UMBC Office of the Provost

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The Office of the Provost advances the intellectual life of our scholarly community through the support and advancement of our academic programs and the scholarship of our faculty and students. The Provost and Senior Vice President for Academic Affairs is the individual responsible for maintaining the academic integrity of our community by providing broad oversight of all programs of instruction and research to ensure their quality and advancement.


Recent Submissions

Now showing 1 - 20 of 32
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    Developing a State-System Model for Faculty Diversification
    (NASH, 2021-08-03) Boughman, Joann; Cresiski, Robin; Rous, Philip
    Maryland's AGEP PROMISE Academy Alliance (APAA) is developing a state system model to increase faculty diversity in the biomedical sciences through enhanced hiring practices, collaborative professional development opportunities, and creation of conversion processes to transition postdocs into tenure track positions. Alliance partners within the University System of Maryland include comprehensive universities, research universities and professional schools. Partnership and collaboration with system administration has been essential. The program aims to expand beyond biomedical sciences, beyond alliance institutions, and partner with other state systems interested in replication for an NSF INCLUDES proposal.
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    A New Effort to Diversify Faculty: Postdoc-to-Tenure Track Conversion Models
    (Frontiers, 2021-11-05) Culpepper, Dawn; Reed, Autumn M.; Enekwe, Blessing; Carter-Veale, Wendy; LaCourse, William; McDermott, Patrice; Cresiski, Robin H.
    Calls to diversify the professoriate have been ongoing for decades. However, despite increasing numbers of scholars from underrepresented racial minority groups earning doctorates, actual progress in transitioning to faculty has been slow, particularly across STEM disciplines. In recent years, new efforts have emerged to recruit faculty members from underrepresented racial minority groups (i.e., African American/Black, Hispanic/Latinx, and/or Native American/Native Hawaiian/Indigenous) through highly competitive postdoctoral programs that allow fellows the opportunity to transition (or “convert”) into tenure-track roles. These programs hybridize some conventional aspects of the faculty search process (e.g., structured interview processes that facilitate unit buy-in) along with novel evidence-based practices and structural supports (e.g., proactive recruitment, cohort communities, search waivers, professional development, enhanced mentorship, financial incentives). In this policy and practice review, we describe and synthesize key attributes of existing conversion programs at institutional, consortium, and system levels. We discuss commonalities and unique features across models (N = 38) and draw specific insights from postdoctoral conversion models developed within and across institutions in the University System of Maryland (USM). In particular, experience garnered from a 10-year-old postdoc conversion program at UMBC will be highlighted, as well as the development of an additional institutional model aimed at the life sciences, and a state-system model of faculty diversification with support from a NSF Alliances for Graduate Education and the Professoriate (AGEP) grant.
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    The Baltimore Uprising and the Stunted Transformation of Urban Black Politics
    (Routledge, 2022-08-23) Board, Marcus; King-Meadows, Tyson
    Although some scholars and observers rightly hail the 2015 Baltimore Uprising as an act of resistance against systemic oppression, the Uprising was also a moment of interrupted promise. Revolts and rebellions are often the result of ongoing legacies of domination being met with resistance which has reached a tipping point and sparked direct action from the masses.1 For the most part, the Baltimore Uprising was no different. The tipping point for large-scale protest in Baltimore came as a result of the fatal injury to West Baltimore resident Freddie Gray Jr. while in police custody. And although the “riot” portion of the Uprising occurred on April 25 and April 28, 2015, the legacies of domination in Baltimore have been evident for much longer.
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    The Empowered University
    (Inside Higher Ed, 2020-09-28) Hrabowski, Freeman A.; Rous, Philip J.; Shin, Sarah J.
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    (2000-04) Shin, Sarah J.
    This paper reports findings from a study of bilingual language alternation by first grade Korean-American schoolchildren. Growing up as members of the Korean immigrant community in New York City, the children in this study all entered school with Korean as their mother tongue, and at the time of the investigation, alternated between Korean and English. English is acquired as a second language during childhood and becomes an important medium of communication both in school and in the community. This study examines how bilingual language alternation is used in the learning context of a mainstream classroom by a group of students who share the same mother tongue. The bilingual children were found to strategically employ language alternation to structure their discourse, to negotiate the language for the interaction, and to accommodate other participants' language competencies and preferences. Contrary to the assumption that code-switching is evidence of a linguistic deficit in bilingual speakers, the sequential analysis reveals that code-switching is used as an additional means to communicate the speaker's rhetorical meanings to others. Code-switching was deliberately used as a contextualization strategy. These findings have implications for creating a conducive learning environment for linguistic minority students in a mainstream classroom. (Contains 23 references.) (KFT)
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    An Analysis of the Impact of Introducing Video Lottery Terminals in Maryland
    (Maryland Institute for Policy Analysis and Research, 2008-10-14) Shinogle, Judith; Carpenter, Robert; Farrow, Scott; Norris, Donald F.
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    A Pandemic Silver Lining: Helping Former Students Finish Degrees Online
    (EDUCAUSE, 2021-04-08) Rous, Philip; Mozie-Ross, Yvette; Shin, Sarah; Fritz, John
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    Cell-free protein synthesis: advances on production process for biopharmaceuticals and immunobiological products
    (Future Science Group, 2021-01-20) Chiba, Camila Hiromi; Knirsch, Marcos Camargo; Azzoni, Adriano Rodrigues; Moreira, Antonio R; Stephano, Marco Antonio
    Biopharmaceutical products are of great importance in the treatment or prevention of many diseases and represent a growing share of the global pharmaceutical market. The usual technology for protein synthesis (cell-based expression) faces certain obstacles, especially with ‘difficult-to-express’ proteins. Cell-free protein synthesis (CFPS) can overcome the main bottlenecks of cell-based expression. This review aims to present recent advances in the production process of biologic products by CFPS. First, key aspects of CFPS systems are summarized. A description of several biologic products that have been successfully produced using the CFPS system is provided. Finally, the CFPS system's ability to scale up and scale down, its main limitations and its application for biologics production are discussed.
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    APSA Presidential Task Force Report on New Partnerships
    (Cambridge University Press, 2020-10-16) Smith, Rogers; Rasmussen, Amy Cabrera; Galston, William; Han, Hahrie; King-Meadows, Tyson; Kirkpatrick, Jennet; Levine, Peter; Lieberman, Robert; Mylonas, Harris; Rigger, Shelley; Sinclair-Chapman, Valeria; Shay, Cammy; Vechten, Renee Van; Grigg, Amanda
    Several principles guide the task force’s work. In the area of research, it seeks to promote opportunities for political science research to break out of the confines of professional specialization; show that here is a factual common ground on public issues across ideological divides; and critically inform important matters of public discussion. It also prioritizes providing research opportunities to colleagues from a variety of types of institutions.
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    Meet Societal Challenges by Changing the Culture on Campus
    (The Chronicle of Higher Education, 2011-01-16) Hirshman, Elliot L.; Hrabowski, Freeman A.
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    Conversational code-switching among Korean-English bilingual children
    (SAGE Journals, 2000-09-01) Shin, Sarah J.; Milroy, Lesley
    Using the sequential analysis developed by Auer(1984,1995), this paper attempts to show how young Korean-English bilingual schoolchildren employ code-switching to organize their conversation. Auer's distinction between participant-related and discourse-related code-switching proved to be useful in revealing that the children employ code-switching to negotiate the language for the interaction and accommodate other participants' language competences and preferences, as well as to organize conversational tasks such as turn-taking, preference marking, repair and bracketing of side-sequences. Contrary to the assumption that code-switching is evidence of linguistic deficit in bilingual speakers, the sequential analysis suggests that code-switching is used as an additional resource to achieve particular conversational goals in interactions with other bilingual speakers.
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    Bilingual language acquisition by Korean schoolchildren in New York City
    (Cambridge University Press, 1999-08-01) Shin, Sarah J.; Milroy, Lesley
    This paper examines the bilingual language development of young Korean–American children with respect to their acquisition of English grammatical morphemes and the different plural marking systems of Korean and English. We address two specific issues: (1) “do L1 and L2 learners acquire the grammatical features of a given language in the same sequence?” and (2) “do L2 learners of different L1 backgrounds learn the grammatical features of a given second language in the same sequence?” Comparison of our results with those of other morpheme acquisition studies suggests that L1 and L2 learners of English do not acquire English grammatical features in the same sequence. Furthermore, there is evidence that first language influences the course of second language acquisition. Results of an experimental study of plural marking suggest that the bilingual children in most, but not all, respects follow similar, but delayed patterns of first language acquisition of Korean and successive acquisition of English.
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    Ten Techniques for Successful Writing Tutorials
    (Wiley Online Library, 2011-12-30) Shin, Sarah J.
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    Differentiating language contact phenomena: Evidence from Korean–English bilingual children
    (Cambridge University Press, 2002-09-11) Shin, Sarah J.
    This paper attempts to provide a reliable description of the characteristics of intrasentential language mixing produced by a group a Korean–English bilingual children, with a special focus on the distinction between code switching and borrowing. Making use of the inherent variability in case marking in Korean, this study employs a quantitative variationist method to determine the status of single nouns of English origin in an otherwise Korean discourse, which constitute the largest portion of the bilingual data. Analysis of the overall bilingual data suggests that intrasentential language mixing is determined by the bilingual abilities and preferences of the speaker as well as those of the addressee. The results of the variable analysis of case marking show that most of the English-origin objects and subjects of Korean verbs are best treated as borrowings and not as code switches.
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    The reflective L2 writing teacher
    (Oxford University Press, 2003-01-01) Shin, Sarah J.
    This article reports on the use of journals by prospective ESOL teachers who were asked, as one of the requirements of a writing methods course in a MATESOL program, to conduct student–teacher conferences in writing. Writing journal entries about conferencing, and providing feedback on student writing, required the prospective teachers in this study to confront themselves with what they already know; to evaluate themselves as writers, teachers, and learners; and to reflect on the practice of teaching writing in English to speakers of other languages. By describing how teachers adjusted their expectations about improving student writing, and how they discovered themselves as writers, this article presents a case for making individual conferencing and subsequent reflection through journal writing an integral part of L2 writing teacher education. This paper also discusses lessons learned by the methods course instructor after requiring that this practical training be part of the teacher preparation course.
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    Learning to teach writing through tutoring and journal writing
    (Taylor & Francis, 2006-08-22) Shin, Sarah J.
    Structured reflection on practical teaching experiences may help pre‐service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre‐service English as a second language (ESL) teachers’ individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre‐service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre‐service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non‐native English speaking pre‐service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL.
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    Preparing non‐native English‐speaking ESL teachers
    (Taylor & Francis, 2008-05-01) Shin, Sarah J.
    This article addresses the challenges that non‐native English‐speaking teacher trainees face as they begin teaching English as a Second Language (ESL) in Western, English‐speaking countries. Despite a great deal of training, non‐native speaker teachers may be viewed as inadequate language teachers because they often lack native speaker competence in the target language and culture. However, non‐native speaker teachers possess distinct advantages over native speakers including a deeper understanding of learners’ first languages and an ability to explain second language features in ways that students can understand. This article explores the linguistic and pedagogical skills that are required for teaching ESL to immigrant students in primary and secondary schools. It concludes that while it is important for non‐native teachers to continuously strive to attain high levels of written and oral proficiencies in English, they must also become familiar with the discourse and cultures of the schools and communities in which they work. In addition, non‐native teacher candidates need to be trained to become ethnographers of their own and others’ interactions and draw on the knowledge about the different ways of learning and using language to grow as teachers and professionals. This article provides specific suggestions for teacher education programs to better prepare non‐native teachers to meet these challenges.
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    An exploratory study of the use of a Thai politeness marker by Thai-English bilingual adolescents
    (John Benjamins Publishing Company, 2009-01-01) Chanseawrassamee, Supamit; Shin, Sarah J.
    This study examines the use of a Thai politeness marker, khráb (ครับ), by two Thai-English bilingual brothers, aged 11 and 15, during their 3-year stay in the U.S. By examining spontaneous speech data collected over eleven months (from Month 15 to Month 25 from time of arrival in the U.S.) in the boys’ home in the U.S., we show that the two brothers used progressively less khráb (ครับ) in speaking to their mother as time passed. The boys’ declining use of the politeness marker is explained in part by their greater use of other casual Thai particles as substitutes and, in the case of the younger brother, the English filler, ‘uh-huh.’ When the boys used khráb (ครับ), it was often for reasons other than for expressing politeness, such as to soften short responses and mitigate potential conflict. This paper argues that the boys’ use of this politeness marker reflects their ability to adapt to a new setting where there is less pressure to supply socially appropriate linguistic forms in Thai. By focusing on the continuing development of the first language of L2 learners of English, this paper presents a critical look at the changing linguistic needs of sojourners.
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    Negotiating grammatical choices: Academic language learning by secondary ESL students
    (Elsevier B.V., 2009-06-02) Shin, Sarah J.
    This paper reports on a part of a year-long investigation into high school ESL students’ academic language development. Eight participants were pulled out of their intermediate ESL class for weekly 50-minute sessions with the author for a year. While the main focus of the sessions was reading news magazine articles for meaning, the author purposely drew students’ attention to potentially difficult grammatical forms. Four sessions were on sentence-combining strategies in which the participants practiced rewriting sentences and discussed their justifications for their grammatical and rhetorical choices. Multiple solutions were encouraged and the participants negotiated meaning derived from the various ways of rewriting the sentences. These sessions were audio-recorded and transcribed, and each participant’s written responses were analyzed for grammatical accuracy, clarity, and completeness in meaning, and compared with his/her oral justification. The stronger students in the group exhibited greater willingness to experiment with different ways of rewriting sentences and had an “ear” for what academic English sounded like. In contrast, the weaker students stumbled on individual words and had considerable difficulty when presented with multiple sentences. This paper discusses the critical role of the teacher in drawing students’ attention to form within a meaning-driven, interactive discussion of academic English.
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    “What About Me? I'm Not Like Chinese But I'm Not Like American”: Heritage-Language Learning and Identity of Mixed-Heritage Adults
    (Taylor & Francis, 2010-07-08) Shin, Sarah J.
    This study examines heritage-language (HL) experience and identity of 12 adults of mixed-heritage backgrounds through in-depth autobiographical interviews. Each participant has an English-speaking American parent and an HL (Chinese, Japanese, Korean, Spanish, or Vietnamese)-speaking immigrant parent. The interviews explored each participant's experience in the HL while growing up, self-claimed proficiency in the HL, attitudes toward the HL, and self- and other-perceived identities. The findings suggest that HL proficiencies varied widely, tending to correspond with the extent of the participants' interaction in that language. Three participants had extensive HL experience while 9 had limited HL exposure. These 9 mainly attributed their lack of HL proficiency to their parents' and/or their own reluctance to use the HL, which arose from various societal and personal pressures to shift to English. This article discusses the implications of these findings on heritage-language education.