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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1982
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED243675 |
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| _version_ | 1867181889066893312 |
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| author | Jones, Lyle V., Ed. And Others |
| author_facet | Jones, Lyle V., Ed. And Others Jones, Lyle V., Ed. And Others |
| collection | Education Resources Information Center |
| contents | An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences. Jones, Lyle V., Ed. And Others Academic Libraries Chemistry College Faculty College Mathematics College Science Computer Science Computer Science Education Doctoral Programs Earth Science Education Work Relationship Educational Quality Evaluation Criteria Financial Support Geology Graduate Study Higher Education Mathematics Mathematics Education Physical Sciences Physics Program Effectiveness Program Evaluation Publications Questionnaires Reputation Research Scholarship Science Education Statistics Student Characteristics The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational factors (scholarly quality of faculty, effectiveness of programs in educating research scholars/scientists, improvement in program quality during the last 5 years); university library size; research support; and publication records. Chapter I discusses prior attempts to assess quality in graduate education, development of the study plans, and the selection of disciplines and programs to be evaluated. Chapter II discusses the methodology used, focusing on each of the assessment measures. Chapters III to VIII present, respectively, findings from the analyses of the chemistry, computer science, geoscience, mathematics, physics, and statistics/biostatistics programs. Chapter IX includes a summary of results, correlations among measures, several additional analyses, and suggestions for future studies. Among the findings reported are those indicating that mathematics programs had, on the average, the largest number of faculty (N=33) in December 1980 followed closely by physics (N=28) and chemistry (N=23), and that 80 percent of computer science students had job commitments by graduation. (Survey instruments and supporting documentation are included in appendices.) (JN) |
| format | Recurso educativo Open Access |
| id | eric_ED243675 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1982 |
| record_format | eric |
| spellingShingle | An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences. Jones, Lyle V., Ed. And Others Academic Libraries Chemistry College Faculty College Mathematics College Science Computer Science Computer Science Education Doctoral Programs Earth Science Education Work Relationship Educational Quality Evaluation Criteria Financial Support Geology Graduate Study Higher Education Mathematics Mathematics Education Physical Sciences Physics Program Effectiveness Program Evaluation Publications Questionnaires Reputation Research Scholarship Science Education Statistics Student Characteristics An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences. Jones, Lyle V., Ed. And Others Academic Libraries Chemistry College Faculty College Mathematics College Science Computer Science Computer Science Education Doctoral Programs Earth Science Education Work Relationship Educational Quality Evaluation Criteria Financial Support Geology Graduate Study Higher Education Mathematics Mathematics Education Physical Sciences Physics Program Effectiveness Program Evaluation Publications Questionnaires Reputation Research Scholarship Science Education Statistics Student Characteristics The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational factors (scholarly quality of faculty, effectiveness of programs in educating research scholars/scientists, improvement in program quality during the last 5 years); university library size; research support; and publication records. Chapter I discusses prior attempts to assess quality in graduate education, development of the study plans, and the selection of disciplines and programs to be evaluated. Chapter II discusses the methodology used, focusing on each of the assessment measures. Chapters III to VIII present, respectively, findings from the analyses of the chemistry, computer science, geoscience, mathematics, physics, and statistics/biostatistics programs. Chapter IX includes a summary of results, correlations among measures, several additional analyses, and suggestions for future studies. Among the findings reported are those indicating that mathematics programs had, on the average, the largest number of faculty (N=33) in December 1980 followed closely by physics (N=28) and chemistry (N=23), and that 80 percent of computer science students had job commitments by graduation. (Survey instruments and supporting documentation are included in appendices.) (JN) |
| title | An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences. |
| topic | Academic Libraries Chemistry College Faculty College Mathematics College Science Computer Science Computer Science Education Doctoral Programs Earth Science Education Work Relationship Educational Quality Evaluation Criteria Financial Support Geology Graduate Study Higher Education Mathematics Mathematics Education Physical Sciences Physics Program Effectiveness Program Evaluation Publications Questionnaires Reputation Research Scholarship Science Education Statistics Student Characteristics |
| url | https://eric.ed.gov/?id=ED243675 |