Academic and social integration and study progress in problem based learning

The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress

Patterns of Loss and Regeneration of Tropical Dry Forest in Madagascar: The Social Institutional Context

Loss of tropical forests and changes in land-use/land-cover are of growing concern worldwide. Although knowledge exists about the institutional context in which tropical forest loss is embedded, little is known about the role of social institutions in influencing regeneration of tropical forests. In the present study we used Landsat images from southern Madagascar from three different years (1984, 1993 and 2000) and covering 5500 km(2), and made a time-series analysis of three distinct large-scale patterns: 1) loss of forest cover, 2) increased forest cover, and 3) stable forest cover. Institutional characteristics underlying these three patterns were analyzed, testing the hypothesis that forest cover change is a function of strength and enforcement of local social institutions. The results showed a minor decrease of 7% total forest cover in the study area during the whole period 1984–2000, but an overall net increase of 4% during the period 1993–2000. The highest loss of forest cover occurred in a low human population density area with long distances to markets, while a stable forest cover occurred in the area with highest population density and good market access. Analyses of institutions revealed that loss of forest cover occurred mainly in areas characterized by insecure property rights, while areas with well-defined property rights showed either regenerating or stable forest cover. The results thus corroborate our hypothesis. The large-scale spontaneous regeneration dominated by native endemic species appears to be a result of a combination of changes in precipitation, migration and decreased human population and livestock grazing pressure, but under conditions of maintained and well-defined property rights. Our study emphasizes the large capacity of a semi-arid system to spontaneously regenerate, triggered by decreased pressures, but where existing social institutions mitigate other drivers of deforestation and alternative land-use

Evolving network structure of academic institutions

Today’s colleges and universities consist of highly complex structures that dictate interactions between the administration, faculty, and student body. These structures can play a role in dictating the efficiency of policy enacted by the administration and determine the effect that curriculum changes in one department have on other departments. Despite the fact that the features of these complex structures have a strong impact on the institutions, they remain by-and-large unknown in many cases. In this paper we study the academic structure of our home institution of Trinity College in Hartford, CT using the major and minor patterns between graduating students to build a temporal multiplex network describing the interactions between different departments. Using recent network science techniques developed for such temporal networks we identify the evolving community structures that organize departments’ interactions, as well as quantify the interdisciplinary centrality of each department. We implement this framework for Trinity College, finding practical insights and applications, but also present it as a general framework for colleges and universities to better understand their own structural makeup in order to better inform academic and administrative policy

Individual characteristics and student's engagement in scientific research : a cross-sectional study

Background: In light of the increasing recognition of the importance of physician scientists, and given the association between undergraduate research experiences with future scientific activity, it is important to identify and understand variables related to undergraduate student’s decision to engage in scientific research activities. The present study assessed the influence of individual characteristics, including personality traits and socio-demographic characteristics, on voluntary engagement in scientific research of undergraduate medical students. Methods: For this study, all undergraduate students and alumni of the School of Health Sciences in Minho, Portugal were invited to participate in a survey about voluntary engagement in scientific research activities. Data were available on socio-demographic, personality and university admission variables, as part of an ongoing longitudinal study. A regression model was used to compare (1) engaged with (2) not engaged students. A classification and regression tree model was used to compare students engaged in (3) elective curricular research (4) and extra-curricular research. Results: A total of 466 students (88%) answered the survey. A complete set of data was available for 435 students (83%).Higher scores in admission grade point average and the personality dimensions of “openness to experience” and “conscientiousness” increased chances of engagement. Higher “extraversion” scores had the opposite effect. Male undergraduate students were two times more likely than females to engage in curricular elective scientific research and were also more likely to engage in extra-curricular research activities. Conclusions: This study demonstrated that student’s grade point average and individual characteristics, like gender, openness and consciousness have a unique and statistically significant contribution to student’s involvement in undergraduate scientific research activities.Fundação para a Ciência e a Tecnologia (FCT) - PTDC/ESC/65116/200

Meta-Analysis in Higher Education: An Illustrative Example Using Hierarchical Linear Modeling

The purpose of this article is to provide higher education researchers with an illustrative example of meta-analysis utilizing hierarchical linear modeling (HLM). This article demonstrates the step-by-step process of meta-analysis using a recently-published study examining the effects of curricular and co-curricular diversity activities on racial bias in college students as an example (Denson, Rev Educ Res 79:805-838, 2009). The authors present an overview of the meta-analytic approach and describe a meta-analysis from beginning to end. The example includes: problem specification; research questions; study retrieval and selection; coding procedure; calculating effect sizes; visual displays and summary statistics; conducting HLM analyses; and sensitivity analyses. The authors also offer guidelines and recommendations for improving the conduct and reporting of research which in turn can provide the information necessary for future and more comprehensive meta-analytic reviews