An Assessment of Research-Doctorate Programs in the United States: Biological Sciences
- ISBN-10
- 0309033403
- ISBN-13
- 9780309033404
- Series
- An Assessment of Research-Doctorate Programs in the United States
- Category
- Education / Schools / Levels / Higher
- Pages
- 261
- Language
- English
- Published
- 1982-02-01
- Publisher
- National Academies Press
- Authors
- Gardner Lindzey, Lyle V. Jones, Porter E. Coggeshall
Description
The quality of doctoral-level biochemistry (N=139), botany (N=83), cellular/molecular biology (N=89), microbiology (N=134), physiology (N=101), and zoology (N=70) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: (1) program size; (2) characteristics of graduates; (3) reputational factors (scholarly quality of faculty, effectiveness of programs in educating research scholars/scientists, improvement in program quality during the last 5 years); (4) university library size; (5) research support; and (6) 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 biochemistry, botany, cellular/molecular biology, microbiology, physiology, and zoology 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 cellular/molecular biology programs had, on the average, the largest number of faculty and that students in cellular/molecular biology, biology, biochemistry, microbiology, and physiology received a relatively high fraction of financial support. (Survey instruments and supporting documentation are included in appendices.) (JN)
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- 1982-02-01
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- 1982-02-01
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- National Academies Press
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- 1982-02-01
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- National Academies Press
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- 1982-02-01
- 261 pages
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