Graduate students' teaching experiences improve their methodological research skills

Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.     

Environmental justice and park quality in an intermountain west gateway community: assessing the spatial autocorrelation

Context

Research on environmental justice issues, particularly unequal park distribution and quality, has found that communities’ minority density and socioeconomic status (SES) are often correlated with disparate park qualities. However, most studies of spatial relationships between park quality and socioeconomic factors employ simple statistical analyses, which do not account for potential spatial autocorrelations and their effects on validity.

Objectives

This study determines whether the distribution of park quality is spatially autocorrelated and assesses the associations among multiple indicators of environmental justice and both separate park features and overall park quality.

Methods

This study evaluates spatial relationships between park quality and multiple environmental justice indicators in Cache County, Utah following the spatial regression process conducted in R programming language. Both overall park quality and separate feature qualities were audited by the PARK (Parks, Activity, and Recreation among Kids) tool. Environmental justice indicators included minority density, poverty, unemployment, low-education, renter rate, and yard size.

Results

Results illustrate a spatial autocorrelation existing in park quality distribution, detecting the dependence of the variable for quantitative research. They also show significant correlations between park quality and environmental justice indicators.

Conclusions

The study’s spatial regression model is a model for analyzing the spatial data and avoids the autocorrelation which is overlooked by the normal statistical approaches. Also, variances of park quality can be accounted for by different environmental justice indicators, such as minority density, poverty, and yard size. This disclosure of disparate public resource quality treatment among different groups of individuals could inspire policy makers and city planners to correct these disparities.