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You searched for subject:(integrative programs). Showing records 1 – 3 of 3 total matches.

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Montana Tech

1. Burk, Nicholas Richard. The Discipline of Identity: Examining the Challenges of Developing Interdisciplinary Identities Within the Science Disciplines.

Degree: MA, 2010, Montana Tech

Conducting scientific research that integrates multiple disciplines is an increasingly important, and yet challenging endeavor. This study employs the construct of identity to characterize and examine the obstacles to successful interdisciplinary work. It is argued that identity provides a useful lens into the process of scientific investigation, because as a construct, it has been shown to influence the way one sees oneself, others, and the practice of “good science.” It is therefore assumed that scientists’ identities may be an under-examined, mitigating factor in whether they develop an interest and aptitude for interdisciplinary collaboration. This study qualitatively examines 20 postgraduate students participating in a number of potential Ph.D. programs, both traditional (mathematics, biology, computer science), and interdisciplinary (an NSF-funded Integrative Graduate Education and Research Traineeship program). In-depth interviews and participant observations are used to obtain firsthand accounts of the participants’ experiences in their respective programs, to understand how they construct their identity amidst that experience, and to solicit their attitude towards interdisciplinary work. Results indicated important differences between the traditional science students, and those in the interdisciplinary program. Although all postgraduate students reported experiencing high pressure to be successful, and ambiguity as to how to accomplish that success, the interdisciplinary students in particular reported a felt need to commit to either a traditional science identity, or to an interdisciplinary science identity. Consequently, the IGERT students developed varying levels of attachment towards being a traditional scientist, versus being an interdisciplinary scientist. Additionally, the students exhibited tendencies to express their identities in context to one of three preferential frames: Social-relational, Occupation-based, or Research problem-based. Those who expressed their identities as Research problem-based also tended to display stronger attachment to their interdisciplinary identities. This research suggests practical feedback for overcoming the barriers to interdisciplinary work, while also offering insights into the identity work that accompanies the competing discourses of traditional sciences versus that of emerging interdisciplinary science.

Subjects/Keywords: postgraduate science programs; cross-disciplinary collaboration; discourse; interdisciplinary science; NSF IGERT programs; identity; integrative science

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APA (6th Edition):

Burk, N. R. (2010). The Discipline of Identity: Examining the Challenges of Developing Interdisciplinary Identities Within the Science Disciplines. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/978

Chicago Manual of Style (16th Edition):

Burk, Nicholas Richard. “The Discipline of Identity: Examining the Challenges of Developing Interdisciplinary Identities Within the Science Disciplines.” 2010. Masters Thesis, Montana Tech. Accessed January 18, 2020. https://scholarworks.umt.edu/etd/978.

MLA Handbook (7th Edition):

Burk, Nicholas Richard. “The Discipline of Identity: Examining the Challenges of Developing Interdisciplinary Identities Within the Science Disciplines.” 2010. Web. 18 Jan 2020.

Vancouver:

Burk NR. The Discipline of Identity: Examining the Challenges of Developing Interdisciplinary Identities Within the Science Disciplines. [Internet] [Masters thesis]. Montana Tech; 2010. [cited 2020 Jan 18]. Available from: https://scholarworks.umt.edu/etd/978.

Council of Science Editors:

Burk NR. The Discipline of Identity: Examining the Challenges of Developing Interdisciplinary Identities Within the Science Disciplines. [Masters Thesis]. Montana Tech; 2010. Available from: https://scholarworks.umt.edu/etd/978


Florida International University

2. La Tegola, Antonella. L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors.

Degree: MS, Curriculum and Instruction, 2015, Florida International University

The purpose of this thesis was to investigate the current status of the study of Italian in Miami and particularly to identify the motivational factors behind student enrollment in local Italian programs. A qualitative study was carried out based on interviews with the local director of “Società Dante Alighieri” and four students studying Italian in two different settings. Gardner and Lambert’s (1959) concepts of instrumental and integrative motivation and the motivation components identified by Csizér and Dörnyei (2005) provided the conceptual framework for this study. According to the information obtained from the five participants the study of Italian in Miami is mostly linked to integrative motivation and particularly to the motivation components referred by Csizér and Dörnyei as “attitude toward the L2 speakers/community” and “culture interest”. These findings are in line with previous research that linked the study of Italian in the United States to cultural and ethnic factors related to integrative motivation. Advisors/Committee Members: Eric Dwyer, Sarah Mathews, Aixa Perez-Prado.

Subjects/Keywords: Italian Language; Instrumental Motivation; Integrative Motivation; Italian Programs in Miami; Curriculum and Instruction; Education

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APA (6th Edition):

La Tegola, A. (2015). L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/2226 ; 10.25148/etd.FIDC000073 ; FIDC000073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

La Tegola, Antonella. “L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors.” 2015. Thesis, Florida International University. Accessed January 18, 2020. https://digitalcommons.fiu.edu/etd/2226 ; 10.25148/etd.FIDC000073 ; FIDC000073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

La Tegola, Antonella. “L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors.” 2015. Web. 18 Jan 2020.

Vancouver:

La Tegola A. L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors. [Internet] [Thesis]. Florida International University; 2015. [cited 2020 Jan 18]. Available from: https://digitalcommons.fiu.edu/etd/2226 ; 10.25148/etd.FIDC000073 ; FIDC000073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

La Tegola A. L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors. [Thesis]. Florida International University; 2015. Available from: https://digitalcommons.fiu.edu/etd/2226 ; 10.25148/etd.FIDC000073 ; FIDC000073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Campbell, Patriece. The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

Over one million international students study at colleges and universities across the U.S. each year. Yet, some international students struggle academically, not because they do not have the cognitive intelligence to excel but they find it difficult to adapt into the American academic culture that is oftentimes significantly different from their own. The study sought to understand the use of integrative programs and services at three select Pennsylvania state institutions and their impact on international students’ successful transition as a part of their campus community. The intent of this study was to understand the complexities that international students face as they try to assimilate and adapt to academic environments in the United States. Phenomenology methodology was used, over 40 international students were surveyed, and interviews were conducted about student use and satisfaction of university programs and services provided during their transitional year. The study’s findings indicate that: (1) international students believed their initial campus reception and use of transitional services played a part in their satisfaction and ability to integrate; (2) international students are highly dependent on ongoing support from international student support services; and (3) international students have a strong desire to form genuine connections with members of the university community. It was concluded that international students value academic supportive services while studying in the U.S. It is recommended that institutions implement adequate academic, social, and supportive services to ensure adaptation to higher education and improve matriculation among international students. Advisors/Committee Members: Marylin Newell, Laura Bertonazzi, Christine Gaudry.

Subjects/Keywords: international students; belonging; integrative programs; transitions; student support; genuine connection; internationalization; international enrollment; Educational Leadership; International and Comparative Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Campbell, P. (2017). The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/145

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Campbell, Patriece. “The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges.” 2017. Thesis, University of New England. Accessed January 18, 2020. https://dune.une.edu/theses/145.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Campbell, Patriece. “The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges.” 2017. Web. 18 Jan 2020.

Vancouver:

Campbell P. The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges. [Internet] [Thesis]. University of New England; 2017. [cited 2020 Jan 18]. Available from: https://dune.une.edu/theses/145.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campbell P. The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/145

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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