Increasing Research Requirements for Tenure at Teaching Universities: Mission Creep or Mission Critical?

What social forces are driving the increase in research requirements for tenure at teaching universities? Engaging Pierre Bourdieu\u27s field theory, this case study examines a state comprehensive university, at multiple levels of analysis, and via multiple methods. Field theory is a viable alternative to neoinstitutional theory for higher education scholars. The methods used are quantitative content analysis, qualitative discursive analysis and interviews. The study provides a detailed account of whether economic or cultural forces are the stronger influence on the trend to increase research requirements. Economic factors, such as national enrollment trends, do not necessarily have a strong effect on individual institutions, Also, the drive to increase research is not always initiated by administrators, as suggested by the academic-economy argument. Instead, faculty preferences, at the department level, tend to favor of the teacher-scholar model. This varies by academic discipline. The trend to increase research requirements is moving from the ground up, as faculty preferences become part of university manuals and eventually university missions. It is is suggested that it is mission critical for teaching universities to recognize the worth of integrating teaching and research. Teaching and research are theorized as two sides of a coin. The production and dissemination of knowledge is a key source of legitimacy for professors. This core cultural value may be more important than short-term regard for economic gains

Sorption of chlorinated solvents in a sandy aquifer

Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1996.Includes bibliographical references (leaves 62-67).by Crist Simon Khachikian.M.Eng

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

Abstract Background and purpose Unconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT). Key highlights By employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means “power” or “to be able to” in Spanish. Essentially, we are “building power” using students’ strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER’s student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals. Implications Biomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars

A Mixed-Methods Study of How a Critical Race Theory-Informed Undergraduate Research Experience Program Provides Equitable Support for Aspiring Graduate Students

Numerous studies document the benefits of participating in undergraduate research experiences (UREs), including greater odds of enrolling in graduate school. However, there is a lack of understanding about how UREs support student success. This study examines survey and interview data from a multi-year program evaluation of a National Institutes of Health-funded biomedical training program to consider whether and how participating in a URE fosters students’ sense of belonging, which is an important predictor of retention and graduation. Analyzing the quantitative survey data revealed that participating in the URE was positively associated with a sense of belonging even after controlling for students’ background characteristics, including gender, race or ethnicity, first-generation status, commuting burden, and age. Additionally, there was a positive relationship between a sense of belonging and odds of applying to graduate school. Path analysis suggests that the URE has an indirect relationship with applying to a graduate program that operates through the URE’s direct relationship with sense of belonging. Interview data offered insights into how the URE supported an increased sense of belonging. Specifically, we found that the URE fostered a sense of belonging when (1) faculty research mentors develop authentic, personal, and caring relationships with mentees, (2) the URE program welcomes, cultivates, and supports women and racially diverse students, and (3) the URE is embedded within a university environment that allows for faculty and peer engagement

Design and development of an automated flow injection instrument for the determination of arsenic species in natural waters

The design and development of an automated flow injection instrument for the determination of arsenite [As(III)] and arsenate [As(V)] in natural waters is described. The instrument incorporates solenoid activated self-priming micropumps and electronic switching valves for controlling the fluidics of the system and a miniature charge-coupled device spectrometer operating in a graphical programming environment. The limits of detection were found to be 0.79 and 0.98 μM for As(III) and As(V), respectively, with linear range of 1–50 μM. Spiked ultrapure water samples were analyzed and recoveries were found to be 97%–101% for As(III) and 95%–99% for As(V), respectively. Future directions in terms of automation, optimization, and field deployment are discussed