Pub Date : 2023-06-30DOI: 10.14434/josotl.v23i2.33756
Elizabeth Pierce
Low-income college students face costly moral choices between pursuing their personal academic success and fulfilling their family responsibilities. They almost certainly face these choices more frequently and at a greater personal cost than many of their faculty recognize. This article explores the sources and nature of that professorial blind spot. This article argues that this moral blind spot results from the fact that middle-class people and low-income people practice family in markedly different ways. They uphold different moral norms (independence vs. mutual aid) which shape the qualitative nature of college students’ obligations within their families. They also tend to utilize different family structures (nuclear vs. complex and extended) which create quantitative differences in the number of people to whom family responsibilities can attach. The paper ends with a practical implications section that discusses ways to address this moral blind spot so instructors can more effectively collaborate with students as they navigate conflicts between family and academic responsibilities.
{"title":"Why Faculty Underestimate Low-Income Students’ Family Responsibilities","authors":"Elizabeth Pierce","doi":"10.14434/josotl.v23i2.33756","DOIUrl":"https://doi.org/10.14434/josotl.v23i2.33756","url":null,"abstract":"Low-income college students face costly moral choices between pursuing their personal academic success and fulfilling their family responsibilities. They almost certainly face these choices more frequently and at a greater personal cost than many of their faculty recognize. This article explores the sources and nature of that professorial blind spot. This article argues that this moral blind spot results from the fact that middle-class people and low-income people practice family in markedly different ways. They uphold different moral norms (independence vs. mutual aid) which shape the qualitative nature of college students’ obligations within their families. They also tend to utilize different family structures (nuclear vs. complex and extended) which create quantitative differences in the number of people to whom family responsibilities can attach. The paper ends with a practical implications section that discusses ways to address this moral blind spot so instructors can more effectively collaborate with students as they navigate conflicts between family and academic responsibilities.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81563705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.14434/josotl.v23i1.33257
P. Mullen, Adrienne Backer, Jennifer K. Niles, Nancy Chae
Professional legislative advocacy is a pathway to improve the field of education as it may lead to policy changes that impact schools and the profession directly. Higher education educators have the opportunity to infuse in their students the skills and confidence to become advocates for their respective disciplines. In this study on an approach to teaching, we developed a training intervention to teach and build school counseling trainees' confidence for engaging in professional legislative advocacy and evaluated its effectiveness in an initial study. Compared to pretest scores, the participants had significant gains in knowledge, skills, and attitudes related to professional legislative advocacy after the training intervention. Their posttest scores were also higher than a sample of school counselor trainees who did not participate in the training. We discuss the implications of these findings and suggested research directions.
{"title":"Preparing School Counseling Trainees in Professional Legislative Advocacy","authors":"P. Mullen, Adrienne Backer, Jennifer K. Niles, Nancy Chae","doi":"10.14434/josotl.v23i1.33257","DOIUrl":"https://doi.org/10.14434/josotl.v23i1.33257","url":null,"abstract":"Professional legislative advocacy is a pathway to improve the field of education as it may lead to policy changes that impact schools and the profession directly. Higher education educators have the opportunity to infuse in their students the skills and confidence to become advocates for their respective disciplines. In this study on an approach to teaching, we developed a training intervention to teach and build school counseling trainees' confidence for engaging in professional legislative advocacy and evaluated its effectiveness in an initial study. Compared to pretest scores, the participants had significant gains in knowledge, skills, and attitudes related to professional legislative advocacy after the training intervention. Their posttest scores were also higher than a sample of school counselor trainees who did not participate in the training. We discuss the implications of these findings and suggested research directions.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85213728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.14434/josotl.v23i1.31471
Jamie E. L. Spinney, Suzanne Kerr
The traditional teacher-centered approach to assessment places teachers in total control of what, how, and when students’ learning is assessed. Alternatively, choice-based assessment is a learner-centered approach to assessment that allows students to choose, to some extent, what, how, and/or when their learning is assessed. A case study was designed to expose undergraduate students to a choice-based assessment strategy and subsequently measure the extent to which they agreed, or disagreed, that the strategy influenced their level of engagement and satisfaction with their learning. Students voluntarily shared their perceptions over two survey cycles (n=22 in spring 2017 and n=36 in fall 2017) with an overall response rate of 84 percent. Results clearly demonstrate that most students expressed strong support for this choice-based assessment strategy; it enabled them focus on their strengths and interests, it influenced their level of engagement, it made them feel more responsible for their learning, and it made them feel empowered. However, choice was not motivating for all students; a few students expressed concerns over the potential for procrastination, a lack of experience with choice, and/or too many choices, which were more likely symptoms of the strategy’s design rather than choice-based assessment. Overall, this case study clearly demonstrated that students were highly receptive to having a choice in what, how, and when their learning is assessed, which provides further evidence of the untapped potential for choice-based assessment strategies to foster student engagement, improve student satisfaction, and empower students to actively participate in their learning.
{"title":"Students’ Perceptions of Choice-based Assessment","authors":"Jamie E. L. Spinney, Suzanne Kerr","doi":"10.14434/josotl.v23i1.31471","DOIUrl":"https://doi.org/10.14434/josotl.v23i1.31471","url":null,"abstract":"The traditional teacher-centered approach to assessment places teachers in total control of what, how, and when students’ learning is assessed. Alternatively, choice-based assessment is a learner-centered approach to assessment that allows students to choose, to some extent, what, how, and/or when their learning is assessed. A case study was designed to expose undergraduate students to a choice-based assessment strategy and subsequently measure the extent to which they agreed, or disagreed, that the strategy influenced their level of engagement and satisfaction with their learning. Students voluntarily shared their perceptions over two survey cycles (n=22 in spring 2017 and n=36 in fall 2017) with an overall response rate of 84 percent. Results clearly demonstrate that most students expressed strong support for this choice-based assessment strategy; it enabled them focus on their strengths and interests, it influenced their level of engagement, it made them feel more responsible for their learning, and it made them feel empowered. However, choice was not motivating for all students; a few students expressed concerns over the potential for procrastination, a lack of experience with choice, and/or too many choices, which were more likely symptoms of the strategy’s design rather than choice-based assessment. Overall, this case study clearly demonstrated that students were highly receptive to having a choice in what, how, and when their learning is assessed, which provides further evidence of the untapped potential for choice-based assessment strategies to foster student engagement, improve student satisfaction, and empower students to actively participate in their learning.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82645132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.14434/josotl.v23i1.32483
R. Fisher
Efforts to promote disciplinary literacy can help students integrate knowledge with ways of doing and being within disciplinary settings. Yet, effectively facilitating disciplinary literacy, even within an upper-level undergraduate physics course like the one studied here, is surprisingly hard. This article qualitatively analyzes an instructor’s responses to student lab reports and finds that his comments to students focused on issues of correctness, often at the expense of larger rhetorical concerns of the text. Analysis also suggests that the instructor was thinking about many rhetorical aspects beyond surface-level errors as he read. Together, these findings suggest that efforts to promote disciplinary literacy, especially related to writing instruction, benefit from recognizing the layered contexts of activity in which writing and responding to lab reports take place. These findings hold value for secondary and post-secondary literacy instruction; in broad terms, this study may serve as a cautionary tale by illuminating the overlapping and competing value systems involved in disciplinary literacy efforts
{"title":"Mixed Messages","authors":"R. Fisher","doi":"10.14434/josotl.v23i1.32483","DOIUrl":"https://doi.org/10.14434/josotl.v23i1.32483","url":null,"abstract":"Efforts to promote disciplinary literacy can help students integrate knowledge with ways of doing and being within disciplinary settings. Yet, effectively facilitating disciplinary literacy, even within an upper-level undergraduate physics course like the one studied here, is surprisingly hard. This article qualitatively analyzes an instructor’s responses to student lab reports and finds that his comments to students focused on issues of correctness, often at the expense of larger rhetorical concerns of the text. Analysis also suggests that the instructor was thinking about many rhetorical aspects beyond surface-level errors as he read. Together, these findings suggest that efforts to promote disciplinary literacy, especially related to writing instruction, benefit from recognizing the layered contexts of activity in which writing and responding to lab reports take place. These findings hold value for secondary and post-secondary literacy instruction; in broad terms, this study may serve as a cautionary tale by illuminating the overlapping and competing value systems involved in disciplinary literacy efforts","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"196 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77090341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.14434/josotl.v23i1.33190
Rosemary Murray, Emily Bell, Andy Wakefield
This quick hit article describes the creation of an open-access tool which guides both staff and students in how to generate films for assessment, as well as a model for implementation complete with marking guidelines. The rationale behind the guide was to enable staff with very little, or no, experience in filmmaking to embed a novel assessment activity into their programmes whilst still providing students with enough technical and stylistic support in film creation. Sustainability is key, and all techniques presented in the guide can be implemented within a variety of degree programmes at minimal financial cost.
{"title":"Model for Implementing Learner-Generated Filmmaking into Undergraduate Teaching and Assessment","authors":"Rosemary Murray, Emily Bell, Andy Wakefield","doi":"10.14434/josotl.v23i1.33190","DOIUrl":"https://doi.org/10.14434/josotl.v23i1.33190","url":null,"abstract":"This quick hit article describes the creation of an open-access tool which guides both staff and students in how to generate films for assessment, as well as a model for implementation complete with marking guidelines. The rationale behind the guide was to enable staff with very little, or no, experience in filmmaking to embed a novel assessment activity into their programmes whilst still providing students with enough technical and stylistic support in film creation. Sustainability is key, and all techniques presented in the guide can be implemented within a variety of degree programmes at minimal financial cost.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83591156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.14434/josotl.v23i1.32675
Donna Chamely-Wiik, A. Ambrosio, Tracy Baker, Amrita Ghannes, Jennie Soberon
Despite the growing interest to provide research engagement opportunities to undergraduate students, few studies have investigated how engagement “intensity” impacts measures of student success. A quasi-experimental, matched-subject design was employed to study differences between varying levels of research experience intensity (i.e., Experienced, Novice, Control groups) on Graduating GPA, Time to Graduate, and type of post-graduation experience. Results indicated that experienced students had significantly higher graduating GPAs than novice or control students, and both research groups had significantly lower time to graduate than the control group. Findings also indicated experienced student researchers are significantly more likely to progress to graduate school than either novice research or control students. Implications for implementing research initiatives are discussed.
{"title":"Impact of Undergraduate Research Experience Intensity on Measures of Student Success","authors":"Donna Chamely-Wiik, A. Ambrosio, Tracy Baker, Amrita Ghannes, Jennie Soberon","doi":"10.14434/josotl.v23i1.32675","DOIUrl":"https://doi.org/10.14434/josotl.v23i1.32675","url":null,"abstract":"Despite the growing interest to provide research engagement opportunities to undergraduate students, few studies have investigated how engagement “intensity” impacts measures of student success. A quasi-experimental, matched-subject design was employed to study differences between varying levels of research experience intensity (i.e., Experienced, Novice, Control groups) on Graduating GPA, Time to Graduate, and type of post-graduation experience. Results indicated that experienced students had significantly higher graduating GPAs than novice or control students, and both research groups had significantly lower time to graduate than the control group. Findings also indicated experienced student researchers are significantly more likely to progress to graduate school than either novice research or control students. Implications for implementing research initiatives are discussed.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"6 10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83525675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.14434/josotl.v23i1.33163
Cameron Greensmith, Bianca-Ramos Channer, S. Z. Evans, Mandy McGrew
This paper utilizes anonymous qualitative survey commentary from seventy-three faculty to explore how perceptions of teaching undergraduate researchers during the COVID-19 pandemic reflect the practice of resilient pedagogy. By examining faculty motivations, experiences in times of disruption, and resiliency beyond the pandemic, this paper contributes to and extends the existing scholarship on resilience and resilient pedagogy in higher education.
{"title":"Reflections on Undergraduate Research During the COVID-19 Pandemic: The Value of Resilient Pedagogy in Higher Education","authors":"Cameron Greensmith, Bianca-Ramos Channer, S. Z. Evans, Mandy McGrew","doi":"10.14434/josotl.v23i1.33163","DOIUrl":"https://doi.org/10.14434/josotl.v23i1.33163","url":null,"abstract":"This paper utilizes anonymous qualitative survey commentary from seventy-three faculty to explore how perceptions of teaching undergraduate researchers during the COVID-19 pandemic reflect the practice of resilient pedagogy. By examining faculty motivations, experiences in times of disruption, and resiliency beyond the pandemic, this paper contributes to and extends the existing scholarship on resilience and resilient pedagogy in higher education.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82913030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.14434/josotl.v22i4.32846
Angela M. McGowan-Kirsch
In a year marked by social unrest and a global pandemic, the 2020 presidential election occurred within a context of polarization and incivility. An American Democracy Project (ADP) campus believed that two ways to offset these complications were teaching students how to maintain norms of civility and helping students gain political knowledge that positioned them to contribute to online political discussions. ADP used Web 2.0 tools, namely social media and a web conferencing platform, to host political civic engagement activities and to promote civil political participation. Written from the perspective of a campus ADP chair, this reflective essay draws upon (in)civility, undergraduate political engagement, and online political discourse bodies of literature to offer suggestions for experimenting with Web 2.0 tools as a way to encourage students’ political civic engagement. In doing so, educators learn techniques for helping students become civil, informed, and engaged citizens in a polarized era.
{"title":"Implementing Campus-level Programming: Pathways for Online Civic Engagement","authors":"Angela M. McGowan-Kirsch","doi":"10.14434/josotl.v22i4.32846","DOIUrl":"https://doi.org/10.14434/josotl.v22i4.32846","url":null,"abstract":"In a year marked by social unrest and a global pandemic, the 2020 presidential election occurred within a context of polarization and incivility. An American Democracy Project (ADP) campus believed that two ways to offset these complications were teaching students how to maintain norms of civility and helping students gain political knowledge that positioned them to contribute to online political discussions. ADP used Web 2.0 tools, namely social media and a web conferencing platform, to host political civic engagement activities and to promote civil political participation. Written from the perspective of a campus ADP chair, this reflective essay draws upon (in)civility, undergraduate political engagement, and online political discourse bodies of literature to offer suggestions for experimenting with Web 2.0 tools as a way to encourage students’ political civic engagement. In doing so, educators learn techniques for helping students become civil, informed, and engaged citizens in a polarized era.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84038847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.14434/josotl.v22i4.32721
A. Reinke, Scott Butler
Mechanisms supporting global learning and global citizenship continue to be incorporated as curricular and co-curricular components of undergraduate education in the United States. Global learning promotes critical thinking and problem-solving and intercultural competency – skills that studies find are highly prized among employers. However, few studies have investigated faculty and student perceptions of global learning where it has been implemented in core educational curricula. In this article, the authors present findings from a qualitative study of a general education global learning curricular requirement at a liberal arts university in the southeastern US. Utilizing student focus groups and faculty interviews, the authors conclude that, while attitudes of global learning are high and it is deemed an important part of education by both students and faculty, the institutional barriers and challenges to teaching and learning in this area are difficult to overcome.
{"title":"“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core","authors":"A. Reinke, Scott Butler","doi":"10.14434/josotl.v22i4.32721","DOIUrl":"https://doi.org/10.14434/josotl.v22i4.32721","url":null,"abstract":"Mechanisms supporting global learning and global citizenship continue to be incorporated as curricular and co-curricular components of undergraduate education in the United States. Global learning promotes critical thinking and problem-solving and intercultural competency – skills that studies find are highly prized among employers. However, few studies have investigated faculty and student perceptions of global learning where it has been implemented in core educational curricula. In this article, the authors present findings from a qualitative study of a general education global learning curricular requirement at a liberal arts university in the southeastern US. Utilizing student focus groups and faculty interviews, the authors conclude that, while attitudes of global learning are high and it is deemed an important part of education by both students and faculty, the institutional barriers and challenges to teaching and learning in this area are difficult to overcome.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90324371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.14434/josotl.v22i4.32988
Sarah E. Heath, C. Darr, Lalatendu Acharya
Students experience challenges with persistence, retention, graduation, and overall academic success in colleges and universities, particularly when courses are taught by adjunct instructors. Using a sample of 21,274 student results in three different general education disciplines from 2010 to 2019, the authors found that there was a disparity between adjunct and full-time faculty members in those key outcomes. The purpose of this study is to analyze data about student persistence, retention, and academic skills and its relationships with type of instructor (adjunct or non-adjunct) to consider the means by which the results may help to respond effectively to negative indicators in those areas. In addition to including adjunct instructors in professional development and student engagement activities on campuses, strategically hiring full-time faculty may result in gains that offset the higher financial outlay for those instructors.
{"title":"Banking on the Future: Student Academic Performance, Retention, Graduation, and Instructor Type","authors":"Sarah E. Heath, C. Darr, Lalatendu Acharya","doi":"10.14434/josotl.v22i4.32988","DOIUrl":"https://doi.org/10.14434/josotl.v22i4.32988","url":null,"abstract":"Students experience challenges with persistence, retention, graduation, and overall academic success in colleges and universities, particularly when courses are taught by adjunct instructors. Using a sample of 21,274 student results in three different general education disciplines from 2010 to 2019, the authors found that there was a disparity between adjunct and full-time faculty members in those key outcomes. The purpose of this study is to analyze data about student persistence, retention, and academic skills and its relationships with type of instructor (adjunct or non-adjunct) to consider the means by which the results may help to respond effectively to negative indicators in those areas. In addition to including adjunct instructors in professional development and student engagement activities on campuses, strategically hiring full-time faculty may result in gains that offset the higher financial outlay for those instructors.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74930140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：