conducted in April 2023, involving focused meetings with medical faculty and students with varying levels of ChatGPT experience. A thematic analysis was used to identify key themes and subthemes emerging from the discussions. Results: Participants demonstrated good knowledge of ChatGPT and its functions. The main themes were perceptions of ChatGPT use, potential benefits, and concerns about ChatGPT in research and medical education. The perceived benefits included collecting and summarizing information and saving time and effort. However, concerns and limitations centered around the potential lack of critical thinking in the information provided, the ambiguity of references, limitations of access, trust in the output of ChatGPT, and ethical concerns. Conclusions: This study provides valuable insights into the perceptions and experiences of medical faculty and students regarding the use of newly introduced large language models like ChatGPT in medical education. While the benefits of ChatGPT were recognized, participants also expressed concerns and limitations requiring further studies for effective integration into medical education, exploring the impact of ChatGPT on learning outcomes, student and faculty satisfaction, and the development of critical thinking skills.
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    Presidential Satisfaction with Development Programs in Research and Doctoral Universities
    (2001) Nesbit, Becky; Rooney, Patrick; Bouse, Gary; Tempel, Eugene
    The increasing costs of higher education and the decreasing willingness of taxpayers to support it have amplified the importance of fundraising in the modern university. The (dis)satisfaction of the university president with his/her development program can have profound ramifications for the success of the program and the careers of the development professionals. This paper addresses a gaping hole in the academic and practitioner knowledge base: What makes presidents satisfied and/or dissatisfied with their institution’s development efforts and how do they evaluate the performance of the development program.