Yes / In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship. / UKRI/ESRC rapid call grant, ealth Research Board Applying Researchinto Policy and Practice Fellowship, John Templeton Foundation (grant ID: 62631), Northern Ireland Department for the Economy Research Studentship

No description available.

No description available.

No description available.

<p>Missing Page 56.</p> / <p>Recent Biblical scholarship has acknowledged and stressed the sociological factors at play in the formation and continuing development of religious beliefs and in the structure of religious communities. By examining the text of the Damascus Document (CD), this thesis attempts to reconstruct the social structure of the CD community, and suggests reasons for its origins and development based on the social forces which contributed to its self-definition.</p> <p>The first chapter examines the problem of deriving historical information from texts which are not strictly historical, and suggests a methodology which allows for the extraction of Social reality from religious texts. Following this, a date of origination is suggested, the historical period examined, and the origins of the community described.</p> <p>The second chapter discusses the community's self-definition, and the implications this definition and a new social situation had on their belief and community structure. An analysis of the community's response is then offered. The third chapter examines modern sectarian theory in relation to the CD community. Using the information of the previous two chapters, the CD community is discussed as a sect and compared to another sectarian movement. The conclusions deal with the community's unique role in the religious fabric of ancient Palestine, and with their common role as a sect.</p> / Master of Arts (MA)

This project documents my efforts to publish STS- and gender theory-informed articles in engineering education journals. It analyzes the processes of writing and revising three articles submitted to three different journals, aiming to shed light on the field of engineering education, gender research therein, and contribute to feminist science studies literature on the challenges and opportunities of interdisciplinary work across women's studies and STEM fields. Building upon Wenger's concept of brokering, I analyze how I brought previously underexplored STS and feminist theory literature into engineering education journals. In producing this dissertation, I aim to illuminate some of the efforts and challenges of bringing STS and Women's Studies (WS) topics into engineering education journals – thus producing an account of brokering practices and an example of scalable scholarship. The first chapter introduces engineering education research (EER) as a field of inquiry, situates my project with respect to current feminist science studies, summarizes the framework of brokering that informs my analyses, and describes my methodology. The second chapter describes my initial attempts at brokering by identifying and bridging differences and the preliminary brokering practices that emerged through writing and revising the first of my three articles. It discusses an article published in Journal of Engineering Education that analyzes the uses of feminist theory in EER and argues that further engagement with a broader range of feminist theories could benefit EER. The third chapter describes how some of these practices were reinforced, but also supplemented, while writing and revising the second article. It discusses an article published in International Journal of Engineering Education that analyzes problematizations of underrepresentation in EER and argues that further reflection upon and formal discussion of how underrepresentation is framed could benefit EER. The forth chapter describes how the established brokering practices guided writing the third article, making the process easier as I had become more comfortable with the requirements and challenges of brokering. It discusses an article submitted to European Journal of Engineering Education that analyzes feminist research methodologies in the context of EER, using data from interviews with feminist engineering educators. The fifth chapter concludes by summarizing the brokering practices and discussing their respective challenges, discussing the implications of this project for STS and WS, and, finally, by discussing other implications for peer review engineering education. The Appendix contains aims, scope, author guidelines, and review criteria for the three journals. Chapters 2, 3, and 4 each begin with a narrative recounting of the practices of brokering that went into producing and revising each article. The narratives describe processes of writing and preparing to submit the articles, reviews received, and subsequent revision processes. The published or submitted articles appear after the brokering narrative. / Ph. D.

Considering the vital role that drawing plays in conceiving buildings and landscapes, the question of "knowledge" in relation to visual representations becomes a matter of importance. The conventional view of drawing considers it a passive and neutral means to communicate mental concepts in visual form. The present study, however, views drawing as an essential vehicle that both enlists our critical reasoning faculties, as well as engages our senses and imagination in an integrated way to generate new knowledge. As a means to acquire architectural/landscape knowledge, drawing becomes an essential vehicle for scholarship in the field. Depending on the circumstances, drawing can capture or cast (or both). When the drawing is a recipient of the external world, it captures or catches the qualities of an actual place. When the drawing is of a space that perhaps will exist, it can bring out or cast ideas, thoughts, or sensations to an external world and eventually to that envisioned space. After a discussion of the commonalities of drawing in architecture and landscape architecture, the present study concentrates on areas that distinguish landscape drawing from architectural drawing. In the end, the personal experiences of the author, in which the drawing served both as capturing and casting mechanism, is briefly depicted. / Master of Landscape Architecture

There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it. / Det finns en pågående debatt, både i USA och i Europa om behovet att utveckla en bredare syn på akademisk kompetens och de olika aktiviteterna som den innefattar, bland annat det som kallas “tjänster riktade mot samhället”. I Sverige tar dessa samhällsorienterade tjänster formen av praktik orienterad involvering och samarbete med det omgivande samhället, i enlighet med den lagstiftning som reglerar högskolans verksamhet. Samarbete uppfattas ofta som en uppgift som ligger utöver utbildning och forskning; den kallas därför också “den tredje uppgiften”. Många akademiker, universitetslärare och forskare, är idag engagerade i olika former av samverkan. Avhandlingen fokuserar akademikers lärande i två olika sammanhang: samverkan med små och medelstora företag (SMF), och samverkan inom ramen för ett flervetenskapligt forskningsprogram vid Arbetslivsinstitutet (ALI). Resultaten från den första undersökningen visar att akademikerna lär sig olika strategier för att initiera, genomföra, fördjupa och vidareutveckla samverkan mellan högskolan och SMF. Resultaten visar också att akademikerna som är verksamma inom detta område behöver hantera den akademiska organisationens rigida strukturer, som varken uppmuntrar eller belönar dessa individers ansträngningar att samverka. Akademiker och praktiker i SMF kommer från olika arbetskulturer, med olika traditioner förknippade med språk och interaktion. Undersökningen visar dock att kontinuiteten i utbytet och dialogen skapar ett förtroende och kompetensutveckling för alla involverade parter, samt ett lärande i form av ny kunskap som är användbar både för akademin och för SMF. Tvärvetenskapligt samarbete håller på att bli en grundläggande del av all forskning, beroende på önskan att utforska problem och frågeställningar som inte är begränsade till ett enstaka ämnesområde, och behovet att lösa de problem samhället ställs inför. Den andra empiriska undersökningen fokuserar forskares lärande på arbetsplatsen inom ett flervetenskapligt forskningsprogram vid (ALI), samt deras samarbete med praktiker. Resultaten visar att det som akademiker lär i detta flervetenskapliga sammanhang är en fördjupad medvetenhet om perspektiven i deras egen och andras forskningsfält, samt en förstärkt nyfikenhet att lära mer. Lärandet innebär även att komma till nya insikter om deras eget lärande, och hur detta äger rum; hur det påverkar deras egen professionella utveckling, och att upptäcka - ibland överraskande – hur deras kompetens kan användas i nya forskningsområden. Samspelet mellan kunskap och erfarenhet hos forskare med olika ämnesbakgrund och med praktiker skapar ett sammanhang som kräver en annan typ av lärande for akademikerna, jämfört med deras inomdisciplinära arbete. Resultaten från båda undersökningarna ger en förståelse av hur akademiker upplever sitt lärande i samarbete med praktiker och andra forskare från olika ämnen. Det visar hur den holistiska kunskapsintegrationen som härrör från de tre akademiska funktionerna samverkan, undervisning och forskning, samtidigt bidrar till utveckling i arbetsmiljöer både inom och utanför akademin. / Populärvetenskaplig beskrivning på svenska av artiklarna I-IV.

No description available.

No description available.