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Examining differences and similarities between graduate and undergraduate students' user satisfaction with digital libraries

Differences in stress levels between junior high school students and college students during online learning

The adolescent age group plays a vital role in tackling the pandemic, one of which is in high school and college students. Through the Remaja Bergerak webinar with the theme of COVID-19, it is hoped that it will increase the knowledge of high school and college students in Indonesia regarding the epidemiology of COVID-19 cases and the COVID-19 vaccine. The purpose of this study was to compare the COVID-19 knowledge level between high school and college students. This type of research is a cross-sectional study with a pretest-posttest design. The first group consisted of 262 high school students and the second group consisted of 301 college students who have then compared the pretest and posttest scores. As a result, the high school student pretest scores were higher than the college student, but it was not significant (p>0.05). Likewise, in the posttest result, it was shown that the high school student experienced a higher score than the college student, but it was not significant (p>0.05). In conclusion, there was no difference in knowledge level in both high school and college students, but there was an increase in knowledge of each group.

The teaching-learning process becomes more attractive when practical classes are used as part of methodological tools. Aiming (i) to stimulate the interest of high school students in the microbiological world and (ii) to provide didactic experience for microbiology graduate students, practical classes were undertaken. These classes were carried out during the years 2016 and 2017, using the infrastructure held at Universidade Federal de Viçosa. Briefly, laboratory classes were prepared and taught by microbiology graduate students and an evaluation questionnaire was answered by the participants after the classes. Approximately 95% of the high school students, from both years, evaluated the experience outside of the school routine as very good and good. A total of 90.09% (2016) and 100% (2017) of graduate students evaluated this experience as very good and good. The relationship between high school and graduate students also increased the curiosity of the former regarding the university environment. Accordingly, the information retention regarding the 'microbiology world' was verified after one year and the students were able to remember important terms related to the microbiology class. In addition, this work allowed graduate students and high school students to build a closer relationship and created an excellent teaching-learning strategy for both.

The purpose of this study is to compare the influence of three teaching methods, as represented by problem-based learning (PBL), the PBL with lecture method, and the conventional teaching on undergraduate physics students' group work skills among bachelor’s degree physics students. In this study, the pre- and post-test were done and the instruments were administered to the students for data collection. The actual sample size comprises of 122 students, who were selected randomly from the physics department, college of education in iraq. Overall, the statistical results rejected null hypothesis of this study. Thus, using the PBL without or with lecture method enhances the skills of the group work among the bachelor’s degree physics students, better than using the conventional teaching.

P96 Evaluation of the Effect of an Online Dual Enrollment Nutrition Course for College and High School Students

This article reports on findings from a research project designed to assess undergraduate and graduate students’ language-learning needs in the context of a new academic language support center at a Canadian university. A total of 432 students of English as an additional language and 93 instructors responded to the questionnaires, which asked them to provide importance ratings of academic language skills, to assess their own or their students’ skill status, and to respond to open-ended questions. This article reports on data collected from the writing section of the study.The findings indicated that there is much overlap in the skill items identified as ‘very important’ between graduate and undergraduate students and instructors. Students’ self-assessments and instructors’ assessments of their students differed dramatically, however. In addition to important pedagogical implications, this study suggests a need to be cautious when interpreting needs assessment results because what instructors or students consider as an important skill to possess may not be what students need to develop.

College and university libraries need to develop undergraduate internships to encourage low-income and ethnic-minority students to enter the library profession. Such internships can be run on limited budgets. This article presents a case-study model for an internship program and its related promotional efforts currently in place at California State University, Bakersfield. The article discusses the need for greater ethnic diversity in libraries and the value of internships as a tool to confront minority underrepresentation in the library profession. Introduction Colleges and universities can confront the issue of lack of diversity in the library profession by providing library internships to students from minority or economically disadvantaged backgrounds. These internship programs, if kept small, can be run on limited budgets and can have profound effects. Librarians at California State University, Bakersfield (CSUB) developed an internship program designed to equip students with skills and experience they can carry forward into library and information science graduate programs and the professional workforce. The program will broaden Hispanic and other ethnic minority representation in libraries. CSUB's program is part of the minority recruitment continuum within the profession. It focuses its efforts on individuals, rather than groups of students, and its small scale allows for an intensive undergraduate introduction to library science and in-depth mentoring. Meanwhile, across the profession, there are numerous examples of minority recruitment programs that are opening doors and providing opportunities. For example, the American Library Association funded its Spectrum Initiative in 1997, providing scholarships to minority students who pursue degrees in library science.1 Efforts such as the Diversity Internship in Libraries Program, sponsored by the University of Massachusetts-Boston, Simmons College Libraries, and the Simmons Graduate School of Library and Information Science, expose high-school students to the profession through internships. On a larger scale, the Mellon Foundation's two $500,000 grants to the Mellon Librarian Recruitment Program for undergraduate students at Atlanta University, Mount Holyoke, Oberlin, Occidental, Swarthmore, and Wellesley include internships, library science career awareness, and scholarships.2 The University of Arizona's School of Information Resources and Library Science actively recruits minority students into its Knowledge River program and provides them with an extensive support network, financial assistance, and culturally sensitive educational opportunities.3 CSUB does not offer a degree in library science, which makes its internship program somewhat unusual. While there are numerous internships available to library science students, library science internship programs for undergraduates and graduate students in other disciplines are rare. The CSUB program locates students with the potential for and interest in becoming librarians before they enter a library or information studies graduate program. The goal is to teach these selected students about the library profession by offering them both academic training and experiential learning before library science graduate school. The internship provides basic academic study in librarianship followed by supervised training and experience, preparation for graduate school, constructive evaluations, and mentoring that can lead to completion of a graduate degree. The internship program was one of several CSUB projects funded under the U.S. Department of Education's Title V grant for Hispanic-serving institutions. The paid and competitive internship, which requires a commitment often to twenty hours per week and can last up to one year, is divided into four components: training and study, professional development and mentoring, assigned professional projects, and evaluation. The Need for Internships The need for greater ethnic and social diversity in libraries is well-documented. …

The COVID-19 pandemic wreaked havoc in every aspect of human life including college students' physical and meatal health condition. The aim of this study was to assess the fear of COVID-19, anxiety, and stress among Shenandoah Valley college students, part of the Great Appalachian. An online survey was conducted among undergraduate and graduate level college students in a large US public university, and a total of 680 students completed it. The mean age was 22.14 ± 5.48 years. The majority were White (81.9%), and female (80.4%) undergraduate (78.0%) students. Approximately 41% of them were enrolled in health-related majors (41.4%). Female students had significantly higher anxiety, depression, and fear of contracting COVID-19 than male students. Undergraduate students had significantly higher depression than graduate students. Students' perceptions of university' support had a negative relationship with their anxiety, depression and fear of COVID-19. While the COVID-19 pandemic is almost over, the higher education system and policymakers should work together to identify areas to improve student support and better communication strategies.

Goal attainment scaling has been used frequently in the evaluation of mental health services. The purpose of this study was to assess the usefulness of the goal attainment scaling methodology in the evaluation of a cancer research training program. Subjects were 62 high school and college students participating in a summer research program. Prior to the program, all students were asked to predict the specific outcomes they expected to attain in relation to eight independent dimensions of the research training program. At the close of the program students were asked to indicate the outcome they attained for each dimension. Students also ranked the importance of each dimension. The analyses indicated that participants entered the program with accurate expectations of their ultimate achievement and satisfaction with the program. Significant differences were found for expected outcomes on a number of program dimensions for the high school and college students at the preprogram assessment. Significant differences were also found for the high school and college students' importance rankings at both the pre-program and post-program period. Goal attainment scaling proved to be a valuable and flexible technique for the evaluation of a cancer research training program.

G Rosen London: Academic Press 1970 pp xii + 151 price £4 9s Professor Rosen's monograph, valuable to senior undergraduate and graduate students in physics and mathematics, presents a clear and fundamental review of the mathematical structure and logical relationships between classical dynamics and quantum dynamics for nondissipative closed physical systems. The monograph is based upon the notes from a course of lectures given to seniors and graduate students.

Everyday experiences help individuals build intuitive understandings of physical phenomena. However, incomplete or incorrect reasoning can lead to persistent alternative conceptions rather than scientifically accurate conclusions. Such misconceptions are particularly common among younger learners and can remain uncorrected unless explicitly addressed in instruction. This study investigates the persistence of misconceptions related to friction among three groups: school students, undergraduate physics students, and physics teachers. An online test consisting of seven yes/no questions was used to identify common alternative conceptions. Three prevalent misconceptions were analyzed in detail, with a focus on their origins and how they might be addressed through targeted instruction. The findings highlight the need for greater emphasis on conceptual understanding in physics education, particularly in teacher preparation programs. This study is intended for undergraduate students, especially those training to become teachers, offering practical insights into how persistent misconceptions about friction can be effectively identified and overcome in the classroom.

The Test of Understanding Graphs in Kinematics (TUG-K) is a multiple-choice test developed by Beichner in 1994 to assess students' understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to students' common difficulties with kinematics graphs. Instruction is unlikely to be effective if instructors do not know the common difficulties of introductory physics students and explicitly take them into account in their instructional design. We evaluate one aspect of the pedagogical content knowledge of first-year physics graduate students enrolled in a teaching assistant training course related to topics covered in the TUG-K. In particular, for each item on the TUG-K, the graduate students were asked to identify which incorrect answer choice they thought would be most commonly selected by introductory physics students if they did not know the correct answer after instruction in relevant concepts. We used the graduate student data and the data from Beichner's original paper for introductory physics students (which was collected from over 500 college and high school students) to assess this aspect of the pedagogical content knowledge of the graduate students, i.e., knowledge of student difficulties related to kinematics graphs as they are revealed by the TUG-K. We find that, although the graduate students, on average, performed better than random guessing at identifying introductory student difficulties on the TUG-K, they did not identify many common difficulties that introductory students have with graphs in kinematics. In addition, we find that the ability of graduate students to identify the difficulties of introductory students is context dependent and that discussions among the graduate students improved their understanding of student difficulties related to kinematics graphs. Moreover, we find that the ability of American graduate students in identifying common student difficulties is comparable with that of foreign graduate students.

The study sought to examine the accuracy of sport management students’ perceptions of career expectations when compared with perceptions of sport management practitioners. A secondary purpose of the study was to analyze differences in such perceptions over a thirteen year period, comparing only graduate students’ and practitioners’ perceptions. The sample (N = 544) was inclusive of sport management graduate and undergraduate students and sport management industry practitioners. Two stages were used to gather data (1996 and 2010 data collection periods), thus slightly different collection procedures were used. Overall results indicate that significant differences existed between the students’ and practitioners’ perspectives regarding multiple areas: salary expectations, time until first sport management job, time before advancement opportunities, and others. Implications from this study will allow sport management advisors, faculty, and students to have a reference for current industry career trends. With this, students can be better informed and equipped to make career decisions.

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