Education Commons^™

Who’S Talking About (And Citing) Me? Tracking Your Work Using Databases, Google, Web Of Knowledge, And Altmetrics Tools, Amanda Izenstark, Julia Lovett, Andrée Rathemacher

Julia Lovett

Navigating Spaces: Exploring The Impact Of Study Abroad For U.S. Students Of Color, Virginia R. Downing

Department of Educational Administration: Dissertations, Theses, and Student Research

Opportunities for international travel are becoming a necessity for undergraduate students in the United States. Students are taking advantage of study abroad experiences that will impact their future and provide benefits that students may not be able to receive in the U.S. The increase in scholarships and variety of cost-effective study abroad programs are allowing students from a variety of different backgrounds the opportunity to travel, which before was only seen as an opportunity for the wealthy. As study abroad continues to grow as a high impact practice, so should the way administrators approach the impact this experience has for …

Who’S Talking About (And Citing) Me? Tracking Your Work Using Databases, Google, Web Of Knowledge, And Altmetrics Tools, Amanda Izenstark, Julia Lovett, Andrée Rathemacher

Technical Services Faculty Presentations

Slides from a presentation, "Who's Talking About (and Citing) Me? Tracking Your Work using Databases, Google, Web of Knowledge, and Altmetrics Tools," offered at the University of Rhode Island Libraries on April 22 and April 23, 2015.

"Stop using the impact factor as a measure of the value of your research. There are better ways. In this hands-on session find out about tools that can help you learn how your work is being received, used, and disseminated across scholarly platforms and social media networks."

Part of the University Libraries' Search Savvy Seminar series.

A New Model Within Canadian Colleges And Universities To Develop A Diverse Future Generation Of Entrepreneurs: Inclusivity And Accessibility, Jay Fisher

Stream 6: Global University

This paper reviews past research that focused on the delivery of, and support for, entrepreneurship education (EE) within the Canadian post-secondary academic environment. Specifically this review focuses on the trend towards EE ‘inclusivity’ within both the Canadian post-secondary system and the individual institutions examined. A wide range of studies is reviewed and impacts are categorized across key stakeholder groups. This paper concludes with insights for future research specific to other key stakeholders and provides examples to highlight academic institutions that have established EE experiences both within and outside the curriculum to satisfy a broad and diverse student population

Exploring The Use Of A Pilot Anchor Framework To Measure Vcu's Impact On The Region, Valerie Holton, Jennifer Jettner, Kathleen Shaw

Division of Community Engagement Resources

In 2014-2015 the Division of Community Engagement and the Office of Planning and Decision Making undertook an effort to explore Virginia Commonwealth University’s (VCU) impact through an anchor framework. Anchor institutions are place-based entities that are, “tied to their surroundings by mission, invested capital, or relationships to customers, employees, and vendors.” As such, they are significant economic drivers in the region. Universities are unique anchors because they can also leverage their knowledge generating capacity and partnerships to improve community well-being.

This effort included a review of the concept of anchor institutions and how that concept has been applied to universities. …

Measuring & Monitoring Impact Of Community Engagement At Virginia Commonwealth University, Valerie Holton, Jennifer Jettner

Division of Community Engagement Resources

This report provides a summary of existing and developing enterprise data mechanisms that track and assess Virginia Commonwealth University’s engagement with our communities. The activities included here are limited to those efforts with which the DCE is actively involved.

The Division of Community Engagement (DCE) undertook this effort and published the original document in fall 2014. This 2015 report has been updated to reflect progress that has been made during the 14-15 academic year.

Sticks And Stones: How Words And Language Impact Upon Social Inclusion, Kathy Mckay, Stuart Wark, Virginia Mapedzahama, Tinashe Dune, Saifur Rahman, Catherine L. Mac Phail

Faculty of Social Sciences - Papers (Archive)

Language framed as derogatory names and symbols can have implications for people and their life experiences. Within a Saussurian-inspired frame, and looking at ideas of stigma and social inclusion, this paper examines the use of language as a weapon within a social context of (changing) intent and meaning. Three examples of language use in mainstream society are analysed: 'retarded' which evolved from scientific diagnosis to insult; 'gay' as a derogatory adjective within popular culture; and, the way language around suicide is used to both trivialise and stigmatise those who are suicidal, as well as those who are bereaved.

The Impact Of Marketing Of 'Junk' Foods On Children's Diet And Weight, Bridget P. Kelly, Lesley King

Faculty of Social Sciences - Papers (Archive)

Contemporary Western(ised) society is typified by pervasive and aggressive brand promotion, through all communication platforms. Food promotion in particular is a dominant area of marketing, particularly the marketing by large multinational food companies that manufacturer less healthy foods and beverages (Cairns et al. , 2013). The ubiquitous marketing of these unhealthy foods contributes to creating a negative food culture that undermines international and national nutrition recommendations and guidelines for disease prevention. Specifically, frequent exposure to persuasive promotions for unhealthy foods serves to normalise these food products as part of everyday life, create positive brand images, and ultimately encourage (over) consumption …

Why Experts Can Do What They Do: The Effects Of Exogenous Resources On The Domain Impact Level Of Activities (Dila), Tobias Debatin, Manuel Hopp, Wilma Vialle, Albert Ziegler

Faculty of Social Sciences - Papers (Archive)

In many domains, it is estimated that approximately 10,000 hours of planned learning activities are required to reach an expert level of performance. However, this poses a challenge for learners to balance such extensive learning times with the demands of everyday life. In our study we focused on activities in the domain of chess. We hypothesized that chess-related activities could be better integrated in an individual's life if exogenous resources - specified in the educational capital approach (Ziegler & Baker, 2013) - are sufficiently available. In order to test this hypothesis we introduced the concept of the Domain Impact Level …