Broader Impact Actualized: Collaborative Efforts that Facilitate Successful Movement of Underrepresented Students Through the Pipeline

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.

2007-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative \\(MS PHD'S)\\ was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. Based on successful experiences of students within the SOARS program, the MS PHD'S 2003 pilot project incorporated a team mentoring structure. Student interaction with multiple mentors resulted in exposure to multiple learning perspectives and increased one-on-one, mentee/mentor interaction. Since program inception, eleven \\(11)\\ minority Earth system scientists have served as Program mentors and eighty-two (82) minority and non-minority scientists have served as Meeting Mentors to MS PHD'S student participants A total of ninety-nine \\(99)\\ undergraduate and graduate students from underrepresented populations have participated in the MS PHD'S program. Twenty-five undergraduate and graduate students participated in the MS PHD'S pilot program in 2003 as Cohort I. During FY 04-05, Cohort II consisted of twenty-seven students and twenty-three students formed Cohort III. FY 06-07, twenty-four (24) students formed Cohort IV. Of the ninety-nine \\(99)\\ student participants, fifty-four \\(54)\\ MS PHD'S student participants self-identified as African American, twenty-seven \\(27)\\ as Puerto Rican, six \\(6)\\ as Hispanic/Mexican American, eight \\(8)\\ as Native American and one \\(1)\\ each as African, Asian, Pacific Islander and Multi-Ethnic. During the five \\(5)\\ year span of MS PHD'S programming, fourteen \\(14)\\ student participants completed BS degrees, ten (10) completed MS degrees and seven \\(7\\ completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement of the science community to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions \\ (FAQ's)\\ on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

Doctoral programs to train future leaders in clinical and translational science.

PubMed

Switzer, Galen E; Robinson, Georgeanna F W B; Rubio, Doris M; Fowler, Nicole R; Kapoor, Wishwa N

2013-09-01

Although the National Institutes of Health (NIH) has made extensive investments in educational programs related to clinical and translational science (CTS), there has been no systematic investigation of the number and characteristics of PhD programs providing training to future leaders in CTS. The authors undertook to determine the number of institutions that, having had received NIH-funded Clinical and Translational Science Awards (CTSAs), currently had or were developing PhD programs in CTS; to examine differences between programs developed before and after CTSA funding; and to provide detailed characteristics of new programs. In 2012, CTS program leaders at the 60 CTSA-funded institutions completed a cross-sectional survey focusing on four key domains related to PhD programs in CTS: program development and oversight; students; curriculum and research; and milestones. Twenty-two institutions had fully developed PhD programs in CTS, and 268 students were earning PhDs in this new field; 13 institutions were planning PhD programs. New programs were more likely to have fully developed PhD competencies and more likely to include students in medical school, students working only on their PhD, students working on a first doctoral degree, and students working in T1 translational research. They were less likely to include physicians and students working in clinical or T2 research. Although CTS PhD programs have similarities, they also vary in their characteristics and management of students. This may be due to diversity in translational science itself or to the relative infancy of CTS as a discipline.

Tracking the PhD Students' Daily Computer Use

ERIC Educational Resources Information Center

Sim, Kwong Nui; van der Meer, Jacques

2015-01-01

This study investigated PhD students' computer activities in their daily research practice. Software that tracks computer usage (Manic Time) was installed on the computers of nine PhD students, who were at their early, mid and final stage in doing their doctoral research in four different discipline areas (Commerce, Humanities, Health Sciences and…

Academic Experiences of International PhD Students in Australian Higher Education: From an EAP Program to a PhD Program

ERIC Educational Resources Information Center

Son, Jeong-Bae; Park, Sang-Soon

2014-01-01

For the last few decades, Australia has played a pivotal role in the supply of quality education to international students and other educational industries associated with them. In the higher education sector, in particular, international PhD student numbers continue to increase. However, the limited availability of resources for the students and…

Meaningful Engagement to Enhance Diversity: Broadened Impact Actualized

NASA Astrophysics Data System (ADS)

Whitney, V. W.; Pyrtle, A. J.

2008-12-01

The MS PHD'S Professional Development Program was established by and for UR/US populations to facilitate increased and sustained participation within the Earth system science community. MS PHD'S is jointly funded by NSF and NASA. Fourteen (14) minority Earth system scientists served as Program mentors and one- hundred fifteen (115) minority and non-minority scientists served as Meeting Mentors to student participants. Representatives from fifty-six (56) agencies and institutions provided support and exposure to MS PHD'S student participants. Two hundred fifty-eight (258) highly qualified UR/US students completed on-line applications to participate in the MS PHD'S Professional Development Program. Because of funding limitations, slightly fewer than 50% of the applicants were selected to participate. One-hundred twenty-six (126) undergraduate and graduate students from 26 states and Puerto Rico participated in the MS PHD'S program. Sixty-eight (68) MS PHD'S student participants self-identified as African American; thirty-four (34) as Puerto Rican; nine (9) as Hispanic/Mexican American, ten (10) as Native American and one (1) each as African, Asian, Pacific Islander, Hispanic and Multi-Ethnic. During the five year span of MS PHD'S programming, sixteen (16) student participants completed BS degrees, twelve (12) completed MS degrees and ten (10) completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions (FAQ's) on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

Hands on CERN: A Well-Used Physics Education Project

ERIC Educational Resources Information Center

Johansson, K. E.

2006-01-01

The "Hands on CERN" education project makes it possible for students and teachers to get close to the forefront of scientific research. The project confronts the students with contemporary physics at its most fundamental level with the help of particle collisions from the DELPHI particle physics experiment at CERN. It now exists in 14 languages…

Intercultural PhD Supervision: Exploring the Hidden Curriculum in a Social Science Faculty Doctoral Programme

ERIC Educational Resources Information Center

Kidman, Joanna; Manathunga, Catherine; Cornforth, Sue

2017-01-01

International knowledge markets rely heavily on a ready supply of highly mobile doctoral students, many of whom are from the global South, to bring in revenue. The supervision of these PhD students, however, can reproduce neo-colonial knowledge relations, often in subtle ways. In settler nations, international PhD students may find that they are…

The Importance of Having a Ph.D., Career Advice

USDA-ARS?s Scientific Manuscript database

A presentation on the importance of having a PhD to motivate Initiative to Maximize Student Diversity Program (IMSD) undergrads towards conducting research, pursuing careers in the biomedical field, applying to grad school, and getting a Ph.D., based upon ARS scientist's experiences as a student, a ...

Factors that facilitate or inhibit interest of domestic students in the engineering PhD: A mixed methods study

NASA Astrophysics Data System (ADS)

Howell Smith, Michelle C.

Given the increasing complexity of technology in our society, the United States has a growing demand for a more highly educated technical workforce. Unfortunately, the proportion of United States citizens earning a PhD in engineering has been declining and there is concern about meeting the economic, national security and quality of life needs of our country. This mixed methods sequential exploratory instrument design study identified factors that facilitate or inhibit interest in engineering PhD programs among domestic engineering undergraduate students in the United States. This study developed a testable theory for how domestic students become interested in engineering PhD programs and a measure of that process, the Exploring Engineering Interest Inventory (EEII). The study was conducted in four phases. The first phase of the study was a qualitative grounded theory exploration of interest in the engineering PhD. Qualitative data were collected from domestic engineering students, engineering faculty and industry professional who had earned a PhD in engineering. The second phase, instrument development, developed the Exploring Engineering Interest Inventory (EEII), a measurement instrument designed with good psychometric properties to test a series of preliminary hypotheses related to the theory generated in the qualitative phase. In the third phase of the study, the EEII was used to collect data from a larger sample of junior and senior engineering majors. The fourth phase integrated the findings from the qualitative and quantitative phases. Four factors were identified as being significant influences of interest in the engineering PhD: Personal characteristics, educational environment, misperceptions of the economic and personal costs, and misperceptions of engineering work. Recommendations include increasing faculty encouragement of students to pursue an engineering PhD and programming to correct the misperceptions of the costs of the engineering PhD and the nature of the work that PhD engineers do. The tested model provides engineering educators with information to help them prioritize their efforts to increase interest in the engineering PhD among domestic students.

The Value of Preparing PhD Students as Research Mentors: Application of Kram's Temporal Mentoring Model.

PubMed

Abbott-Anderson, Kristen; Gilmore-Bykovskyi, Andrea; Lyles, Annmarie A

The ability to successfully mentor others is an essential skill necessary for building and strengthening an infrastructure of well-prepared nurse faculty to accelerate advancements in nursing science. Mentoring is a fundamental part of the nurse faculty role, but new faculty are often unprepared to take on mentoring roles early in their academic career. Applied training in research mentoring initiated during doctor of philosophy (PhD) programs may better prepare future faculty to manage teaching and mentoring responsibilities earlier and with greater confidence. The unique opportunity exists for PhD students to engage in research mentoring with undergraduate nursing students, with probable benefits for both the mentor and the mentee. This manuscript uses Kram's temporal mentoring model as a guide to examine the training experiences of 3 PhD students mentoring undergraduate nursing students and discusses the benefits and challenges associated with these mentoring relationships. Collectively, these experiences provide preliminary support and guidance for the development and adoption of formal PhD mentor training programs to better prepare future PhD nursing faculty for their mentoring responsibilities. Copyright © 2016 Elsevier Inc. All rights reserved.

Analyzing the factors that influencing the success of post graduates in achieving graduate on time (GOT) using analytic hierarchy process (AHP)

NASA Astrophysics Data System (ADS)

Chin, Wan Yung; Ch'ng, Chee Keong; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.

2017-11-01

In the globalization era, education plays an important role in educating and preparing individuals to face the demands and challenges of 21st century. Thus, this contributes to the increase of the number of individuals pursuing their studies in Doctor of Philosophy (Ph.D) program. However, the ability of Ph.D students in heading to the four years Graduate on Time (GOT) mission that is stipulated by University has become a major concern of students, institution and government. Therefore, the main objective of this study is to investigate the factors that influence the Ph.D students in Universiti Utara Malaysia (UUM) to achieve GOT. Through the reviewing of previous research, six factors which are student factor, financial factor, supervisor factor, skills factor, project factors and institution factor had been identified as the domain factors that influence the Ph.D students in achieving GOT. The level of importance for each factor will be ranked by the experts from three graduate schools using Analytic Hierarchy Process (AHP) technique. This study will bring a significant contribution to the understanding of factors that affecting the Ph.D students in UUM to achieve GOT. In Addition, this study can also succor the university in planning and assisting the Ph.D students to accomplish the GOT in future.

How to Conceptualize and Implement a PhD Program in Health Sciences—The Basel Approach

PubMed Central

Keller, Franziska; Dhaini, Suzanne; Briel, Matthias; Henrichs, Sina; Höchsmann, Christoph; Kalbermatten, Daniel; Künzli, Nino; Mollet, Annette; Puelacher, Christian; Schmidt-Trucksäss, Arno; von Niederhäusern, Belinda; De Geest, Sabina

2018-01-01

Objectives: Over the past decade, several excellent guidelines have been published on how to enhance the quality of PhD education in Europe. Aimed primarily at preparing students for innovative roles in their fields, they include variously structured approaches to curricular offerings, as well as other program components applicable across specialties (eg: supervisor support, scientific conduct, transferable skills). Since 2012, the interdisciplinary PhD Program in Health Sciences (PPHS) at the Faculty of Medicine of the University of Basel in Switzerland has focused on translating these guidelines into a 21st-century health sciences PhD program. Results: The PPHS started in 2012 based on the European Union (EU) guidelines for PhD education. This article describes the resulting interdisciplinary PhD program’s conceptual underpinnings, rationale, structures, and 10 building blocks, like student portfolios, thematic training, interdisciplinary research seminars, student-initiated interdisciplinary activities, financial support of course participation, top-up and extension stipends, PhD supervision, research integrity, alumni follow-up network, and promotional tools including a dedicated website. Students enter from Clinical Research, Medicine Development, Nursing Science, Epidemiology and Public Health including Insurance Medicine, Sport Science (all from the Faculty of Medicine), and Epidemiology (Faculty of Science). Discussion and Conclusion: The Basel PPHS exemplifies state-of-the-art PhD education in Health Sciences based on European guidelines and offers guidance to other groups from conceptualization to rollout of an interdisciplinary health sciences PhD program. PMID:29780889

Eco-Driven Chemical Research in the Boundary Between Academia and Industry. PhD Students' Views on Science and Society

NASA Astrophysics Data System (ADS)

Sjöström, Jesper

2013-10-01

This paper examines and discusses the views on science and society held among PhD students working in two different industrially and environmentally driven research programmes in the broad area of green chemistry. It is based on thirteen in-depth interviews. The analysis shows three main ways of handling the situation as "post-academic" PhD student: (1) the student sees the PhD work mainly as a job and does not reflect about his/her research or the research funding, (2) the student is satisfied with the post-academic situation, accepts the established innovation policy discourse and is sceptical to traditional academic research, and (3) the student sees collaborative research programmes as a way to get funding, which can be used for secretly done basic research. Most PhD students either emphasise usefulness—in line with the dominating research policy discourse—or they adopt the positivistic view of science as objective and independent of the surrounding society. However, there are only a few signs of "double problematisation", that is a critical view where both disciplinary-oriented and industry-dependent research are problematised.

News Conference: Serbia hosts teachers' seminar Resources: Teachers TV website closes for business Festival: Science takes to the stage in Denmark Research: How noise affects learning in secondary schools CERN: CERN visit inspires new teaching ideas Education: PLS aims to improve perception of science for school students Conference: Scientix conference discusses challenges in science education

NASA Astrophysics Data System (ADS)

2011-07-01

Conference: Serbia hosts teachers' seminar Resources: Teachers TV website closes for business Festival: Science takes to the stage in Denmark Research: How noise affects learning in secondary schools CERN: CERN visit inspires new teaching ideas Education: PLS aims to improve perception of science for school students Conference: Scientix conference discusses challenges in science education

News Particle Physics: ATLAS unveils mural at CERN Prize: Corti Trust invites essay entries Astrophysics: CERN holds cosmic-ray conference Researchers in Residence: Lord Winston returns to school Music: ATLAS scientists record physics music Conference: Champagne flows at Reims event Competition: Students triumph at physics olympiad Teaching: Physics proves popular in Japanese schools Forthcoming Events

NASA Astrophysics Data System (ADS)

2011-01-01

Particle Physics: ATLAS unveils mural at CERN Prize: Corti Trust invites essay entries Astrophysics: CERN holds cosmic-ray conference Researchers in Residence: Lord Winston returns to school Music: ATLAS scientists record physics music Conference: Champagne flows at Reims event Competition: Students triumph at physics olympiad Teaching: Physics proves popular in Japanese schools Forthcoming Events

I-determinants for a successful PhD or postdoctoral outcome.

PubMed

Sørensen, Henrik Toft

2016-01-01

Many resources are invested in research training, but very little literature exists on predictors for a successful PhD and postdoctoral training outcome. A PhD program has two overall objectives: to extend knowledge about a hopefully important health topic and to provide extensive training to improve the PhD student's skills through learning research methods and collaboration. A substantial number of PhD students may run into some kind of problem in the course of their PhD program. In this article, some determinants all starting with an "I" and indicative of a good PhD outcome are reported. The successful PhD student can be described as having an Interest in the PhD program, an Incentive for the program, and an Idea of what he or she wants to investigate, showing Initiative, and having high personal Integrity and good Interpersonal relationships. When these so-called I-determinants are present, the likelihood of success in a PhD program is high. More evidence is available for selection of candidates for postdoctoral appointments since it is known that the postdoctoral candidate has completed a PhD program, published papers in peer-reviewed journals, and received awarded grants. However, other characteristics determine a successful transition of the postdoctoral candidate into a research leader. These determinants are Identity, Independence and Image, Implementation ability in terms of being able to implement decisions and projects, working with Innovative and Important topics, having In-depth knowledge of the research topic, being Interactive and Integrated with the scientific community, and Internationally oriented. In conclusion, regardless of the framework of research, the personal characteristics of a researcher play a very important role in the quality of research. Application of some of the principles mentioned in this article might allow decision to reach a more evidence-based way to recruit PhD students and postdoctorals.

Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark.

PubMed

Raffing, Rie; Jensen, Thor Bern; Tønnesen, Hanne

2017-10-23

Quality of supervision is a major predictor for successful PhD projects. A survey showed that almost all PhD students in the Health Sciences in Denmark indicated that good supervision was important for the completion of their PhD study. Interestingly, approximately half of the students who withdrew from their program had experienced insufficient supervision. This led the Research Education Committee at the University of Copenhagen to recommend that supervisors further develop their supervision competence. The aim of this study was to explore PhD supervisors' self-reported needs and wishes regarding the content of a new program in supervision, with a special focus on the supervision of PhD students in medical fields. A semi-structured interview guide was developed, and 20 PhD supervisors from the Graduate School of Health and Medical Sciences at the Faculty of Health and Medical Sciences at the University of Copenhagen were interviewed. Empirical data were analysed using qualitative methods of analysis. Overall, the results indicated a general interest in improved competence and development of a new supervision programme. Those who were not interested argued that, due to their extensive experience with supervision, they had no need to participate in such a programme. The analysis revealed seven overall themes to be included in the course. The clinical context offers PhD supervisors additional challenges that include the following sub-themes: patient recruitment, writing the first article, agreements and scheduled appointments and two main groups of students, in addition to the main themes. The PhD supervisors reported the clear need and desire for a competence enhancement programme targeting the supervision of PhD students at the Faculty of Health and Medical Sciences. Supervision in the clinical context appeared to require additional competence. The Scientific Ethical Committee for the Capital Region of Denmark. Number: H-3-2010-101, date: 2010.09.29.

Software Aspects of IEEE Floating-Point Computations for Numerical Applications in High Energy Physics

ScienceCinema

Arnold, Jeffrey

2018-05-14

Floating-point computations are at the heart of much of the computing done in high energy physics. The correctness, speed and accuracy of these computations are of paramount importance. The lack of any of these characteristics can mean the difference between new, exciting physics and an embarrassing correction. This talk will examine practical aspects of IEEE 754-2008 floating-point arithmetic as encountered in HEP applications. After describing the basic features of IEEE floating-point arithmetic, the presentation will cover: common hardware implementations (SSE, x87) techniques for improving the accuracy of summation, multiplication and data interchange compiler options for gcc and icc affecting floating-point operations hazards to be avoided. About the speaker: Jeffrey M Arnold is a Senior Software Engineer in the Intel Compiler and Languages group at Intel Corporation. He has been part of the Digital->Compaq->Intel compiler organization for nearly 20 years; part of that time, he worked on both low- and high-level math libraries. Prior to that, he was in the VMS Engineering organization at Digital Equipment Corporation. In the late 1980s, Jeff spent 2½ years at CERN as part of the CERN/Digital Joint Project. In 2008, he returned to CERN to spent 10 weeks working with CERN/openlab. Since that time, he has returned to CERN multiple times to teach at openlab workshops and consult with various LHC experiments. Jeff received his Ph.D. in physics from Case Western Reserve University.

As others see us: what PhD students say about supervisors.

PubMed

Yarwood-Ross, Lee; Haigh, Carol

2014-09-01

To explore the attitudes that doctoral students share with each other in an online postgraduate discussion forum. The supervisory role is pivotal to the successful completion of a PhD. Student satisfaction surveys are implemented by some universities, but there is currently no research that has investigated PhD students' experiences of supervision in the less formal environment of an online postgraduate discussion forum. Data were collected between September and December 2012 from the Postgraduate Forum, which receives posts from the global student community. The keywords used in the search were 'supervisor(s)' and 'supervision'. The data were analysed using thematic analysis. All relevant titles and posts from between January 2002 and the end of December 2012 were searched. The authors discovered five major themes: communication difficulties, control and engagement, academic bullying, lack of trust, and desertion. The relationship between students and supervisors is vital to successful PhD completion, and this study has provided some of the experiences students share with each other in an online postgraduate discussion forum. The online discussion forum provided an insight into students' perspectives of supervision but as it is asynchronous, there is limited analysis. Further research incorporating synchronous data collection methods would be helpful to examine students' experiences in greater detail. This study shows how an online postgraduate forum can be used as a source of data to gain an insight into PhD students' perspectives of supervision.

Creating Entrepreneurial Networks: Academic Entrepreneurship, Mobility and Collaboration during PhD Education

ERIC Educational Resources Information Center

Bienkowska, Dzamila; Klofsten, Magnus

2012-01-01

Network-building activities of PhD students are an important area of study in furthering our understanding of academic entrepreneurship. This paper focuses on PhD students' participation in network-building activities defined as mobility and collaboration, as well as own interest in and perceived grade of support for commercialisation from various…

Differing Motivations and Requirements in PhD Student Cohorts: A Case Study

ERIC Educational Resources Information Center

Naylor, Ryan; Chakravarti, Sumone; Baik, Chi

2016-01-01

The PhD student experience is an increasingly important area of education research in Australia and internationally. Although many factors supporting the PhD experience have been identified, there has been a tendency towards examining the issue through a cohort-wide lens, in which the nuances of experience of smaller groups and individuals may be…

The Undergraduate Origins of PhD Economists: The Berkeley Experience

ERIC Educational Resources Information Center

Olney, Martha L.

2015-01-01

The University of California, Berkeley sends more undergraduate students to economics PhD programs than any other public university. While this fact is surely a function of its size, there may be lessons from the Berkeley experience that others could adopt. To investigate why Berkeley generates so many economics PhD students, the author convened…

Understanding Non-Traditional PhD Students Habitus--Implications for PhD Programmes

ERIC Educational Resources Information Center

Naidoo, Devika

2015-01-01

Against the background of vast changes in doctoral education and the emergence of non-traditional doctoral programmes, this paper investigates the habitus of non-traditional PhD students at a South African university. Bourdieu's conceptual tool of habitus informed the study. In-depth and open-ended interviews were conducted with 10 non-traditional…

Gender and Doctoral Studies: The Perceptions of Ph.D. Students in an American University

ERIC Educational Resources Information Center

Kurtz-Costes, Beth; Helmke, Laura Andrews; Ulku-Steiner, Beril

2006-01-01

Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student's faculty supervisor and gender make-up of the faculty within the student's department or academic unit. All students reported the importance of…

Experiences of well-being among female doctoral students in Sweden.

PubMed

Schmidt, Manuela; Umans, Timurs

2014-01-01

The aim of this study was to explore how female PhD students experience and perceive their well-being. Focus groups were conducted with female PhD students employed at a Swedish university. The study was performed using a phenomenological hermeneutic approach based on the concept of the lifeworld, used as both a philosophical perspective and a methodology. Three main themes emerged from the analysis: being true to oneself, being in the sphere of influence, and performing a balancing act. By unfolding these themes, the study shows that perceptions and experiences of well-being in female PhD students are a multifaceted phenomenon and materialize through interaction of different aspects of "self" (agent) and "others" (structure). As well as illustrating these perceptions and experiences, the study also presents female PhD students' conceptualization of their well-being, expressed in terms of a white-water rafting metaphor.

What does originality in research mean? A student's perspective.

PubMed

Edwards, Mandy

2014-07-01

To provide a student's perspective of what it means to be original when undertaking a PhD. A review of the literature related to the concept of originality in doctoral research highlights the subjective nature of the concept in academia. Although there is much literature that explores the issues concerning examiners' views of originality, there is little on students' perspectives. A snowballing technique was used, where a recent article was read, and the references cited were then explored. Given the time constraints, the author recognises that the literature review was not as extensive as a systematic literature review. It is important for students to be clear about what is required to achieve a PhD. However, the vagaries associated with the formal assessment of the doctoral thesis and subsequent performance at viva can cause considerable uncertainty and anxiety for students. Originality in the PhD is a subjective concept and is not the only consideration for examiners. Of comparable importance is the assessment of the student's ability to demonstrate independence of thought and increasing maturity so they can become independent researchers. This article expresses a different perspective on what is meant when undertaking a PhD in terms of originality in the doctoral thesis. It is intended to help guide and reassure current and potential PhD students.

An Exploratory Investigation of the Research Self-Efficacy, Interest in Research, and Research Knowledge of Ph.D. in Education Students

ERIC Educational Resources Information Center

Lambie, Glenn W.; Hayes, B. Grant; Griffith, Catherine; Limberg, Dodie; Mullen, Patrick R.

2014-01-01

Faculty members in higher education are called to be effective researchers; however, there is limited research examining the research development of Ph.D. students. The cross-sectional, correlational investigation we report here examined levels of research self-efficacy, interest in research, and research knowledge of Ph.D. in education students…

Predicting Computer Science Ph.D. Completion: A Case Study

ERIC Educational Resources Information Center

Cox, G. W.; Hughes, W. E., Jr.; Etzkorn, L. H.; Weisskopf, M. E.

2009-01-01

This paper presents the results of an analysis of indicators that can be used to predict whether a student will succeed in a Computer Science Ph.D. program. The analysis was conducted by studying the records of 75 students who have been in the Computer Science Ph.D. program of the University of Alabama in Huntsville. Seventy-seven variables were…

Biomedical PhD education--an international perspective.

PubMed

Mulvany, Michael J

2013-05-01

The PhD, otherwise known as the doctor of philosophy or Dr. Phil., is an internationally recognized degree, indicating that the PhD graduate has received training in research under supervision. Traditionally, the PhD was the route to an academic career, with most successful PhD graduates receiving tenured university positions. However, over the past 20-30 years, and particularly the past 10 years, the situation has changed dramatically. Governments in many countries have invested massively in PhD education, believing that trained researchers will contribute to the 'knowledge society', and thus increase the competitiveness of their countries in the future economies of the world. Thus, only a small fraction of PhD graduates now end up in academic research. Yet, the PhD remains a research degree, and indeed, institutions have become heavily dependent on PhD students for their research output. The situation has thus created a paradox. On the one hand, it has become essential for institutions to have many PhD students and for the research performed to be of the highest level. On the other hand, the careers of PhD students are not necessarily going to be directly related to the research performed during their PhD studies. The purpose of this article is to explore how this seeming paradox is being addressed in biomedicine and to show that far from being inconsistent that the two aspects are in fact complementary. The article is based on the author's experience as Head of Aarhus Graduate School of Health Sciences 2002-2011 and his work with graduate schools across Europe and internationally through the organization ORPHEUS. © 2013 Nordic Pharmacological Society. Published by Blackwell Publishing Ltd.

Thai PhD Students and Their Supervisors at an Australian University: Working Relationship, Communication, and Agency

ERIC Educational Resources Information Center

Nomnian, Singhanat

2017-01-01

PhD supervision is crucial for higher degree research students in western academic contexts. Despite an increasing body of literature regarding the international student-supervisor relationship, Thai students in Australian higher education are under-represented. This qualitative study aims to explore discursive practices that impact on Thai…

Using a nursing theory or a model in nursing PhD dissertations: a qualitative study from Turkey.

PubMed

Mete, Samiye; Gokçe İsbir, Gozde

2015-04-01

The aim of this study was to reveal experiences of nursing students and their advisors using theories and models in their PhD dissertations. The study adopted a descriptive qualitative approach. This study was performed with 10 PhD candidates and their five advisors from nursing faculty. The results of the study were categorized into four. These are reasons for using a theory/model in a PhD dissertation, reasons for preferring a given model, causes of difficulties in using models in PhD dissertations, and facilitating factors of using theories and models in PhD of dissertations. It was also reported to contribute to the methodology of research and professional development of the students and advisors. © 2014 NANDA International, Inc.

Methods of Academic Course Planning for Cancer Biology PhD Students to Enhance Knowledge of Clinical Oncology.

PubMed

Mattes, Malcolm D; Swart, Elizabeth; Markwell, Steven M; Wen, Sijin; Vona-Davis, Linda C

2017-09-15

Little is known about how clinical oncology concepts are taught to PhD students or the most effective methods of doing so. In this study, electronic surveys were sent to faculty and students at PhD training programs, assessing their institution's methods of clinical oncology education and their perspective on optimal approaches to clinical oncology education. Only 40.0% of students reported any clinical oncology component to their institution's training, and only 26.5% had a clinician on their graduate advisory committee. Forty-three percent of students believed that they had a good understanding for translating basic science research into clinical practice, and 77.2% of all participants believed dual degree MD/PhD students were superior to PhD students in this regard. Lectures on clinical oncology research topics were the most valuable type of experience for all participants and were also the most common type of experience utilized. Working with a clinician to develop a clinical trial with correlative endpoints was also highly valued, but was only utilized by approximately 10% of programs. Faculty rated the value of nearly all types of clinical oncology exposure significantly lower than did students. Inclusion of the approaches identified in this study is likely to enhance PhD training in oncology-related disciplines. Cancer Res; 77(18); 4741-4. ©2017 AACR . ©2017 American Association for Cancer Research.

The declining interest in an academic career.

PubMed

Roach, Michael; Sauermann, Henry

2017-01-01

There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students' career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students' changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students' perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy.

Learning to Teach Graduate Students: A Self-Study by Students and a Faculty Member

ERIC Educational Resources Information Center

Conway, Colleen; Palmer, C. Michael; Edgar, Scott; Hansen, Erin

2016-01-01

This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate…

Strategies for High-Resolution 3-D Millimeter Wave Imaging.

DTIC Science & Technology

1987-02-01

Co-Investigator K.S. Lee - Graduate Student (50%) P. Frangos - Graduate Student (50%) Y. Shen - Graduate Student (50%) K. Schultz - Graduate...period of this report: * P. Frangos (Ph.D.) - "One-Dinensionl Inverse Scattering: Exact Methods and Applications", * C.L. Werner (Ph.D.) - ŗ-D

Techniques in Linear and Nonlinear Partial Differential Equations

DTIC Science & Technology

1991-10-21

theory. J. Grotowski (a student) studied the heat flow approach to harmonic maps betv:een manifolds: between spheres. and from the ball B’ in R 3 into...T. Yau; S. Kichenessamy: F. H. Lin. L. Sadun: Wu. Sigue; Yi. Fang. Also these graduate students: Li, Cong Ming, received Ph.D. in 1989. J. Grotowski . received Ph.D. in 1990. I. Birindelli, working on Ph.D. thesis. 5

Experiences of well-being among female doctoral students in Sweden

PubMed Central

Schmidt, Manuela; Umans, Timurs

2014-01-01

The aim of this study was to explore how female PhD students experience and perceive their well-being. Focus groups were conducted with female PhD students employed at a Swedish university. The study was performed using a phenomenological hermeneutic approach based on the concept of the lifeworld, used as both a philosophical perspective and a methodology. Three main themes emerged from the analysis: being true to oneself, being in the sphere of influence, and performing a balancing act. By unfolding these themes, the study shows that perceptions and experiences of well-being in female PhD students are a multifaceted phenomenon and materialize through interaction of different aspects of “self” (agent) and “others” (structure). As well as illustrating these perceptions and experiences, the study also presents female PhD students’ conceptualization of their well-being, expressed in terms of a white-water rafting metaphor. PMID:24746246

NASA Graduate Student Researchers Program Ronald E. McNair PhD Program

NASA Technical Reports Server (NTRS)

Howard, Sunnie

1998-01-01

The NASA Ronald E. McNair PHD Program was funded in September 1995. Implementation began during the spring of 1996. The deferment of the actual program initial semester enabled the program to continue support through the fall semester of 1998. This was accomplished by a no-cost extension from August 15, 1998 through December 31, 1998. There were 12 fellows supported by the program in 1996, 15 fellows in 1997, and 15 fellows 1998. Current program capacity is 15 fellows per funding support. Support for the academic outreach component began in spring 1998. The program was named the "Good Enough" Crew Activity (GECA) in honor of Dr. McNair's philosophy of everyone being good enough to achieve anything they want bad enough. The program currently enrolls 65 students from the third through the eight grades. The program is held 12 Saturdays per semester. The time is 9:00 AM to 12:30 PM each Saturday Morning. Program direction and facilitation is jointly administered with the PHD fellows and the Saturday Academy staff. Dr. John Kelly, REM-PHD Principal Investigator serves in a program oversight and leadership capacity. Ms. Sunnie Howard, The NASA REM-PHD Administrative Coordinator serves in an administrative and logistical capacity. Mr. Aaron Hatch, the NASA-AMES Liaison Officer, serve@'in a consultative and curriculum review capacity. The first recognition activity will be held on December 12, 1998, with the students, parents, faculty, PHD fellows, and other local student support services persons. Program outreach efforts are jointly supported by the NASA REM-PHD Program and the National Space Grant College and Fellowship Program. The Ph.D. program reached its first milestone in May 1998. North Carolina A&T State University graduated the first Ph.D. fellows. The first three Ph.D. Alumni were Ronald E. McNair PHD Program Fellows. It is hoped that this is just the beginning of a highly acclaimed doctoral program. The ultimate program success will be recognized when the program begins to graduate 15 fellows per year. The Ph.D. Program is only three and a half years old and the expectations of graduating PH.D's in that timeframe, is a phenomenal accomplishment for any program in the country. Since inception of the NASA REM-PHD program, tuitions and fees have increased. Stipend support was increased to offer the Ph.D. program on a competitive basis. These increases will place allocation restraints on r_ the current level of funding. These issues are being addressed in the proposal and will bear their own merit.

Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden

ERIC Educational Resources Information Center

Aghaee, Naghmeh; Jobe, William Byron; Karunaratne, Thashmee; Smedberg, Åsa; Hansson, Henrik; Tedre, Matti

2016-01-01

Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology…

How Can the University Library Better Meet the Information Needs of Research Students? Experiences from Ulster University

ERIC Educational Resources Information Center

Delaney, Geraldine; Bates, Jessica

2018-01-01

This article investigates academic library needs of doctoral students. The study identifies PhD students' information literacy training needs and explores current levels of library engagement, barriers to use, and gaps in existing services. First-year PhD students at Ulster University (UU) were surveyed and interviews were undertaken with three…

Career-Self Management and Entrepreneurship: An Experience with PhD Students

ERIC Educational Resources Information Center

Pinto, Joana Carneiro; do Ceu Taveira, Maria; Sa, Elisabete

2012-01-01

Introduction: This study presents an experience developed with PhD students aimed to analyze the extent to which career self-management should be approached along with entrepreneurship issues to promote students' career development. Method: An intervention group who attended a Career Self-Management Seminar (EG1), a comparison group who attended…

Fast Time Domain Integral Equation Solvers for Large-Scale Electromagnetic Analysis

DTIC Science & Technology

2004-10-01

this topic coauthored by Mingyu Lu and Eric Michielssen received the Best Student Paper award at the 2001 IEEE Antennas and Propagation International...Yu Zhong, current Ph.D. student at UIUC. 18. Yujia Li, current Ph.D. student at UIUC. 19. Mingyu Lu, current Postdoctoral Fellow at UIUC. 20

Black Engineering Students' Motivation for PhD Attainment: Passion Plus Purpose

ERIC Educational Resources Information Center

McGee, Ebony O.; White, Devin T.; Jenkins, Akailah T.; Houston, Stacey; Bentley, Lydia C.; Smith, William J.; Robinson, William H.

2016-01-01

Purpose: Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled…

PhD Students, Interculturality, Reflexivity, Community and Internationalisation

ERIC Educational Resources Information Center

Holliday, Adrian

2017-01-01

Interviews with a small group of doctoral students at a British university indicate that the students feel that the programme provides an environment within which they develop interculturality through reflexive engagement with the PhD community and in some cases with the participants in their research. Significant here is that they are…

Constructing an Institutional Identity in University Tea Rooms: The International PhD Student Experience

ERIC Educational Resources Information Center

Fotovatian, Sepideh; Miller, Jenny

2014-01-01

This case study profiles eight international PhD students and describes the process of the construction and negotiation of their social and institutional identities in an Australian university. Audio-recorded informal conversations of the students highlight the role of social membership, staffroom interactions and language in the construction of…

Women Ph.D. Students in Engineering and a Nuanced Terrain: Avoiding and Revealing Gender

ERIC Educational Resources Information Center

Erickson, Shelley K.

2012-01-01

Tensions regarding gender emerged from interviews conducted with 20 women Ph.D. students. This article does not focus explicitly on the reasons for women's continued underrepresentation in engineering. Rather the students' explanations for underrepresentation serve as a case study with which to analyze their gendered experiences. They avoid freely…

Learning with the ATLAS Experiment at CERN

ERIC Educational Resources Information Center

Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

2012-01-01

With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects--education scenarios--have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These…

I-determinants for a successful PhD or postdoctoral outcome

PubMed Central

Sørensen, Henrik Toft

2016-01-01

Many resources are invested in research training, but very little literature exists on predictors for a successful PhD and postdoctoral training outcome. A PhD program has two overall objectives: to extend knowledge about a hopefully important health topic and to provide extensive training to improve the PhD student’s skills through learning research methods and collaboration. A substantial number of PhD students may run into some kind of problem in the course of their PhD program. In this article, some determinants all starting with an “I” and indicative of a good PhD outcome are reported. The successful PhD student can be described as having an Interest in the PhD program, an Incentive for the program, and an Idea of what he or she wants to investigate, showing Initiative, and having high personal Integrity and good Interpersonal relationships. When these so-called I-determinants are present, the likelihood of success in a PhD program is high. More evidence is available for selection of candidates for postdoctoral appointments since it is known that the postdoctoral candidate has completed a PhD program, published papers in peer-reviewed journals, and received awarded grants. However, other characteristics determine a successful transition of the postdoctoral candidate into a research leader. These determinants are Identity, Independence and Image, Implementation ability in terms of being able to implement decisions and projects, working with Innovative and Important topics, having In-depth knowledge of the research topic, being Interactive and Integrated with the scientific community, and Internationally oriented. In conclusion, regardless of the framework of research, the personal characteristics of a researcher play a very important role in the quality of research. Application of some of the principles mentioned in this article might allow decision to reach a more evidence-based way to recruit PhD students and postdoctorals. PMID:27574466

The declining interest in an academic career

PubMed Central

Sauermann, Henry

2017-01-01

There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students’ career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students’ changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students’ perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy. PMID:28922403

Preparing Future Scholars for Academia and Beyond: A Mixed Method Investigation of Doctoral Students' Preparedness for Multiple Career Paths

ERIC Educational Resources Information Center

Cason, Jennifer

2016-01-01

This action research study is a mixed methods investigation of doctoral students' preparedness for multiple career paths. PhD students face two challenges preparing for multiple career paths: lack of preparation and limited engagement in conversations about the value of their research across multiple audiences. This study focuses on PhD students'…

Doctoral Education as Social Practice for Knowledge Development: Conditions and Demands Encountered by Industry PhD Students

ERIC Educational Resources Information Center

Wallgren, Lillemor; Dahlgren, Lars Owe

2005-01-01

This article reports on an empirical study of industry PhD students in the Swedish Graduate School for Applied IT and Software Engineering. The students were questioned in semi-structured interviews about their experiences of sharing their postgraduate studies between industrial and academic environments. The results from the first analysis…

Predicting the "graduate on time (GOT)" of PhD students using binary logistics regression model

NASA Astrophysics Data System (ADS)

Shariff, S. Sarifah Radiah; Rodzi, Nur Atiqah Mohd; Rahman, Kahartini Abdul; Zahari, Siti Meriam; Deni, Sayang Mohd

2016-10-01

Malaysian government has recently set a new goal to produce 60,000 Malaysian PhD holders by the year 2023. As a Malaysia's largest institution of higher learning in terms of size and population which offers more than 500 academic programmes in a conducive and vibrant environment, UiTM has taken several initiatives to fill up the gap. Strategies to increase the numbers of graduates with PhD are a process that is challenging. In many occasions, many have already identified that the struggle to get into the target set is even more daunting, and that implementation is far too ideal. This has further being progressing slowly as the attrition rate increases. This study aims to apply the proposed models that incorporates several factors in predicting the number PhD students that will complete their PhD studies on time. Binary Logistic Regression model is proposed and used on the set of data to determine the number. The results show that only 6.8% of the 2014 PhD students are predicted to graduate on time and the results are compared wih the actual number for validation purpose.

The College Professor, The College Student, and Credentialism

ERIC Educational Resources Information Center

Snell, Joel C.; And Others

1977-01-01

In this article, the contradictions of the Ph.D. are reviewed. It is suggested that there be numerous levels of degrees. Social change is outlined that would reward not only undergrads, but graduate students, and those now holding the Ph.D. (Author)

How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty

ERIC Educational Resources Information Center

Drisko, James W.; Evans, Kristin

2018-01-01

This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research…

PhD Students' Experiences of Thesis Supervision in Malaysia: Managing Relationships in the Midst of Institutional Change

ERIC Educational Resources Information Center

Krauss, Steven Eric; Ismail, Ismi Arif

2010-01-01

Despite the plethora of studies that have been conducted on PhD supervision, little qualitative investigation has been conducted with a diverse, non-Western sample of doctoral students in an attempt to understand how the supervisory relationship is experienced. In response, eighteen students from diverse, non-Western backgrounds studying at one…

Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

PubMed Central

Gabai, Gianfranco; Morgante, Massimo; Gallo, Luigi

2014-01-01

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills. PMID:24575312

KUPSnet: Knowledge-based Ubiquitous and Persistent Sensor Network Testbed for Threat Assessment

DTIC Science & Technology

2010-09-16

P. Sawant, M.S. Thesis, Wireless Sensor Network Testbed: Measurement and Analysis, August 2007. 2.3 Current Ph.D Students With two new PhD students...Students With two new MS students (Sana Agaskar and Ankit Agarwal) joining us in August 2010, we have seven M.S. students in this group. 1. Ashith...2010. [2] Qilian Liang, Xiuzhen Cheng, Sherwood Samn, “ NEW : Network-enabled Electronic Warfare for Target Recognition,” IEEE Trans on Aerospace and

Developing Discourses of Knowledge and Understanding: Longitudinal Studies of Ph.D. Supervision

ERIC Educational Resources Information Center

Kandiko, Camille B.; Kinchin, Ian M.

2013-01-01

Competing notions of what a Ph.D. has been, is and should be are undercurrents in doctoral education. A longitudinal study of Ph.D. supervision based on interviews and concept mapping was used to surface understandings of the purpose of a Ph.D. This research tracks change over time for both the student and the supervisor. The data were analysed…

Trust Me, I'm a Doctor: A PhD Survival Guide

ERIC Educational Resources Information Center

Deconinck, Koen

2015-01-01

So, you have decided to do a PhD … now what? In this essay, the author provides some advice for beginning PhD students, basically sharing what he would tell his younger self. Doing a PhD is a transformative experience, but the process is challenging, not merely on an intellectual level but also psychologically. To overcome these challenges, one…

The Purpose of the PhD: Theorising the Skills Acquired by Students

ERIC Educational Resources Information Center

Mowbray, Susan; Halse, Christine

2010-01-01

In the past decade there has been a marked push for the development of employability skills to be part of the PhD process. This push is generally by stakeholders from above and outside the PhD process, i.e. government and industry, who view skills as a "summative product" of the PhD. In contrast, our study interviewed stakeholders inside…

Stronger Disciplinary Identities in Multidisciplinary Research Schools

ERIC Educational Resources Information Center

Geschwind, Lars; Melin, Göran

2016-01-01

In this study, two multidisciplinary Social Sciences and Humanities research schools in Sweden have been investigated regarding disciplinary identity-making. This study investigates the meetings between different disciplines around a common thematic area of study for Ph.D. students. The Ph.D. students navigate through a complex social and…

International Mobility of PhD Students since the 1990s and Its Effect on China: A Cross-National Analysis

ERIC Educational Resources Information Center

Shen, Wenqin; Wang, Chuanyi; Jin, Wei

2016-01-01

Of all the levels of education, doctoral education is the most internationalised. By selecting one key indicator (the proportion of international students among a country's doctorate recipients), the article presents an analysis of PhD students' international mobility. After the collapse of the Soviet Union and the end of the Cold War in the early…

A Web-Based EFL Writing Environment as a Bridge between Academic Advisers and Junior Researchers: A Pilot Study

ERIC Educational Resources Information Center

Reynolds, Barry Lee

2013-01-01

In the age of "publish or perish," publishing academic journal articles is a must, not only for professors but also for graduate students in Taiwan. Increasingly, Taiwanese research universities are requiring masters and PhD students to write theses and dissertations in English, with an added caveat for PhD students to publish two or…

Modeling the Acoustic Channel for Simulation Studies

DTIC Science & Technology

2012-09-30

Michele Zorzi (PI), Prof. Gianfranco Pierobon (co-PI), Dr. Paolo Casari (post-doctoral researchers ) and Dr. Beatrice Tomasi (PhD student until 12/31...2011 and then post-doctoral researcher ), Mr. Daniele Munaretto (PhD student ), Mr. Giovanni Toso (engineer) and Mr. Matteo Lazzarin (MS student ...approach, are reported in [TWC2012]. DISSEMINATION ACTIVITIES The results obtained in the conducted reseach have been disseminated to the research

News Music: Here comes science that rocks Student trip: Two views of the future of CERN Classroom: Researchers can motivate pupils Appointment: AstraZeneca trust appoints new director Multimedia: Physics Education comes to YouTube Competition: Students compete in European Union Science Olympiad 2010 Physics roadshow: Pupils see wonders of physics

NASA Astrophysics Data System (ADS)

2010-07-01

Music: Here comes science that rocks Student trip: Two views of the future of CERN Classroom: Researchers can motivate pupils Appointment: AstraZeneca trust appoints new director Multimedia: Physics Education comes to YouTube Competition: Students compete in European Union Science Olympiad 2010 Physics roadshow: Pupils see wonders of physics

The Ph.D. Dilemma in Canada Revisited

ERIC Educational Resources Information Center

von Zur-Muehlen, Max

1978-01-01

An oversupply of Canadian Ph.D. graduates, particularly in higher education, has occurred. Historical trends in the employment of Canada's Ph.D. holders and future prospects are discussed. Enrollment ratios in different disciplines, support programs for doctoral students, and the immigration of university teachers are covered. (SW)

Improving completion rates of students in biomedical PhD programs: an interventional study.

PubMed

Viđak, Marin; Tokalić, Ružica; Marušić, Matko; Puljak, Livia; Sapunar, Damir

2017-08-25

Analysis of graduation success at the University of Split School of Medicine PhD programs conducted in 2011 revealed that only 11% of students who enrolled and completed their graduate coursework between 1999 and 2011 earned a doctoral degree. In this prospective cohort study we evaluated and compared three PhD programs within the same medical school, where the newest program, called Translational Research in Biomedicine (TRIBE), established in the academic year 2010/11, aimed to increase the graduation rate through an innovative approach. The intervention in the new program was related to three domains: redefined recruitment strategy, strict study regulations, and changes to the curriculum. We compared performance of PhD students between the new and existing programs and analyzed their current status, time to obtain a degree (from enrolment to doctorate), age at doctorate, number of publications on which the thesis was based and the impact factor of journals in which these were published. These improvement strategies were associated with higher thesis completion rate and reduced time to degree for students enrolled in the TRIBE program. There was no change in the impact factor or number of publications that were the basis for the doctoral theses. Our study describes good practices which proved useful in the design or reform of the PhD training program.

CERN launches high-school internship programme

NASA Astrophysics Data System (ADS)

Johnston, Hamish

2017-07-01

The CERN particle-physics lab has hosted 22 high-school students from Hungary in a pilot programme designed to show teenagers how science, technology, engineering and mathematics is used at the particle-physics lab.

Building Bridges to Diversity in Graduate Physics & Astronomy: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

NASA Astrophysics Data System (ADS)

Stassun, Keivan G.

2006-12-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance. A key precept of the program’s philosophy is to eliminate passivity in student mentoring; students are deliberately groomed to successfully transition into the PhD program through active involvement in research experiences with future PhD advisers, coursework that demonstrates competency in core PhD subject areas, and frequent interactions with joint mentoring committees. This approach allows student progress and performance to be monitored and evaluated in a more holistic manner than usually afforded by limited metrics such as standardized tests. Since its inception in 2004, the program has attracted a total of 18 underrepresented students, with a retention rate of 90%. Recent research indicates that minority students are nearly twice as likely as non-minority students to seek a Masters degree en route to the PhD. In essence, the Bridge program described here builds upon this increasingly important pathway, with a dedicated mentoring process designed to ensure that the Masters-to-PhD transition is a successful one.

MS PHD'S: Bridging the Gap of Academic and Career Success Through Educational and Professional Development for Minorities

NASA Astrophysics Data System (ADS)

Brown, D.; Vargas, W.; Padilla, E.; Strickland, J.; Echols, E.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Ricciardi, L.; Johnson, A.; Braxton, L.

2011-12-01

Historically, there has been a lack of ethnic and gender diversity in the geo-sciences. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program provides a bridge to young scientists of diverse backgrounds who in turn will impact many. In a process of 3 phases, the program introduces the students to the scientific community through participation in professional and society meetings and networking with scientists and personnel within federal agencies, academic institutions and STEM-based industries. The program builds confidence, offers role models for professional development and provides students support during their education. Upon completion, students achieve a high level of self-actualization and self-esteem combined with individual growth. They become part of a community that continuously provides support and security to each other. This support is tangible through the mentor/mentee relationships which will help with individual growth throughout the mentoring cycle. Having role models and familiar faces to whom mentees can relate to will encourage our students to succeed in the STEM's field. To date, 159 students have participated in the program: 26 have successfully completed their PhD and 56 are currently enrolled in the PhD programs nationwide. The MS PHD'S Program creates a forum of diverse peoples by diverse peoples with diverse interest and strength, where the ongoing goal is to continually raise the bar for each individual. MS PHD'S establishes a nurturing goal-oriented environment for the geo scientist of the future who in turn will make profound contributions on a local, national and global scale. To conclude, MSPHD'S not only bridges the gap of unrepresented minorities in STEM careers, but also generates educational approaches to make the earth system sciences available to more, impacting all.

Science PhD Career Preferences: Levels, Changes, and Advisor Encouragement

PubMed Central

Sauermann, Henry; Roach, Michael

2012-01-01

Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or “alternative careers.” There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students. PMID:22567149

Science PhD career preferences: levels, changes, and advisor encouragement.

PubMed

Sauermann, Henry; Roach, Michael

2012-01-01

Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or "alternative careers." There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students.

The Ph.D. Production Function: The Case at Berkeley.

ERIC Educational Resources Information Center

Breneman, David W.

This report analyzes departmental variations in time to degree and attrition in Ph.D. programs at Berkeley. An alternative hypothesis, the Ph.D. production function, is examined by cross-section econometric analysis of 28 departments. The inputs included in the production function were student variables--quality and percent males; faculty…

Career opportunities for graduates with professional master's vs. PhD degrees.

PubMed

Gwirtz, Patricia A

2014-09-01

Professional science master's degree programs are an appealing option to those who want to pursue a professional career and/or seek advancement in their career that does not necessarily require the more advanced PhD degree. These programs are designed to meet a workforce need for professionals and can be completed within 2 years. The student learns the professional skills to be successful in their chosen field, and data indicate a great deal of satisfaction by graduates from these programs. In contrast, those who wish to have a career goal in academia or research usually will pursue a PhD degree. Table 1 shows the important similarities and differences a student should consider when deciding whether to pursue a PSM or Ph.D. degree.

At a Distance: A Comparative Study of Distance Delivery Modalities for PhD Nursing Students

ERIC Educational Resources Information Center

Black, Andrew G.

2010-01-01

This study sought to ascertain and compare the attitudes and perceptions of PhD nursing students attending their coursework through synchronous and asynchronous means at two different universities. Many studies have been performed comparing both synchronous videoconferencing and asynchronous online education with the traditional classroom, but no…

Peer and Faculty Mentoring for Students Pursuing a PhD in Gerontology

ERIC Educational Resources Information Center

Webb, Alicia K.; Wangmo, Tenzin; Ewen, Heidi H.; Teaster, Pamela B.; Hatch, Laurie R.

2009-01-01

The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed…

The Rich Get Richer: International Doctoral Candidates and Scholarly Identity

ERIC Educational Resources Information Center

Cotterall, Sara

2015-01-01

Identity lies at the heart of doctoral study--a mysterious learning process which culminates in Ph.D. students' metamorphosis into doctors. This paper explores the identity-related experiences of six international Ph.D. students enrolled at an Australian university by examining how different individuals, events and interactions contributed to (or…

Support for PhD Students: The Impact of Institutional Dynamics on the Pedagogy of Learning Development

ERIC Educational Resources Information Center

Peelo, Moira

2013-01-01

This paper explores one practitioner's learning development work with PhD students in a changing university context in which managerialism and financial stringency have combined. It questions how learning development practitioners can maintain their professional goals while negotiating issues arising from managerialism, financial stringency,…

Pathways to the PhD in Nursing: An Analysis of Similarities and Differences.

PubMed

Nehls, Nadine; Barber, Gale; Rice, Elizabeth

2016-01-01

New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28). Qualitative and quantitative data were collected from the 3 groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the 3 groups included a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and postgraduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing. Copyright © 2016 Elsevier Inc. All rights reserved.

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities.

PubMed

Graham, James M; Kim, Yang-Hyang

2011-04-01

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology. © 2011 Wiley Periodicals, Inc.

Research Collaboration and Commercialization: The PhD Candidate Perspective

ERIC Educational Resources Information Center

Dooley, Lawrence; Kenny, Breda

2015-01-01

This paper explores PhD students' perceptions of their entrepreneurial and commercial capabilities, their attitude towards university supports and the extent to which they engage in external collaboration. The study concentrated on current PhD researchers at one university in Ireland as a unit of analysis and provides encouraging evidence from the…

[MD PhD programs: Providing basic science education for ophthalmologists].

PubMed

Spaniol, K; Geerling, G

2015-06-01

Enrollment in MD PhD programs offers the opportunity of a basic science education for medical students and doctors. These programs originated in the USA where structured programs have been offered for many years, but now German universities also run MD PhD programs. The MD PhD programs provided by German universities were investigated regarding entrance requirements, structure and financing modalities. An internet and telephone-based search was carried out. Out of 34 German universities 22 offered MD PhD programs. At 15 of the 22 universities a successfully completed course of studies in medicine was required for enrollment, 7 programs admitted medical students in training and 7 programs required a medical doctoral thesis, which had to be completed with at least a grade of magna cum laude in 3 cases. Financing required scholarships in many cases. Several German universities currently offer MD PhD programs; however, these differ considerably regarding entrance requirements, structure and financing. A detailed analysis investigating the success rates of these programs (e.g. successful completion and career paths of graduates) would be of benefit.

A Comprehensive Program to Prepare Graduate Students for Careers in College or University Teaching

NASA Astrophysics Data System (ADS)

Krane, K. S.

1999-05-01

Although most universities do a superb job of training graduate students in research, relatively few offer training to enable M.S. or Ph.D. students to achieve the same level of mastery in teaching as a preparation for a career as a faculty member in a college or university. At Oregon State University we offer a comprehensive program that prepares students for a variety of careers in physics teaching. For students interested in teaching at a two-year college, we offer a M.S. degree with a specialty in physics education along with a strongly mentored teaching intern program at a local community college. For Ph.D. students, we offer a seminar that addresses a full range of pedagogical and methodological issues involved in physics teaching, an apprentice program that pairs each student with a faculty member of recognized teaching ability, and a capstone experience (following the completion of the Ph.D. dissertation) as an instructor to fill sabbatical or other vacancies. The impact of the program is measured by its extraordinarily high success at placing students in teaching jobs.

Fusion of Multiple Sensing Modalities for Machine Vision

DTIC Science & Technology

1994-05-31

Modeling of Non-Homogeneous 3-D Objects for Thermal and Visual Image Synthesis," Pattern Recognition, in press. U [11] Nair, Dinesh , and J. K. Aggarwal...20th AIPR Workshop: Computer Vision--Meeting the Challenges, McLean, Virginia, October 1991. Nair, Dinesh , and J. K. Aggarwal, "An Object Recognition...Computer Engineering August 1992 Sunil Gupta Ph.D. Student Mohan Kumar M.S. Student Sandeep Kumar M.S. Student Xavier Lebegue Ph.D., Computer

Winning the PhD Game: Evocative Playing of Snakes and Ladders

ERIC Educational Resources Information Center

Dickie, Carolyn

2011-01-01

The purpose of this paper is to describe a qualitative approach to developing an understanding of the lived experiences of PhD students. Rather than relying on textbook reports and theories about studying a higher degree by research, by allowing the students' voices to be heard, explicit and conscious research can be used to generate appropriate…

Perspective on Research and Teaching in Psychology: Enrichment or Burden?

ERIC Educational Resources Information Center

Jucks, Regina; Hillbrink, Alessa

2017-01-01

In Germany, most PhD psychology students are engaged in research and teach as well. As a result, they may experience both synergy and competition between these two activities. How do PhD psychology students themselves perceive the relationship between research and teaching? And how does this perception depend on their conceptions of research and…

Multimodal Identity Texts as Mediational Spaces in Researching Ph.D. Students' Critical Teacher-Researcher Selves

ERIC Educational Resources Information Center

Valencia, Marlon; Herath, Sreemali

2015-01-01

This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri…

The Impact of Institutional Student Support on Graduation Rates in US Ph.D. Programmes

ERIC Educational Resources Information Center

Bolli, Thomas; Agasisti, Tommaso; Johnes, Geraint

2015-01-01

Using National Research Council data, we investigate the determinants of graduation rates in US Ph.D. programmes. We emphasise the impact that support and facilities offered to doctoral students have on completion rates. Significant, strong and positive effects are found for the provision of on-site graduate conferences and dedicated workspace,…

International Students' Motivation to Pursue and Complete a Ph.D. in the U.S.

ERIC Educational Resources Information Center

Zhou, Ji

2015-01-01

This study explores what motivates 19 international students to pursue a Ph.D. at a public research university in the U.S. and, more importantly, what motivates them to persist despite unsatisfying socialization. Based on value-expectancy achievement motivation theory, four motivations emerged: intrinsic interest in research, intrinsic interest in…

Extended Candidature and Non-Completion of a Ph.D. at Makerere University, Uganda

ERIC Educational Resources Information Center

Wamala, Robert; Ocaya, Bruno; Oonyu, Joseph C.

2012-01-01

Although student persistence in graduate programs is widely regarded as an important topic in the literature of higher education, many such works focus on the completion of studies. This paper examines the dynamics of attrition resulting in either delayed or non-completion of doctoral studies. Administrative data of 294 Ph.D. students at Makerere…

Supervising the PhD: A Guide to Success.

ERIC Educational Resources Information Center

Delamont, Sara; Atkinson, Paul; Parry, Odette

This handbook is a practical guide for the novice and experienced supervisor of Ph.D. students focusing on the British system. The book is organized to follow the progress of a student from starting out to a career after the viva voce examination. The chapters are: (1) "A Most Persuasive Piece of Argument"; (2) "Caught and Held by a…

Introduction to CERN

ScienceCinema

Heuer, R.-D.

2018-02-19

Summer Student Lecture Programme Introduction. The mission of CERN; push back the frontiers of knowledge, e.g. the secrets of the Big Bang...what was the matter like within the first moments of the Universe's existence? You have to develop new technologies for accelerators and detectors (also information technology--the Web and the GRID and medicine--diagnosis and therapy). There are three key technology areas at CERN; accelerating, particle detection, large-scale computing.

Enhancing the Industrial PhD Programme as a Policy Tool for University-Industry Cooperation

ERIC Educational Resources Information Center

Roolaht, Tõnu

2015-01-01

The changing role of universities in society includes the increasing expectation that academic institutions should engage in collaboration with companies. Industrial PhD programmes are educational tools for building bridges between the academic sector and industry. In these programmes, the PhD student studies and carries out research while being…

Examiner Comment on the Literature Review in Ph.D. Theses

ERIC Educational Resources Information Center

Holbrook, Allyson; Bourke, Sid; Fairbairn, Hedy; Lovat, Terry

2007-01-01

The review of literature, so central to scholarly work and disciplined inquiry, is expected of the Ph.D. student, but how far along the road are they expected to travel? This article investigates the expectations of "the literature" in research and scholarship at Ph.D. level from the examiner and assessment perspective. The analysis…

Digital Doctorates? An Exploratory Study of PhD Candidates' Use of Online Tools

ERIC Educational Resources Information Center

Dowling, Robyn; Wilson, Michael

2017-01-01

Online environments are transforming learning, including doctoral education. Yet the ways in which the PhD experience is shaped and transformed through these digital modes of engagement is seldom addressed, and not systematically understood. In this article, we explore PhD students' perceptions and use of digital tools. Drawing on the results of…

Management of Stress and Anxiety Among PhD Students During Thesis Writing: A Qualitative Study.

PubMed

Bazrafkan, Leila; Shokrpour, Nasrin; Yousefi, Alireza; Yamani, Nikoo

2016-01-01

Today, postgraduate students experience a variety of stresses and anxiety in different situations of academic cycle. Stress and anxiety have been defined as a syndrome shown by emotional exhaustion and reduced personal goal achievement. This article addresses the causes and different strategies of coping with this phenomena by PhD students at Iranian Universities of Medical Sciences. The study was conducted by a qualitative method using conventional content analysis approach. Through purposive sampling, 16 postgraduate medical sciences PhD students were selected on the basis of theoretical sampling. Data were gathered through semistructured interviews and field observations. Six hundred fifty-four initial codes were summarized and classified into 4 main categories and 11 subcategories on the thematic coding stage dependent on conceptual similarities and differences. The obtained codes were categorized under 4 themes including "thesis as a major source of stress," "supervisor relationship," "socioeconomic problem," and "coping with stress and anxiety." It was concluded that PhD students experience stress and anxiety from a variety of sources and apply different methods of coping in effective and ineffective ways. Purposeful supervision and guidance can reduce the cause of stress and anxiety; in addition, coping strategy must be in a thoughtful approach, as recommended in this study.

Career intentions of PhD students in nursing: A cross-sectional survey.

PubMed

Bai, XiaoLing; Luo, ZhongChen; Lou, Ting; Pang, Jin; Tang, SiYuan

2018-05-01

Despite the rapid growth of Chinese nursing PhD programs, little is known about the career intentions of students in this field. To investigate the career intentions of nursing PhD students. Online cross-sectional survey. Nursing PhD students at Chinese universities. An online questionnaire was designed and the data were analyzed using SPSS. The mean age of the participants was 31.53 ± 4.92 years, and most were female (89.9%), married (74.2%), and had been employed previously (69.7%). Most intended to work in the city where their family lived (34.8%) or near their previous workplace (32.6%). Most (60.7%) desired to work in an educational institution (e.g., a university or college). The most common expected salary was 8000-11,999 RMB/month. The work benefits perceived as indispensable were "Five Insurances and One Fund" (77.5%), good educational resources for children (59.6%), financial allowances for PhD graduates (52.8%), staff dormitories/housing subsidies (50.6%), and tenure (50.6%). Nursing education (75.3%) and research (70.8%) were the most favored fields. The key job characteristics were the opportunity to put strengths to fullest use (79.8%), time to conduct research (60.7%), and work-life balance (51.7%). The key research conditions included a good research incentive mechanism (77.5%), a Basic Scientific Research Foundation (68.5%), opportunity to apply to conduct research projects (66.3%), and the nursing team's atmosphere regarding research (64.0%), and 91.0% were eager to study abroad (e.g., as part of an international exchange). Nursing PhD students would like to work in their hometown or near their previous workplace. Most preferred working in an educational institution, and the most popular fields were nursing education and research (rather than clinical care), despite the high demand of hospital management for nursing PhD graduates. Flexible work, high-quality research conditions, a certain salary, work benefits, and training were key expectations. Copyright © 2018 Elsevier Ltd. All rights reserved.

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy

PubMed Central

Maton, Kenneth I.; Beason, Tiffany S.; Godsay, Surbhi; Sto. Domingo, Mariano R.; Bailey, TaShara C.; Sun, Shuyan; Hrabowski, Freeman A.

2016-01-01

Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs than comparison students. The first of two studies in this report extends the prior research by examining levels of PhD completion for Meyerhoff (N = 479) versus comparison sample (N = 249) students among the first 16 cohorts. Entering African-American Meyerhoff students were 4.8 times more likely to complete STEM PhDs than comparison sample students. To enhance understanding of potential mechanisms of influence, the second study used data from the 22nd (Fall 2010) to 25th (Fall 2013) cohorts (N = 109) to test the hypothesis that perceived program benefit at the end of freshman year would mediate the relationship between sense of community at the end of Summer Bridge and science identity and research self-efficacy at the end of sophomore year. Study 2 results indicated that perceived program benefit fully mediated the relationship between sense of community and both criterion measures. The findings underscore the potential of comprehensive STEM intervention programs to enhance PhD completion, and suggest mechanisms of influence. PMID:27587857

The experience of international nursing students studying for a PhD in the U.K: A qualitative study.

PubMed

Evans, Catrin; Stevenson, Keith

2011-06-13

Educating nurses to doctoral level is an important means of developing nursing capacity globally. There is an international shortage of doctoral nursing programmes, hence many nurses seek their doctorates overseas. The UK is a key provider of doctoral education for international nursing students, however, very little is known about international doctoral nursing students' learning experiences during their doctoral study. This paper reports on a national study that sought to investigate the learning expectations and experiences of overseas doctoral nursing students in the UK. Semi-structured qualitative interviews were conducted in 2008/09 with 17 international doctoral nursing students representing 9 different countries from 6 different UK universities. Data were analysed thematically. All 17 interviewees were enrolled on 'traditional' 3 year PhD programmes and the majority (15/17) planned to work in higher education institutions back in their home country upon graduation. Studying for a UK PhD involved a number of significant transitions, including adjusting to a new country/culture, to new pedagogical approaches and, in some cases, to learning in a second language. Many students had expected a more structured programme of study, with a stronger emphasis on professional nursing issues as well as research - akin to the professional doctorate. Students did not always feel well integrated into their department's wider research environment, and wanted more opportunities to network with their UK peers. A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision. The PhD was perceived as a difficult and stressful journey, but those nearing the end reflected positively on it as a life changing experience in which they had developed key professional and personal skills. Doctoral programmes need to ensure that structures are in place to support international students at different stages of their doctoral journey, and to support greater local-international student networking. Further research is needed to investigate good supervision practice and the suitability of the PhD vis a vis other doctoral models (e.g. the professional doctorate) for international nursing students.

Research in Image Understanding as Applied to 3-D Microwave Tomographic Imaging with Near Optical Resolution.

DTIC Science & Technology

1987-03-01

Oct. 1985. 28. D.L. Jaggard, K. Schultz, Y. Kim and P. Frangos , "Inverse Scattering for Dielectric Media", Annual OSA Meeting, Wash. D.C., Oct. 1985...T.H. Chu - Graduate Student (50%) C.Y. Ho - Graduate Student (50%) Y. Kim - Graduate Student (50%) K S. Lee - Graduate Student (50%) P. Frangos ...1982. 3. P. Frangos (Ph.D.) - "One-Dimensional Inverse Scattering: Exact Methods and Applications". 4. C.L. Werner (Ph.D.) - ŗ-D Imaging of Coherent and

Self-Efficacy and Vicarious Learning in Doctoral Studies at a Distance

ERIC Educational Resources Information Center

Kozar, Olga; Lum, Juliet F.; Benson, Phil

2015-01-01

Even though there are increasing numbers of PhD students in the distance mode, our current understanding of PhD candidature at a distance is limited and incomplete. On the one end of the spectrum are accounts of unhappy and isolated doctoral students who are separated from communities of practice. At the same time, literature offers accounts of…

Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy

ERIC Educational Resources Information Center

Maton, Kenneth I.; Beason, Tiffany S.; Godsay, Surbhi; Domingo, Mariano R. Sto.; Bailey, TaShara C.; Sun, Shuyan; Hrabowski, Freeman A., III

2016-01-01

Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs…

Can You Earn a Ph.D. in Economics in Five Years?

ERIC Educational Resources Information Center

Stock, Wendy A.; Finegan, T. Aldrich; Siegfried, John J.

2009-01-01

We investigate graduate school outcomes for students who entered economics Ph.D. programs in Fall 2002. Students in Top-15 ranked programs and those with higher verbal and quantitative GRE scores are less likely to have dropped out, but no more likely to have graduated. Those with undergraduate degrees from Top-60 U.S. liberal arts colleges and…

The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

ERIC Educational Resources Information Center

Callary, Betina; Werthner, Penny; Trudel, Pierre

2012-01-01

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

Developing Scholarly Communities as Learning Environments for Doctoral Students

ERIC Educational Resources Information Center

Pyhalto, Kirsi; Stubb, Jenni; Lonka, Kirsti

2009-01-01

The quality of PhD training can be conceived of as being dependent on the learning environment provided by the scholarly community. Our paper explores PhD students' ideas about themselves as a part of this community, and their perceptions of their learning environment in the context of the University of Helsinki, Finland. The study is a part of a…

Energy-Efficient High-Performance Routers

DTIC Science & Technology

2012-02-01

award, the PI Dr. Sartaj Sahni, AFRL research scientist Dr. Gunasekaran Seetharaman, and University of Florida Ph.D. student Ms. Tania Banerjee...Sartaj Sahni, AFRL research scientist Dr. Gunasekaran Seetharaman, and University of Florida Ph.D. student Ms. Tania Banerjee-Mishra...Searching and Shift Redundancy Architecture, IJSSC, 40, 1, Jan 2005, 245-253. PC-DUOS+: A TCAM Architecture for Packet Classifiers Tania Banerjee

Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

PubMed

Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

2015-01-01

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Ashley Felix, Ph.D., M.P.H.

Cancer.gov

NCI Cancer Prevention Fellowship Program (CPFP) alumna, Ashley Felix, Ph.D., M.P.H., details her transition from pre-med student to an epidemiologist who focuses on studying the causes and prevention of disease.

Psi Chi/APA Edwin B. Newman Graduate Research Award.

PubMed

2016-11-01

The Edwin B. Newman Graduate Research Award is sponsored jointly by Psi Chi, the national honor society in psychology, and the APA. The award is presented annually to the psychology graduate student who submits the best research paper that was published or presented at a national, regional, or state psychological association conference during the past calendar year. The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. Members of the 2016 Edwin B. Newman Award Committee were Shawn Carlton, PhD, Psi Chi representative; Christina Frederick-Recascino, PhD; John Norcross, PhD, APA representative; Karenna Malavanti, PhD, Psi Chi representative; Steven Kohn, PhD, Psi Chi representative; Warren Fass, PhD, Psi Chi representative; Chris Lovelace, PhD, Psi Chi representative; and Cathy Epkins, PhD, APA representative. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

ERIC Educational Resources Information Center

Karazsia, Bryan T.; Smith, Lena

2016-01-01

In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

The Benefits of Publishing Systematic Quantitative Literature Reviews for PhD Candidates and Other Early-Career Researchers

ERIC Educational Resources Information Center

Pickering, Catherine; Byrne, Jason

2014-01-01

Universities increasingly expect students to publish during a PhD candidature because it benefits the candidate, supervisor, institution, and wider community. Here, we describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews--a challenge for researchers new to a field. Our…

Ph.D. and Ed.D. Program Adaptations for College Teachers.

ERIC Educational Resources Information Center

Dressel, Paul L.; Guiste, Evelyn B.

The extent to which the Ph.D. and/or Ed.D. programs have been adapted to assist in preparing students for college teaching was surveyed. Of 309 universities, 122 responded, and of these, 72 had no adaptations. However, 50 universities indicated the availability, in at least one discipline or field, of modifications in the Ph.D. and/or Ed.D.…

Innovation in PhD Completion: The Hardy Shall Succeed (And Be Happy!)

ERIC Educational Resources Information Center

Kearns, Hugh; Gardiner, Maria; Marshall, Kelly

2008-01-01

What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self-sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce…

Searching for "A Third Space": A Creative Pathway towards International PhD Students' Academic Acculturation

ERIC Educational Resources Information Center

Elliot, Dely Lazarte; Baumfield, Vivienne; Reid, Kate

2016-01-01

Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a "foreign" context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity.…

Ensuring PhD development of responsible conduct of research behaviors: who's responsible?

PubMed

Titus, Sandra L; Ballou, Janice M

2014-03-01

The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work with and educate their PhD students on basic research standards. Specifically, we wanted to determine whether individual faculty members, who are advisors or mentors, differ in how they implemented components of responsible conduct of research (RCR) with their PhD students. Mentors were more likely than advisors or supervisors to report working with all of their PhDs, who graduated in the last 5 years, on the 17 recognized critical components of RCR training and research skill development. We also found about half of the faculty members believe RCR is an institutional responsibility versus a faculty responsibility. Less than a quarter have had opportunities to participate in faculty training to be a better mentor, advisor, or research teacher, and about one third of faculty did not or could not remember whether they had guidelines related to their responsibilities to PhD students. We discuss the implications of our findings and focus on ways that PhD research mentoring can be enhanced.

Null effects of boot camps and short-format training for PhD students in life sciences

PubMed Central

Feldon, David F.; Jeong, Soojeong; Peugh, James; Roksa, Josipa; Maahs-Fladung, Cathy; Shenoy, Alok; Oliva, Michael

2017-01-01

Many PhD programs incorporate boot camps and summer bridge programs to accelerate the development of doctoral students’ research skills and acculturation into their respective disciplines. These brief, high-intensity experiences span no more than several weeks and are typically designed to expose graduate students to data analysis techniques, to develop scientific writing skills, and to better embed incoming students into the scholarly community. However, there is no previous study that directly measures the outcomes of PhD students who participate in such programs and compares them to the outcomes of students who did not participate. Likewise, no previous study has used a longitudinal design to assess these outcomes over time. Here we show that participation in such programs is not associated with detectable benefits related to skill development, socialization into the academic community, or scholarly productivity for students in our sample. Analyzing data from 294 PhD students in the life sciences from 53 US institutions, we found no statistically significant differences in outcomes between participants and nonparticipants across 115 variables. These results stand in contrast to prior studies presenting boot camps as effective interventions based on participant satisfaction and perceived value. Many universities and government agencies (e.g., National Institutes of Health and National Science Foundation) invest substantial resources in boot camp and summer bridge activities in the hopes of better supporting scientific workforce development. Our findings do not reveal any measurable benefits to students, indicating that an allocation of limited resources to alternative strategies with stronger empirical foundations warrants consideration. PMID:28847929

Using the M.Phil to Ph.D Transfer Viva as a Focus for the Collaborative Self Study of Examining Practices.

ERIC Educational Resources Information Center

Lomax, Pam; Parker, Zoe

This paper questions the practice whereby the university teacher has sole power over judgments about doctoral student outcomes. The analysis is based on action research and a case study examination of one student's vive voca examination to transfer from the M.Phil to the Ph.D. program at Kingston University (England). In the examination process…

UK to train 100 PhD students in data science

NASA Astrophysics Data System (ADS)

Allen, Michael

2017-12-01

A new PhD programme to develop techniques to handle the vast amounts of data being generated by experiments and facilities has been launched by the UK's Science and Technology Facilities Council (STFC).

Attributes of colleges and schools of pharmacy in the United States.

PubMed

Knapp, David A; Knapp, Deanne E

2009-08-28

To compare the attributes of US colleges and schools of pharmacy and describe the extent of change to the pharmacy education enterprise associated with the addition of new schools. Attributes analyzed included whether the college or school of pharmacy was old or new, public or private, secular or faith-based, and on or not on an academic health center (AHC) campus; had 3- or 4- year programs; and had PhD students enrolled. PharmD student enrollment-to-faculty ratios and junior-to-senior faculty ratios also were examined. Of the new colleges/schools, 76% were private and 79% were not located on a campus with an AHC; 6% had PhD enrollment compared with 80% of old colleges/schools. Faculty ratios were related to several college/school attributes, including the presence or absence of PhD students and whether the college/school was public or private. Attributes of new colleges and schools of pharmacy have changed the overall profile of all colleges and schools of pharmacy. For example, smaller percentages of all colleges and schools of pharmacy are public and have PhD enrollees.

MS PHD'S: A successful model for reaching underrepresented minorities (URM) students through virtual platforms

NASA Astrophysics Data System (ADS)

Scott, O.; Johnson, A.; Williamson, V.; Ricciardi, L.; Jearld, A., Jr.; Guzman, W. I.

2014-12-01

To successfully recruit and retain underrepresented minority (URM) students and early career scientists, many programs supplement traditional curricular activities with multiple online platforms, establishing "virtual communities" that are free and easily accessible. These virtual communities offer readily sustainable opportunities to facilitate communication across a wide range of cultural lines and socioeconomic levels thereby broadening participation and inclusivity in STEM. Established in 2003, the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science Professional Development Program has successfully used virtual community tools such as a listserv, community forum, social media, and VoIP technologies, to extend the face-to-face activities of the program and support the advancement of URM students and early career scientists in STEM. The use of multiple facets of virtual community by MS PHD'S participants supports and encourages "real life" interactions and mentorship, facilitates networking and professional development, and maintains continuity of shared networks. The program is now in its ninth cohort and supports 213 participants. To date, 54 participants have completed their PhD and another 61 are currently enrolled in doctoral programs.

The South Carolina Collaborative Undergraduate HBCU Student Summer Training Program

DTIC Science & Technology

2016-02-01

oral presentations, a poster session, roundtable discussions, and an interactive presentation by an NIH National Library of Medicine representative... Herbals & Cancer Michael Wargovich, PhD- July 18 (C) Cancer Disparities Marvella Ford, PhD July 19 (N) Addiction & Drugs Kimber Price, PhD July 20 (C...Department of Medicine , Division of Biostatistics and Epidemiology Tuesday, June 12, 2012 WEEK 3 (Academic Planning Lecture) Funding Opportunities

Using Simulation in Nursing PhD Education: Facilitating Application of Responsible Conduct of Research Principles.

PubMed

Clayton, Margaret F; Supiano, Katherine; Wilson, Rebecca; Lassche, Madeline; Latendresse, Gwen

Simulation is a standard clinical nursing educational approach; however, simulation is rarely used in nonclinical nursing education. In doctor of philosophy (PhD) programs, ethical content about responsible conduct of research (RCR) is traditionally didactic, presented early in the program of study. Ethics content merits review before students begin the dissertation phase; thus, the purpose of this project was to design and implement simulated scenarios to help students apply RCR principles prior to beginning independent research. Two scenarios were developed: (a) a potential protocol change discussed in a research team meeting and (b) an in-home data collection experience with an elderly participant and her daughter. Actors were trained faculty volunteers, playing roles outside their usual academic positions. Faculty facilitated scenarios by posing questions as cues related to desired learning outcomes as scenarios unfolded. Eleven nursing PhD students and 6 faculty participated. Debriefing facilitated discussion of RCR principles, common research quandaries, and suggested scenario revisions. Faculty, expert observation, and video-review showed that younger and less experienced students tried to give the "right" answer rather than implement RCR appropriate solutions. Students with more clinical experience had difficulty adopting the less familiar researcher role. Overall, simulation is a novel and useful way to enhance RCR content in PhD programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Customizing Process to Align with Purpose and Program: The 2003 MS PHD'S in Ocean Sciences Program Evaluative Case Study

NASA Astrophysics Data System (ADS)

Williamson, V. A.; Pyrtle, A. J.

2004-12-01

How did the 2003 Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Ocean Sciences Program customize evaluative methodology and instruments to align with program goals and processes? How is data captured to document cognitive and affective impact? How are words and numbers utilized to accurately illustrate programmatic outcomes? How is compliance with implicit and explicit funding regulations demonstrated? The 2003 MS PHD'S in Ocean Sciences Program case study provides insightful responses to each of these questions. MS PHD'S was developed by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science. Key components of this initiative include development of a community of scholars sustained by face-to-face and virtual mentoring partnerships; establishment of networking activities between and among undergraduate, graduate, postgraduate students, scientists, faculty, professional organization representatives, and federal program officers; and provision of forums to address real world issues as identified by each constituent group. The evaluative case study of the 2003 MS PHD'S in Ocean Sciences Program consists of an analysis of four data sets. Each data set was aligned to document progress in the achievement of the following program goals: Goal 1: The MS PHD'S Ocean Sciences Program will successfully market, recruit, select, and engage underrepresented student and non-student participants with interest/ involvement in Ocean Sciences; Goal 2: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by quantitative analysis of user-feedback; Goal 3: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by qualitative analysis of user-feedback, and; Goal 4: The MS PHD'S Ocean Sciences Program will develop a constituent base adequate to demonstrate evidence of interest, value, need and sustainability in its vision, mission, goals and activities. In addition to the documentation of evaluative process, the case study also provides insight on the establishment of mutually supportive principal investigator and evaluator partnerships as necessary foundations for building effective teams. The study addresses frequently asked questions (FAQ's) on the formation and sustenance of partnerships among visionaries and evaluators and the impact of this partnership on the achievement of program outcomes.

CERN@school: bringing CERN into the classroom

NASA Astrophysics Data System (ADS)

Whyntie, T.; Cook, J.; Coupe, A.; Fickling, R. L.; Parker, B.; Shearer, N.

2016-04-01

CERN@school brings technology from CERN into the classroom to aid with the teaching of particle physics. It also aims to inspire the next generation of physicists and engineers by giving participants the opportunity to be part of a national collaboration of students, teachers and academics, analysing data obtained from detectors based on the ground and in space to make new, curiosity-driven discoveries at school. CERN@school is based around the Timepix hybrid silicon pixel detector developed by the Medipix 2 Collaboration, which features a 300 μm thick silicon sensor bump-bonded to a Timepix readout ASIC. This defines a 256-by-256 grid of pixels with a pitch of 55 μm, the data from which can be used to visualise ionising radiation in a very accessible way. Broadly speaking, CERN@school consists of a web portal that allows access to data collected by the Langton Ultimate Cosmic ray Intensity Detector (LUCID) experiment in space and the student-operated Timepix detectors on the ground; a number of Timepix detector kits for ground-based experiments, to be made available to schools for both teaching and research purposes; and educational resources for teachers to use with LUCID data and detector kits in the classroom. By providing access to cutting-edge research equipment, raw data from ground and space-based experiments, CERN@school hopes to provide the foundation for a programme that meets the many of the aims and objectives of CERN and the project's supporting academic and industrial partners. The work presented here provides an update on the status of the programme as supported by the UK Science and Technology Facilities Council (STFC) and the Royal Commission for the Exhibition of 1851. This includes recent results from work with the GridPP Collaboration on using grid resources with schools to run GEANT4 simulations of CERN@school experiments.

Novel approaches for inspiring students and electrifying the public

NASA Astrophysics Data System (ADS)

Lidström, Suzy; Read, Alex; Parke, Stephen; Allen, Roland; Goldfarb, Steven; Mehlhase, Sascha; Ekelöf, Tord; Walker, Alan

2014-03-01

We will briefly summarize a wide variety of innovative approaches for inspiring students and stimulating broad public interest in fundamental physics research, as exemplified by recent activities related to the Higgs boson discovery and Higgs-Englert Nobel Prize on behalf of the Swedish Academy, CERN, Fermilab, and the Niels Bohr Institute. Personal interactions with the scientists themselves can be particularly electrifying, and these were encouraged by the wearing of ``Higgs Boson? Ask Me!'' badges, which will be made available to those attending this talk. At CERN, activities include Virtual Visits, (Google) Hangout with CERN, initiatives to grab attention (LEGO models, music videos, art programs, pins, etc.), substantive communication (lab visits and events, museum exhibits, traveling exhibits, local visits, Masterclasses, etc.), and educational activities (summer student programs, semester abroad programs, internships, graduate programs, etc.). For serious students and their teachers, or scientists in other areas, tutorial articles are appropriate. These are most effective if they also incorporate innovative approaches - for example, attractive figures that immediately illustrate the concepts, analogies that will resonate with the reader, and a broadening of perspective. Physica Scripta, Royal Swedish Academy of Sciences.

BRIE: The Penn State Biogeochemical Research Initiative for Education

NASA Astrophysics Data System (ADS)

Freeman, K. H.; Brantley, S. L.; Brenchley, J.

2003-12-01

Few scientists are prepared to address the interdisciplinary challenges of biogeochemical research due to disciplinary differences in vocabulary, technique, and scientific paradigm. Thus scientists and engineers trained in traditional disciplines bring a restricted view to the study of environmental systems, which can limit their ability to exploit new techniques and opportunities for scientific advancement. Although the literature is effusive with enthusiasm for interdisciplinary approaches to biogeochemistry, there remains the basic difficulty of cross-training geological and biological scientists. The NSF-IGERT funded Biogeochemical Research Initiative for Education (BRIE) program at Penn State is specifically designed to break down both disciplinary and institutional barriers and it has fostered cross-disciplinary collaboration and training since 1999. Students and faculty are drawn from environmental engineering, geochemistry, soil science, chemistry and microbiology, and the program is regarded on the Penn State campus as a successful example of how interdisciplinary science can best be promoted. There are currently 23 Ph.D. students funded by the program, with an additional 7 affiliated students. At present, a total of 6 students have completed doctoral degrees, and they have done so within normal timeframes. The program is "discipline-plus," whereby students enroll in traditional disciplinary degree programs, and undertake broad training via 12 credits of graduate coursework in other departments. Students are co-advised by faculty from different disciplines, and engage in interdisciplinary research facilitated by research "credit cards." Funding is available for international research experiences, travel to meetings, and other opportunities for professional development. Students help institutionalize interdisciplinary training by designing and conducting a teaching module that shares their expertise with a class in another department or discipline. Community building through social activities and scientific forums is a priority in both the undergraduate and graduate programs. In addition, entering Ph.D. students build cohort identity by taking a course that introduces them to BRIE faculty and research facilities through hands-on laboratory and field-based research activities. The BRIE undergraduate summer internship program has provided interdisciplinary research opportunities for a total of 35 students over the past five summers. This program aims to recruit students to the Ph.D. program, and at present, two Ph.D. students have entered this way. Our efforts have focused on attracting students from under-represented groups. Diversity in this program has been above national norms: and summer students have include 10 (29 %) African-American or Hispanic-American students, and 25 (over 70 %) females. The Ph.D. students and graduates are 50% female, with three students from minority populations.

Implementation of an Education-Focused PhD Program in Anatomy and Cell Biology at Indiana University: Lessons Learned and Future Challenges

ERIC Educational Resources Information Center

Brokaw, James J.; O'Loughlin, Valerie D.

2015-01-01

In 2008, the Indiana University School of Medicine, in collaboration with the School of Education, admitted its first student to a newly approved PhD program in Anatomy and Cell Biology focusing on educational research rather than biomedical research. The goal of the program is twofold: (1) to provide students with extensive training in all of the…

Quality Indicators and Expected Outcomes for Social Work PhD Programs: Perceptions of Social Work Students, Faculty, and Administrators

ERIC Educational Resources Information Center

Petr, Christopher G.; Harrington, Donna; Kim, Kyeongmo; Black, Beverly; Cunningham-Williams, Renee M.; Bentley, Kia J.

2015-01-01

This article presents and discusses the results of a national survey of social work PhD students, faculty, and administrators (n = 416), conducted by the Group for the Advancement of Doctoral Education in Social Work (GADE), in December 2012. The survey was undertaken to inform the updating of GADE's 2003 "Guidelines for Quality in Social…

The PhD Game in a Middle Eastern Setting: A Small-Scale Study of Science Students in an Iranian University

ERIC Educational Resources Information Center

Hasrati, Mostafa; Hashemi, Reza

2011-01-01

While research is abundant on quality assurance in higher education, very little has been done to study informal learning in general and its relation to quality assurance in particular. Reporting on a study of informal learning among PhD students in natural sciences in an Iranian university, this article is an attempt to address this issue.…

Fabrication of brittle materials -- current status

DOE Office of Scientific and Technical Information (OSTI.GOV)

Scattergood, R.O.

The research initiatives in the area of precision fabrication will be continued in the upcoming year. Three students, T. Bifano (PhD), P. Blake (PhD) and E. Smith (MS), finished their research programs in the last year. Sections 13 and 14 will summarize the essential results from the work of the Materials Engineering students Blake and Smith. Further details will be presented in forthcoming publications that are now in preparation. The results from Bifano`s thesis have been published in adequate detail and need not be summarized further. Three new students, S. Blackley (MS), H. Paul (PhD), and S. Smith (PhD) havemore » joined the program and will continue the research efforts in precision fabrication. The programs for these students will be outlined in Sections 15 and 16. Because of the success of the earlier work in establishing new process models and experimental techniques for the study of diamond turning and diamond grinding, the new programs will, in part, build upon the earlier work. This is especially true for investigations concerned with brittle materials. The basic understanding of material response of nominally brittle materials during machining or grinding operations remains as a challenge. The precision fabrication of brittle materials will continue as an area of emphasis for the Precision Engineering Center.« less

News UK public libraries offer walk-in access to research Atoms for Peace? The Atomic Weapons Establishment and UK universities Students present their research to academics: CERN@school Science in a suitcase: Marvin and Milo visit Ethiopia Inspiring telescopes A day for everyone teaching physics 2014 Forthcoming Events

NASA Astrophysics Data System (ADS)

2014-05-01

UK public libraries offer walk-in access to research Atoms for Peace? The Atomic Weapons Establishment and UK universities Students present their research to academics: CERN@school Science in a suitcase: Marvin and Milo visit Ethiopia Inspiring telescopes A day for everyone teaching physics 2014 Forthcoming Events

Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

PubMed

Kemp, Matthew W; Lazarus, Benjamin M; Perron, Gabriel G; Hanage, William P; Chapman, Elaine

2014-01-01

The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning.

Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships

PubMed Central

Kemp, Matthew W.; Lazarus, Benjamin M.; Perron, Gabriel G.; Hanage, William P.; Chapman, Elaine

2014-01-01

Objective The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. Study Design 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Results Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. Conclusions These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a ‘valued’ supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised structure to promote the development of multiple learning relationships that are perceived as key to student learning. PMID:25054473

Mapping Remote and Multidisciplinary Learning Barriers: Lessons from "Challenge-Based Innovation" at CERN

ERIC Educational Resources Information Center

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design…

The experience of international nursing students studying for a PhD in the U.K: A qualitative study

PubMed Central

2011-01-01

Background Educating nurses to doctoral level is an important means of developing nursing capacity globally. There is an international shortage of doctoral nursing programmes, hence many nurses seek their doctorates overseas. The UK is a key provider of doctoral education for international nursing students, however, very little is known about international doctoral nursing students' learning experiences during their doctoral study. This paper reports on a national study that sought to investigate the learning expectations and experiences of overseas doctoral nursing students in the UK. Methods Semi-structured qualitative interviews were conducted in 2008/09 with 17 international doctoral nursing students representing 9 different countries from 6 different UK universities. Data were analysed thematically. All 17 interviewees were enrolled on 'traditional' 3 year PhD programmes and the majority (15/17) planned to work in higher education institutions back in their home country upon graduation. Results Studying for a UK PhD involved a number of significant transitions, including adjusting to a new country/culture, to new pedagogical approaches and, in some cases, to learning in a second language. Many students had expected a more structured programme of study, with a stronger emphasis on professional nursing issues as well as research - akin to the professional doctorate. Students did not always feel well integrated into their department's wider research environment, and wanted more opportunities to network with their UK peers. A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision. The PhD was perceived as a difficult and stressful journey, but those nearing the end reflected positively on it as a life changing experience in which they had developed key professional and personal skills. Conclusions Doctoral programmes need to ensure that structures are in place to support international students at different stages of their doctoral journey, and to support greater local-international student networking. Further research is needed to investigate good supervision practice and the suitability of the PhD vis a vis other doctoral models (e.g. the professional doctorate) for international nursing students. PMID:21668951

Career Aspirations and Career Outcomes for Solar and Space Physics Ph.D

NASA Astrophysics Data System (ADS)

Moldwin, M.; Morrow, C. A.

2013-12-01

Results from a recent graduate student survey found unsurprisingly that Solar and Space Physics (S&SP) Ph.D. graduate students almost all aspire to have research careers in Solar and Space Physics. This study reports on the research career outcomes over the last decade for S&SP Ph.Ds. We used publication of peer-reviewed articles as the indicator for persistence in a research career. We found that nearly two-thirds (64%) of Ph.D.s who graduated between 2001 to 2009 published refereed-papers four or more years after their Ph.D., while 17% of Ph.D.s never published another paper beyond the year they received their Ph.D. The remaining 19% of Ph.Ds, stopped publishing within three-years of receiving their Ph.D. We found that though there is statistically no difference on persistence of publishing research between graduates of the largest programs compared to all other programs, there are significant differences between programs. We also found there was no gender differences in any of the persistence data (i.e., men and women stop or continue publishing at the same rates). Graduate programs, faculty advisors and potential graduate students can use these data for career planning. This study suggests that a significant majority of S&SP Ph.D.s (77%) find post-doctoral research positions and a majority (56%) find research careers beyond their post-doc.

Laser Induced Patterning of Transparent Ceramics and Metallic Thin Films for Photonic and Sensing Applications

DTIC Science & Technology

2014-01-31

Department Chair Mechanical Engineering UC Riverside gaguilar@engr.ucr.edu Javier Garay Program Chair Materials and Engineering UC Riverside...Students: Miroslava Cano-Lara (PhD CICESE) # Yasmin Esqueda-Barron ( MSc , PhD CICESE)* Gabriel Castillo-Vega ( MSc CICESE, PhD USAL) # Rene Rodriguez...Beltran ( MSc , CICESE) # Lidia Sanchez-Hernandez (BSc UAEM) # Adela Reyes-Contreras (BSc UAEM) # Postdocs: Israel Perez (Postdoc, 4 months) USA

Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model

PubMed Central

Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard

2017-01-01

Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel academic career “coaching” intervention, one aim of which was to provide supplementary social support for PhD students, particularly those from underrepresented backgrounds. Coaching was delivered both within small groups and on an individual basis, with a diverse group of coaches and students coming from many universities. Coaches were provided with additional diversity training. Ninety-six semistructured interviews with 33 URM students over 3 years were analyzed using a qualitative framework approach. For most of the URM PhD students, coaching provided social support in the form of emotional, informational, and appraisal support. Coaching groups provided a noncompetitive environment and “community of support” within which students were able to learn from one another’s experiences and discuss negative and stressful experiences related to their graduate school, lab, or career plans. This coached peer group model is capable of providing the social support that many URM students do not find at their home universities. PMID:29196425

Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis.

PubMed

Volkert, Delene; Candela, Lori; Bernacki, Matthew

2018-02-01

The demand for doctorally prepared nurses worldwide is higher than ever. Universities have responded with increased numbers of DNP and Ph.D. in Nursing programs. There are more doctoral nursing students than ever before yet they remain one of the least studied student populations. This is concerning given the high attrition rates reported in doctoral programs. The few studies that do exist are typically qualitative and exploratory in nature. The aim of this national study of Ph.D. and DNP students was to examine how the effects of environmental stressors predict the students' intent to leave their current program of doctoral study. A descriptive survey design was utilized for the study. Participation requests were sent by email to deans/directors of all Ph.D. and DNP programs across the United States, with the request to forward to all currently enrolled students. Eight hundred and thirty-five (n=835) Ph.D. and DNP participants responded to this survey. The survey was analyzed utilizing path analysis. Findings of the path analysis indicate that two types of stress significantly predicted students' intention to leave. First, stressors related to program issues, primarily relationships between student and faculty/advisor, significantly predict intent to leave. As program stressors rise, so does intent to leave. The other significant factor was related to support issues, specifically support from family/friends. This inverse relationship indicated as family support declines, intent to leave rises. It is impossible to remove all stressors from students' lives during their doctoral studies. A better understanding of the environmental stressors that affect them offers the potential for nursing programs looking to incorporate adequate resources and support which will help minimize attrition and promote persistence of their doctoral students. Specific recommendations are provided that may assist programs looking to decrease doctoral nursing student attrition. Copyright © 2017 Elsevier Ltd. All rights reserved.

The State of Doctoral Education in Social Sciences in Uganda: Experiences and Challenges of Doctoral Training at Mbarara University of Science and Technology 2003-2010

ERIC Educational Resources Information Center

Muriisa, Roberts Kabeba

2015-01-01

This paper discusses the challenges and experiences which social science students in Africa undergo to complete the PhD program. Focusing on Mbarara University of Science and Technology, the paper present that many students who register on the PhD program in Africa, are unable to complete the program in the stipulated time. The paper identifies…

(YIP 2011) Unsteady Output-based Adaptive Simulation of Separated and Transitional Flows

DTIC Science & Technology

2015-03-19

Investigator Aerospace Eng. U. Michigan Marco Ceze Ph.D. student/postdoctoral associate Aerospace Eng. U. Michigan Steven Kast Ph.D. student Aerospace...13] S. M. Kast , M. A. Ceze, and K. J. Fidkowski. Output-adaptive solution strategies for unsteady aerodynamics on deformable domains. Seventh...International Conference on Computational Fluid Dynamics ICCFD7-3802, 2012. [14] S. M. Kast and K. J. Fidkowski. Output-based mesh adaptation for high order

Analytic and Computational Studies on Micro-Propulsion and Micro-detonics

DTIC Science & Technology

2006-08-22

Professor. • Dr. Aslan Kasimov, PostDoctoral Research Associate (Stewart), May 2004- June 2005. • Mr. Aslan Kasimov, Graduate Student (Stewart...Short continuing as his Ph.D. advisor. 2. Research completed with AFOSR support (a ) Reseach summary: Prof. D.S. Stewart (1) A.R. Kasimov and D.S...Theory of Instability and Nonlinear Evolution of Self-Sustained Detonation Waves”. Ph.D., Spring 2004. • Mr. Dave Kessler, Graduate Student (Short

Publication ethics from the perspective of PhD students of health sciences: a limited experience.

PubMed

Arda, Berna

2012-06-01

Publication ethics, an important subtopic of science ethics, deals with determination of the misconducts of science in performing research or in the dissemination of ideas, data and products. Science, the main features of which are secure, reliable and ethically obtained data, plays a major role in shaping the society. As long as science maintains its quality by being based on reliable and ethically obtained data, it will be possible to maintain its role in shaping the society. This article is devoted to the presentation of opinions of PhD candidate students in health sciences in Ankara concerning publication ethics. The data obtained from 143 PhD students from the fields of medicine, dentistry, pharmacy and veterinary reveal limited but unique experiences. It also shows that plagiarism is one of the worst issues in the publication ethics from the perspective of these young academics.

NASA Multidisciplinary Design and Analysis Fellowship Program

NASA Technical Reports Server (NTRS)

Schrage, D. P.; Craig, J. I.; Mavris, D. N.; Hale, M. A.; DeLaurentis, D.

1999-01-01

This report summarizes the results of a multi-year training grant for the development and implementation of a Multidisciplinary Design and Analysis (MDA) Fellowship Program at Georgia Tech. The Program funded the creation of graduate MS and PhD degree programs in aerospace systems design, analysis and integration. It also provided prestigious Fellowships with associated Industry Internships for outstanding engineering students. The graduate program has become the foundation for a vigorous and productive research effort and has produced: 20 MS degrees, 7 Ph.D. degrees, and has contributed to 9 ongoing Ph.D. students. The results of the research are documented in 32 publications (23 of which are included on a companion CDROM) and 4 annual student design reports (included on a companion CDROM). The legacy of this critical funding is the Center for Aerospace Systems Analysis at Georgia Tech which is continuing the graduate program, the research, and the industry internships established by this grant.

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2018-05-15

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network Constituents, Fundamental Forces and Symmetries of the Universe. The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva.

DOE/PSU Graduate Student Fellowship Program for Hydropower

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cimbala, John M.

The primary objective of this project is to stimulate academic interest in the conventional hydropower field by supplying research support for at least eight individual Master of Science (MS) or Doctoral (PhD) level research projects, each consisting of a graduate student supervised by a faculty member. We have completed many of the individual student research projects: 2 PhD students have finished, and 4 are still working towards their PhD degree. 4 MS students have finished, and 2 are still working towards their MS degree, one of which is due to finish this April. In addition, 4 undergraduate student projects havemore » been completed, and one is to be completed this April. These projects were supervised by 7 faculty members and an Advisory/Review Panel. Our students and faculty have presented their work at national or international conferences and have submitted several journal publications. Three of our graduate students (Keith Martin, Dan Leonard and Hosein Foroutan) have received HRF Fellowships during the course of this project. All of the remaining students are anticipated to be graduated by the end of Fall Semester 2014. All of the tasks for this project will have been completed once all the students have been graduated, although it will be another year or two until all the journal publications have been finalized based on the work performed as part of this DOE Hydropower project.« less

Forensic odontology education:from undergraduate to PhD - a Brazilian experience.

PubMed

Dietrichkeit Pereira, J G; Frontanilla Recalde, T S; Barreto Costa, P; Jacometti, V; Vigorito Magalhães, L; Alves Da Silva, R H

2017-12-01

Forensic Odontology is a topic present in the majority of Dental Schools in Brazil, and due to this reality, some universities develop activities related to undergraduate and graduate students, from the Dentistry course until the Ph.D. degree. To present the education experience related to Forensic Odontology at School of Dentistry of Ribeirão Preto (USP - University of São Paulo), showing the strategies and activities in the different degrees (Dental course, Forensic Odontology Specialization Program, Specific Professional Training, Master, and Ph.D.). To the undergraduate students, many activities are developed in order to demonstrate all the possibilities that Forensic Dentistry allow, including theoretical and practical activities; in the Forensic Odontology Specialization Program, the dentists are trained to act as Forensic Odontologists in all its amplitude; in the Specific Professional Training, some courses are available, related to specific topics as DVI, Forensic Facial Reconstruction, Auditor in Dental Care Insurance and others; and in the Master and Ph.D. Programs, the professionals receive training in skills like teaching, research, student's guidance and others. In Brazil, Forensic Odontology is a well-known field in Dentistry and universities develop an important role in training a qualified workforce.

Sparse Representation of Multimodality Sensing Databases for Data Mining and Retrieval

DTIC Science & Technology

2015-04-09

Savarese. Estimating the Aspect Layout of Object Categories, EEE Conference on Computer Vision and Pattern Recognition (CVPR). 19-JUN-12...Time Equivalent (FTE) support provided by this agreement, and total for each category): (a) Graduate Students Liang Mei, 50% FTE, EE : systems...PhD candidate Min Sun, 50% FTE, EE : systems, PhD candidate Yu Xiang, 50% FTE, EE : systems, PhD candidate Dae Yon Jung, 50% FTE, EE : systems, PhD

More "Hands-On" Particle Physics: Learning with ATLAS at CERN

ERIC Educational Resources Information Center

Long, Lynne

2011-01-01

This article introduces teachers and students to a new portal of resources called Learning with ATLAS at CERN (http://learningwithatlas-portal.eu/), which has been developed by a European consortium of academic researchers and schools' liaison and outreach providers from countries across Europe. It includes the use of some of the mind-boggling…

The Ph.D. Process - A Student's Guide to Graduate School in the Sciences

NASA Astrophysics Data System (ADS)

Bloom, Dale F.; Karp, Jonathan D.; Cohen, Nicholas

1999-02-01

The Ph.D. Process offers the essential guidance that students in the biological and physical sciences need to get the most out of their years in graduate school. Drawing upon the insights of numerous current and former graduate students, this book presents a rich portrayal of the intellectual and emotional challenges inherent in becoming a scientist, and offers the informed, practical advice a "best friend" would give about each stage of the graduate school experience. What are the best strategies for applying to a graduate program? How are classes conducted? How should I choose an advisor and a research project? What steps can I take now to make myself more "employable" when I get my degree? What goes on at the oral defense? Through a balanced, thorough examination of issues ranging from lab etiquette to stress management, the authors--each a Ph.D. in the sciences--provide the vital information that will allow students to make informed decisions all along the way to the degree. Headlined sections within each chapter make it fast and easy to look up any subject, while dozens of quotes describing personal experiences in graduate programs from people in diverse scientific fields contribute invaluable real-life expertise. Special attention is also given to the needs of international students.Read in advance, this book prepares students for each step of the graduate school experience that awaits them. Read during the course of a graduate education, it serves as a handy reference covering virtually all major issues and decisions a doctoral candidate is likely to face. The Ph.D. Process is the one book every graduate student in the biological and physical sciences can use to stay a step ahead, from application all the way through graduation.

Career Coaches as a Source of Vicarious Learning for Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Qualitative Study.

PubMed

Williams, Simon N; Thakore, Bhoomi K; McGee, Richard

2016-01-01

Many recent mentoring initiatives have sought to help improve the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions across the biomedical sciences. However, the intractable nature of the problem of underrepresentation suggests that many young scientists may require supplemental career development beyond what many mentors are able to offer. As an adjunct to traditional scientific mentoring, we created a novel academic career "coaching" intervention for PhD students in the biomedical sciences. To determine whether and how academic career coaches can provide effective career-development-related learning experiences for URM PhD students in the biomedical sciences. We focus specifically on vicarious learning experiences, where individuals learn indirectly through the experiences of others. The intervention is being tested as part of a longitudinal randomized control trial (RCT). Here, we describe a nested qualitative study, using a framework approach to analyze data from a total of 48 semi-structured interviews from 24 URM PhD students (2 interviews per participant, 1 at baseline, 1 at 12-month follow-up) (16 female, 8 male; 11 Black, 12 Hispanic, 1 Native-American). We explored the role of the coach as a source of vicarious learning, in relation to the students' goal of being future biomedical science faculty. Coaches were resources through which most students in the study were able to learn vicariously about how to pursue, and succeed within, an academic career. Coaches were particularly useful in instances where students' research mentors are unable to provide such vicarious learning opportunities, for example because the mentor is too busy to have career-related discussions with a student, or because they have, or value, a different type of academic career to the type the student hopes to achieve. Coaching can be an important way to address the lack of structured career development that students receive in their home training environment.

Examining students' views about validity of experiments: From introductory to Ph.D. students

NASA Astrophysics Data System (ADS)

Hu, Dehui; Zwickl, Benjamin M.

2018-06-01

We investigated physics students' epistemological views on measurements and validity of experimental results. The roles of experiments in physics have been underemphasized in previous research on students' personal epistemology, and there is a need for a broader view of personal epistemology that incorporates experiments. An epistemological framework incorporating the structure, methodology, and validity of scientific knowledge guided the development of an open-ended survey. The survey was administered to students in algebra-based and calculus-based introductory physics courses, upper-division physics labs, and physics Ph.D. students. Within our sample, we identified several differences in students' ideas about validity and uncertainty in measurement. The majority of introductory students justified the validity of results through agreement with theory or with results from others. Alternatively, Ph.D. students frequently justified the validity of results based on the quality of the experimental process and repeatability of results. When asked about the role of uncertainty analysis, introductory students tended to focus on the representational roles (e.g., describing imperfections, data variability, and human mistakes). However, advanced students focused on the inferential roles of uncertainty analysis (e.g., quantifying reliability, making comparisons, and guiding refinements). The findings suggest that lab courses could emphasize a variety of approaches to establish validity, such as by valuing documentation of the experimental process when evaluating the quality of student work. In order to emphasize the role of uncertainty in an authentic way, labs could provide opportunities to iterate, make repeated comparisons, and make decisions based on those comparisons.

Memorial W.Gentner

ScienceCinema

None

2018-05-25

The DG H. Schopper gives an introduction for the commemoration and ceremony of the life and work of Professor Wolfgang Gentner. W. Gentner, German physicist, born in 1906 in Frankfurt and died in September 1980 in Heidelberg, was director of CERN from 1955 to 1960, president of the Scientific Policy Committee from 1968 to 1971 and president of the Council of CERN from 1972 to 1974. He was one of the founders of CERN and four people who knew him well pay tribute to him, among others one of his students, as well as J.B. Adams and O. Sheffard.

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The DG H. Schopper gives an introduction for the commemoration and ceremony of the life and work of Professor Wolfgang Gentner. W. Gentner, German physicist, born in 1906 in Frankfurt and died in September 1980 in Heidelberg, was director of CERN from 1955 to 1960, president of the Scientific Policy Committee from 1968 to 1971 and president of the Council of CERN from 1972 to 1974. He was one of the founders of CERN and four people who knew him well pay tribute to him, among others one of his students, as well as J.B. Adams and O. Sheffard.

Early Student Support for Process Studies of Surface Freshwater Dispersal

DTIC Science & Technology

2016-06-24

Hole Oceanographic Institution REPORT NUMBER Department of Physical Oceanography - MS #29 FINAL Woods Hole, MA 02543 9. SPONSORING/MONITORING AGENCY...s proJect supports .e researc m p ysrcal oceanography of a Ph.D. student m the MIT/WHO! Jomt Program. The prOJect beoefited from, and... oceanography and has presented his work at meetings and conferences. He is working on manuscripts for publication and expects to complete his Ph.D. in 20 18

The Center of Excellence in High Power Gas Phase Electric and Hybrid Lasers

DTIC Science & Technology

2010-10-31

experimental side, undergraduate Vanessa Salas is working at the COE and is interested in pursuing a PhD in physics. Josh Shapiro is working on data...base quickly and should be able to start collecting data in a few weeks as his experiment is ready to go. Vanessa Salas is working on examining the...CHRISTY ERIC MARTINEZ TANNER OAKES JAKE SMITH KENDRICK WALTER VANESSA SALAS Students from UNM Graduate Student: NATE ZAMEROSKI (PhD

A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2012-12-01

As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in Earth system science. Through a three-phase structure of activities, the program addresses major barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S participants report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. As of August 2012, 189 students have participated in the program. 60 of those students are currently enrolled in a PhD. program. Another 35 have completed their PhD and are actively engaged in the ESS workforce.

Comparison of UK paediatric consultants' participation in child health research between 2011 and 2015.

PubMed

Winch, Rachel; McColgan, Martin; Modi, Neena; Greenough, Anne

2017-08-01

To identify whether there have been changes over time in the capacity of paediatric consultants to undertake research and if the activity differs between men and women. Comparison of data from two surveys of UK paediatric consultants. UK consultant members of the Royal College of Paediatrics and Child Health. Surveys carried out in 2011 and 2015. The proportion of consultants with allocated time in job plans for research, academic appointments, postgraduate qualifications, publications, grant funding and supervision of PhD students. The 2015 survey demonstrated 20% of consultants had one or more programmed activities (PAs) for research, but the average paid PA for research was 0.39 PA. Between the surveys, the proportion of consultants with honorary contracts had declined, and the proportion with a PhD or MDRes was 32% in 2011 compared with 26% in 2015 (p<0.001). In 2015, only 12% of consultants had at least one current grant. In 2011 and 2015, 51% and 54% respectively of consultants had not authored a publication in the preceding 2 years. In 2015, 92% of consultants were not currently supervising a PhD student, and 88% had never supervised a PhD student. In 2015, 25% of men and 12% of women had PAs for research (p<0.001). Women were less likely to hold an honorary or primary academic contract, have authored a publication or supervised a PhD student (all p<0.001). Research activity among paediatric consultants remains low, particularly among women. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

A Shifting Baseline: Higher Degrees and Career Options for Ocean Scientists

NASA Astrophysics Data System (ADS)

Yoder, J. A.; Briscoe, M. G.; Glickson, D.; Roberts, S.; Spinrad, R. W.

2016-02-01

As for other fields of science, a Ph.D. degree in the ocean sciences no longer guarantees an academic position. In fact, recent studies show that while most earning a Ph.D. in the ocean sciences today may start in academia as a postdoc, an undetermined number of postdocs may not move into university faculty positions or comparable positions at basic research institutions. Although the data are few, some believe that most of those now earning Ph.D. degrees in ocean science are eventually employed outside of academia. Changes to the career path for those entering ocean science graduate programs today is both a challenge and an opportunity for graduate programs. Some graduates of course do continue in academia. For those students who are determined to follow that path, graduate programs need to prepare them for that choice. On the other hand, graduate programs also have an obligation to provide students with the information they need to make educated career decisions - there are interesting career choices other than academia for those earning a Ph.D. or finishing with a terminal M.S. degree. Furthermore, graduate programs need to encourage students to think hard about their career expectations early in their graduate program to ensure they acquire the skills needed to keep career options open. This talk will briefly review some of the recent studies related to the career paths of those who recently acquired a Ph.D. in ocean sciences and other fields; describe possible career options for those who enter ocean science graduate programs; encourage more attention on the career possibilities of a terminal ocean science M.S. degree perhaps combined with another higher degree in a different field; and discuss the skills a graduate student can acquire that increase the breadth of career path opportunities.

Imported tropical neuroinfections: practice skills and knowledge among nurses and nursing students.

PubMed

Rajoo, Maheswaari; Sulicova, Andrea; Mroskova, Slavka; Supinova, Maria; Plackova, Anna; Bystra, Martina; Baranova, Lenka; Grezdova, Iveta; Santova, Tatiana; Janakova, Maria; Simova, Zuzana; Cinova, Jana; Cibrikova, Silvia; Decsiova, Zuzana; Lengyelova, Anna; Hlinovska, Jana; Rovna, Silvia; Igazova, Maria; Nadova, Monika; Rakova, Jana; Lehotska, Maria; Moraucikova, Eva; Mizenkova, Ludmila; Novotna, Zuzana; Paukova, Luba; Semjonova, Alexandra; Schlosserova, Alena; Vicanova, Michaela; Balkova, Hilda; Banasova, Vlasta; Horanska, Valeria; Hudakova, Pavlina; Hudakova, Anna; Majernikova, Ludmila; Poliakova, Nikoleta; Suchanova, Renata; Tirpakova, Libusa; Perinova, Nadezda; Vatehova, Drahormira; Komanicky, Dusan; Koudelkova, Vlasta; Capska, Jana; Maskalikova, Tatiana; Hulkova, Vlasta; Treslova, Marie

2013-09-01

Tropical neuroinfections are still cause of substantial mortality in travelers. Therefore, good knowledge of early symptoms is very important for nurses acting as first contact persons. Nurse's practical skills and knowledge of signs and early recognition of tropical neuroinfections, providing first aid and quick action has been studied among graduates of two Tropical Nursing PhD programs (in EU-Countries vs. tropical country) using a standardized questionnaire. Statistical package EPI info was used to determine potential differences between both groups of graduates. Acceptable knowledge on early symptoms and signs of cerebral malaria and meningococcal meningitis in returning travelers was found among 121 graduates of two PhD programs who were included in the study. Of these, 99 questionnaires were filled in Slovakia, Czech Republic and Germany and another 22 were filled in Malaysia, as a part of the Tropical Nursing PhD Study Programs. Nursing students and recent graduates in two PhD programs demonstrated acceptable, although not large-scaled, knowledge of early signs and symptoms of tropical neuroinfections.

Report on the International PhD School ''Science and Technology with the E-ELT''

NASA Astrophysics Data System (ADS)

Bono, G.; Hook, I.; Ramsay, S.

2015-12-01

This international PhD school in the F. Lucchin cycle was the first to bring together Masters and PhD students with an interest in all aspects of the science and technology of the European Extremely Large Telescope (E-ELT). It was fitting that this school was held within a year of the project formally entering the construction phase. An overview of the topics covered during the school is presented.

Strategic innovation between PhD and DNP programs: Collaboration, collegiality, and shared resources.

PubMed

Edwards, Joellen; Rayman, Kathleen; Diffenderfer, Sandra; Stidham, April

2016-01-01

At least 111 schools and colleges of nursing across the nation provide both PhD and DNP programs (AACN, 2014a). Collaboration between nurses with doctoral preparation as researchers (PhD) and practitioners (DNP) has been recommended as essential to further the profession; that collaboration can begin during the educational process. The purpose of this paper is to describe the development and implementation of successful DNP and PhD program collaboration, and to share the results of that collaboration in an educational setting. Faculty set strategic goals to maximize the effectiveness and efficiency of both new DNP and existing PhD programs. The goals were to promote collaboration and complementarity between the programs through careful capstone and dissertation differentiation, complementary residency activities, joint courses and inter-professional experiences; promote collegiality in a blended on-line learning environment through shared orientation and intensive on-campus sessions; and maximize resources in program delivery through a supportive organizational structure, equal access to technology support, and shared faculty responsibilities as appropriate to terminal degrees. Successes such as student and faculty accomplishments, and challenges such as managing class size and workload, are described. Collaboration, collegiality and the sharing of resources have strengthened and enriched both programs and contributed to the success of students, faculty. These innovative program strategies can provide a solid foundation for DNP and PhD collaboration. Copyright © 2016 Elsevier Inc. All rights reserved.

The Secret Chambers in the Chephren Pyramid

ERIC Educational Resources Information Center

Gutowski, Bartosz; Józwiak, Witold; Joos, Markus; Kempa, Janusz; Komorowska, Kamila; Krakowski, Kamil; Pijus, Ewa; Szymczak, Kamil; Trojanowska, Malgorzata

2018-01-01

In 2016, we (seven high school students from a school in Plock, Poland) participated in the CERN Beamline for Schools competition. Together with our team coach, Mr. Janusz Kempa, we submitted a proposal to CERN that was selected as one of two winning proposals that year. This paper describes our experiment from the early days of brainstorming to…

Using social network analysis to examine collaborative relationships among PhD and DNP students and faculty in a research-intensive university school of nursing.

PubMed

Merrill, Jacqueline A; Yoon, Sunmoo; Larson, Elaine; Honig, Judy; Reame, Nancy

2013-01-01

The nursing profession has seen a dramatic rise in the number of schools offering both DNP and PhD nursing programs. Information is limited on the impact of this parallel approach in doctoral education on the quality and scope of scholarly interactions or institutional culture.The authors studied collaboration characteristics across the DNP and PhD programs of a research-intensive university school of nursing, before and after programmatic enhancements. An IRB-approved online survey was delivered to faculty and students of both programs at baseline and one year after curricular changes. Response rates were 70% and 74%, respectively. The responses were analyzed by using social network analysis and descriptive statistics to characterize the number and strength of connections between and within student groups, and between students and faculty. At baseline, the flow of communication was centralized primarily through faculty. At Time 2, density of links between students increased and network centralization decreased, suggesting more distributed communication. This nonlinear quantitative approach may be a useful addition to the evaluation strategies for doctoral education initiatives. Copyright © 2013 Elsevier Inc. All rights reserved.

Who wants to enroll in health care PhD programs? An analysis of a nationwide graduate destination survey.

PubMed

Pan, Ying-Ju; Lee, Lung-Sheng

2012-06-01

PhD training is important for national human resource development in the era of the "knowledge economy". However, it is not clear what factors are associated with the decision of a master's degree graduate to pursue a PhD degree in health care, including medicine, public health, and nursing. It is postulated that the intention to pursue a PhD degree in health care is associated with a graduate's attributes, academic publication, socioeconomic status, and extent of financial support. A cross-sectional investigation was conducted to analyze data from the 2007 nationwide graduate destination survey in Taiwan. Logistic regression with a forward stepwise model selection strategy was applied to identify those significant factors related to the intention of master's degree graduates to pursue a PhD degree in health care. The predictive validity of the selected model was evaluated using the receiver operating characteristics curve analysis. Of the 1668 master's degree graduates who responded to the survey, only 240 (14.4%) indicated a desire to pursue a PhD degree. Seven factors are identified to be independently associated with the intention to pursue a PhD degree in health care, including female gender [odds ratio (OR)=0.18, 95% confidence interval: 0.13-0.26], more than 2 years in graduate school (OR=0.46), working during graduate school (OR=0.47), submission of conference and journal articles (OR=1.61 and 1.48, respectively), tuition source, and parents' educational level. The predictive validity of the selected model was 0.77. These findings provide an overview of potential PhD students in the field of health care. Based on this assessment, effective strategies need to be developed to attract and retain qualified candidates, as well as other types of PhD students who are in demand in this field. Copyright © 2012. Published by Elsevier B.V.

UPR/Mayaguez High Energy Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

López, Angel M.

2015-10-27

For the period of sixteen years covered by this report (June 1, 1997 - July 31, 2013) the High Energy Physics Group at the University of Puerto Rico’s Mayaguez Campus (UPRM) carried out an extensive research program that included major experiments at Fermi National Accelerator Laboratory (Fermilab), the Cornell Electron-positron Collider and CERN. In particular, these were E831 (FOCUS) at Fermilab, CLEOc at Cornell and the Compact Muon Solenoid (CMS) at the Large Hadron Collider (LHC) at CERN. The group’s history is one of successful execution and growth. Beginning with one faculty researcher in 1985, it eventually included four facultymore » researchers, one post-doctoral research associate, two undergraduates and as many as six graduate students at one time working on one of the experiments that discovered the Higgs boson. Some of this expansion was due to the group’s leveraging of funds from the Department of Energy’s core grant to attract funds from National Science Foundation programs not targeted to high energy physics. Besides the group’s research productivity, its other major contribution was the training of a large number of MS students who later went on to successful technical careers in industry as well as academia including many who obtained PhD degrees at US universities. In an attempt to document this history, this final report gives a general description of the Group’s work prior to June 1, 2010, the starting date for the last grant renewal period. Much more detail can, of course, be found in the annual reports submitted up to that date. The work during the last grant period is discussed in detail in a separate section. To summarize the group’s scientific accomplishments, one can point to the results of the experiments. Both FOCUS and CLEOc were designed to carry out precise measurements of processes involving the heavy quarks, charm and bottom. Heavy quarks are particularly interesting because, due to their mass, theoretical calculations based on the Standard Model have less uncertainty than those for the light quarks. Precise heavy quark experiments can therefore yield some of the best tests of the Standard Model and of the approximations that are made in calculating measurable observables. Both FOCUS and CLEOc were highly successful achieving significant improvement in the precision of measurements such as lifetimes and decay branching ratios. For example, FOCUS obtained a data sample that contained ten times as many heavy quark decay events as its predecessor. CMS was a big shift in the group’s research. During the first decade of the century it became clear that the LHC would be the world’s highest energy accelerator offering a unique opportunity for discovery. Given the UPRM’s group record of achievement, it was successful in obtaining admission to the CMS collaboration in March, 2006, becoming the first institution to do so that did not have a PhD program. CMS is one of two major experiments at the LHC. Although the plans are for these experiments to run for many years with increased energy and event rates, they have already achieved one of their principal goals. The test for the existence of the Higgs boson, a particle which plays a unique role in the Standard Model but had not been observed, was answered in the affirmative in 2012.The particular contributions of the UPRM group to these experiments make up the majority of this report although other contributions such as the training of students, outreach to the general community and the organization of scientific meetings are also discussed.« less

MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

NASA Astrophysics Data System (ADS)

Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

2007-05-01

As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy.

PubMed

Maton, Kenneth I; Beason, Tiffany S; Godsay, Surbhi; Sto Domingo, Mariano R; Bailey, TaShara C; Sun, Shuyan; Hrabowski, Freeman A

2016-01-01

Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs than comparison students. The first of two studies in this report extends the prior research by examining levels of PhD completion for Meyerhoff (N = 479) versus comparison sample (N = 249) students among the first 16 cohorts. Entering African-American Meyerhoff students were 4.8 times more likely to complete STEM PhDs than comparison sample students. To enhance understanding of potential mechanisms of influence, the second study used data from the 22nd (Fall 2010) to 25th (Fall 2013) cohorts (N = 109) to test the hypothesis that perceived program benefit at the end of freshman year would mediate the relationship between sense of community at the end of Summer Bridge and science identity and research self-efficacy at the end of sophomore year. Study 2 results indicated that perceived program benefit fully mediated the relationship between sense of community and both criterion measures. The findings underscore the potential of comprehensive STEM intervention programs to enhance PhD completion, and suggest mechanisms of influence. © 2016 K. I. Maton et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Former WHK Intern Returns to NCI at Frederick as Earl-Stadtman Investigator | Poster

Cancer.gov

The Laboratory of Cell and Developmental Signaling (LCDS) recently welcomed John Brognard, Ph.D., as the new Earl-Stadtman Investigator. While Brognard is new to this role, he is not new to NCI at Frederick. In high school, Brognard was a Werner H. Kirsten Student Intern in what was formerly known as the ABL research program, where he worked under Bob Moschel, Ph.D., senior investigator, and Gary Pauly, Ph.D., currently a staff scientist in the Chemical Biology Laboratory.

Non-Linear Optimization Applied to Angle-of-Arrival Satellite-Based Geolocation

DTIC Science & Technology

2014-06-19

Civilian Student, USAF Approved: //signed// Andrew J. Terzuoli, PhD (Chairman) //signed// Maj Marshall E. Haker , PhD (Member) //signed// Richard K...make sense. Further thanks to Dr. Haker . His enthusiasm for my research helped keep me motivated. He was also kind enough to offer an independment

Peer Mentorship and Transformational Learning: PhD Student Experiences

ERIC Educational Resources Information Center

Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

2014-01-01

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

Career Coaches as a Source of Vicarious Learning for Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Qualitative Study

PubMed Central

Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard

2016-01-01

Introduction Many recent mentoring initiatives have sought to help improve the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions across the biomedical sciences. However, the intractable nature of the problem of underrepresentation suggests that many young scientists may require supplemental career development beyond what many mentors are able to offer. As an adjunct to traditional scientific mentoring, we created a novel academic career “coaching” intervention for PhD students in the biomedical sciences. Objective To determine whether and how academic career coaches can provide effective career-development-related learning experiences for URM PhD students in the biomedical sciences. We focus specifically on vicarious learning experiences, where individuals learn indirectly through the experiences of others. Method The intervention is being tested as part of a longitudinal randomized control trial (RCT). Here, we describe a nested qualitative study, using a framework approach to analyze data from a total of 48 semi-structured interviews from 24 URM PhD students (2 interviews per participant, 1 at baseline, 1 at 12-month follow-up) (16 female, 8 male; 11 Black, 12 Hispanic, 1 Native-American). We explored the role of the coach as a source of vicarious learning, in relation to the students’ goal of being future biomedical science faculty. Results Coaches were resources through which most students in the study were able to learn vicariously about how to pursue, and succeed within, an academic career. Coaches were particularly useful in instances where students’ research mentors are unable to provide such vicarious learning opportunities, for example because the mentor is too busy to have career-related discussions with a student, or because they have, or value, a different type of academic career to the type the student hopes to achieve. Implications Coaching can be an important way to address the lack of structured career development that students receive in their home training environment. PMID:27467084

Advancing Minorities and Women to the PhD in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Stassun, Keivan

2017-01-01

We briefly review the current status of underrepresented minorities in physics and astronomy: The underrepresentation of Black-, Hispanic-, and Native-Americans is an order of magnitude problem. We then describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for addressing this problem. Since 2004 the program has admitted 110 students, 90% of them underrepresented minorities (50% female), with a retention rate of 90%. The program has become the top producer of African American master's degrees in physics, and is now one of the top producers of minority PhDs in astronomy, materials science, and physics. We summarize the main features of the program including its core strategies: (1) replacing the GRE in admissions with indicators that are better predictive of long-term success, (2) partnering with a minority-serving institution for student training through collaborative research, and (3) using the master's degree as a deliberate stepping stone to the PhD. We show how misuse of the GRE in graduate admissions may by itself in large part explain the ongoing underrepresentation of minorities in PhD programs, and we describe our alternate methods to identify talented individuals most likely to succeed. We describe our mentoring model and toolkit which may be utilized to enhance the success of all PhD students.

A familiar Friend: The Impacts of the Master's Thesis over Four Formative Career Phases.

PubMed

Hooley, Cole Douglas

2017-01-01

Over the course of my career, I have experienced the thesis in different ways. This reflection paper will relay my encounters with, what I am calling, thesis-objects (to borrow a concept from object relations). I encountered the thesis-objects at different phases of my professional development: when I was a student, a supervisor for Smith MSW students, a PhD applicant, and chair of the Alumni Thesis Award Committee. My relationship with each thesis-object has refined me and granted me new perspective and personal growth. When I was a student, the thesis was a coach helping me develop tools to answer important questions. When I was a supervisor, the thesis was a bridge-builder strengthening my relationships with supervisees. Then, when I was a PhD applicant, the thesis was a door-opener providing me means to access PhD opportunities. Now that I am a chair, the thesis is a teacher opening my eyes to new intellectual terrain and pressing social problems.

A familiar Friend: The Impacts of the Master’s Thesis over Four Formative Career Phases

PubMed Central

2018-01-01

Over the course of my career, I have experienced the thesis in different ways. This reflection paper will relay my encounters with, what I am calling, thesis-objects (to borrow a concept from object relations). I encountered the thesis-objects at different phases of my professional development: when I was a student, a supervisor for Smith MSW students, a PhD applicant, and chair of the Alumni Thesis Award Committee. My relationship with each thesis-object has refined me and granted me new perspective and personal growth. When I was a student, the thesis was a coach helping me develop tools to answer important questions. When I was a supervisor, the thesis was a bridge-builder strengthening my relationships with supervisees. Then, when I was a PhD applicant, the thesis was a door-opener providing me means to access PhD opportunities. Now that I am a chair, the thesis is a teacher opening my eyes to new intellectual terrain and pressing social problems. PMID:29479118

XIII Modave Summer School in Mathematical Physics

NASA Astrophysics Data System (ADS)

2017-09-01

The Modave Summer School on Mathematical Physics is a yearly summer school in topics of theoretical physics. Various topics ranging from quantum gravity and cosmology to theoretical particle physics and string theory. The school takes place in Modave, a charming village in the Belgian Ardennes close to Huy. Modave School is organised by PhD students for PhD students, and this makes it rather unique. The courses are taught by Post-Docs or late PhD students, and they are all made of pedagogical, basic blackboard lectures about recent topics in theoretical physics. Participants and lecturers eat and sleep in the same place where the lectures are given. The absence of senior members, and the fact of spending day and night together in an isolated, peaceful place contribute to creating an informal atmosphere and facilitating interactions. Lectures of the thirteenth edition are centered around the following subjects: bulk reconstruction in AdS/CFT, twistor theory, AdS_2/CFT_1 and SYK, geometry and topology, and asymptotic charges.

Preparing MD-PhD students for clinical rotations: navigating the interface between PhD and MD training.

PubMed

Goldberg, Charles; Insel, Paul A

2013-06-01

Many aspects of MD-PhD training are not optimally designed to prepare students for their future roles as translational clinician-scientists. The transition between PhD research efforts and clinical rotations is one hurdle that must be overcome. MD-PhD students have deficits in clinical skills compared with those of their MD-only colleagues at the time of this transition. Reimmersion programs (RPs) targeted to MD-PhD students have the potential to help them navigate this transition.The authors draw on their experience creating and implementing an RP that incorporates multiple types of activities (clinical exam review, objective structured clinical examination, and supervised practice in patient care settings) designed to enhance the participants' skills and readiness for clinical efforts. On the basis of this experience, they note that MD-PhD students' time away from the clinical environment negatively affects their clinical skills, causing them to feel underprepared for clinical rotations. The authors argue that participation in an RP can help students feel more comfortable speaking with and examining patients and decrease their anxiety regarding clinical encounters. The authors propose that RPs can have positive outcomes for improving the transition from PhD to clinical MD training in dual-degree programs. Identifying and addressing this and other transitions need to be considered to improve the educational experience of MD-PhD students.

Pharmacoeconomics and outcomes research degree-granting PhD programs in the United States.

PubMed

Slejko, Julia F; Libby, Anne M; Nair, Kavita V; Valuck, Robert J; Campbell, Jonathan D

2013-01-01

Evidence is missing on showcasing current practices of degree programs specific to the field of pharmaceutical outcomes research. To measure current practices of pharmacoeconomics and outcomes research PhD programs in the United States and synthesize recommendations for improving the success of programs and prospective students. A 23-question online survey instrument was created and distributed to 32 program directors identified in the International Society for Pharmacoeconomics and Outcomes Research educational directory. Descriptive statistics summarized both the program characteristics (including observed and desired number of faculty and students) and training recommendations (traits of program and student success). Of 30 eligible programs that conferred a PhD in pharmacoeconomics, pharmaceutical outcomes research, or a related field, 16 respondents (53%) completed the survey. Seventy-five percent of respondents were located in a school of pharmacy. The average observed number of faculty (7.5) and students (11.5) was lower than the average desired numbers (8.1) and (14.7), respectively. Reputation of faculty research and a collaborative environment with other disciplines were rated highest for a program's success. Faculty's mentoring experience and reputation and student funding opportunities were rated highest for prospective students' success. Existing and emerging programs as well as prospective students can use these findings to further their chances of success. Copyright © 2013 Elsevier Inc. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network Constituents, Fundamental Forces and Symmetries of the Universe. The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva.« less

New Synthetic Methods and Structure-Property Relationships in Neptunium, Plutonium, and Americium Borates. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Albrecht-Schmitt, Thomas Edward

The past three years of support by the Heavy Elements Chemistry Program have been highly productive in terms of advanced degrees awarded, currently supported graduate students, peer-reviewed publications, and presentations made at universities, national laboratories, and at international conferences. Ph.D. degrees were granted to Shuao Wang and Juan Diwu, who both went on to post-doctoral appointments at the Glenn T. Seaborg Center at Lawrence Berkeley National Laboratory with Jeff Long and Ken Raymond, respectively. Pius Adelani completed his Ph.D. with me and is now a post-doc with Peter C. Burns. Andrea Alsobrook finished her Ph.D. and is now a post-docmore » at Savannah River with Dave Hobbs. Anna Nelson completed her Ph.D. and is now a post-doc with Rod Ewing at the University of Michigan. As can be gleaned from this list, students supported by the Heavy Elements Chemistry grant have remained interested in actinide science after leaving my program. This follows in line with previous graduates in this program such as Richard E. Sykora, who did his post-doctoral work at Oak Ridge National Laboratory with R. G. Haire, and Amanda C. Bean, who is a staff scientist at Los Alamos National Laboratory, and Philip M. Almond and Thomas C. Shehee, who are both staff scientists at Savannah River National Laboratory, Gengbang Jin who is a staff scientist at Argonne National Lab, and Travis Bray who has been a post-doc at both LBNL and ANL. Clearly this program is serving as a pipe-line for students to enter into careers in the national laboratories. About half of my students depart the DOE complex for academia or industry. My undergraduate researchers also remain active in actinide chemistry after leaving my group. Dan Wells was a productive undergraduate of mine, and went on to pursue a Ph.D. on uranium and neptunium chalcogenides with Jim Ibers at Northwestern. After earning his Ph.D., he went directly into the nuclear industry.« less

ESSReS-PEP-POLMAR, an international and interdisciplinary postgraduate education concept on Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Meggers, Helge; Hanfland, Claudia; Sprengel, Claudia; Grosfeld, Klaus; Lohmann, Gerrit; Bijma, Jelle; Ladstätter-Weißenmayer, Annette; Burrows, John

2014-05-01

Postgraduate education is gaining increasing importance and has been identified as one instrument to foster quality and promote networking, both in research and in education. Exchange and co-operation between graduate programmes that have related topics produce added value for all. Students have access to a range of research facilities, course offers, and a broad scientific community from which they can start building their individual scientific network. Larger events like PhD conferences, career symposia or cost-intensive trainings are more easily tackled by joining forces of various players. The postgraduate programmes ESSReS-PEP-POLMAR are part of a larger network of marine and climate science programmes in the north-western region of Germany and together host up 180 (23 ESSReS, 130 POLMAR, 30 PEP) PhD/Master students in their respective programmes. Here, we will present a number of joint activities from this collaboration. Today, the PhD education is completely different to that from 15 years ago due to a variety of different scientific offerings including e.g. excursions, soft skill courses and special seminars. In the framework of the ESSReS-PEP-POLMAR concept the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. Two different ways to further graduation are currently possible at the Alfred Wegener Institute. The Helmholtz Graduate School for Polar and Marine Research (POLMAR) provides a coherent framework for a structured postgraduate programme. POLMAR is a trans disciplinary umbrella organization for currently 130 PhD students and combines high-level science qualification in the various disciplines of polar and marine research with other key qualifications through joint seminars, lectures and practical training. Doctoral education within POLMAR is structured systematically and adapted to the individual needs of the PhD students. The Earth System Science Research School (ESSReS) covers 23 PhD students working at the Alfred Wegener Institute, Helmholtz Center for Polar and Marine Research, the Jacobs University and the University of Bremen. The ESSReS aims at the integration of research at the interface of Biology, Physics, Geophysics, Mathematics and Informatics. It is therefore multi- and interdisciplinary in every aspect. The training, curriculum, and PhD research subjects are closely located at the interfaces between the participating disciplines. This is guaranteed by interdisciplinary supervision of the PhD project, documented by the members of the "PhD committee". The long-term goal is not only to enhance exchange and interaction between these disciplines, but to enforce a new integrated concept, where separation between disciplines becomes obsolete. Consequently, ESSReS-PEP-POLMAR provides a solid base for a new generation of excellent scientists in Earth and Environmental Sciences.

The whole is more than the sum of its parts: Added value from a Graduate School as a structuring element within the wider field of early and pre-career support

NASA Astrophysics Data System (ADS)

Hanfland, Claudia; Sprengel, Claudia

2015-04-01

Structured postgraduate programs are a relatively new feature at German Higher Educational Institutions, mainly fostered in the 90ies by the funding programs of the German Science Foundation (Research Training Groups) and the Max-Planck-Association (International Max Planck Research Schools). Since then, funding opportunities for postgraduate programs have equally been set up by the Helmholtz and Leibniz Associations as well as the Excellence Initiative. Today, doctoral candidates can chose from a wide range of training programs to earn a doctoral degree within a structured framework under excellent research conditions. In consequence, the percentage of PhD students in natural sciences that follow a PhD within a structured program has been continuously increasing. Graduate Schools provide a roof under which different curricula can be accommodated. They offer a comprehensive training program, foster interdisciplinary thinking and are a key instrument for quality assurance by providing rules relevant and equal to all doctoral candidates regardless of funding or affiliation. With more and more Graduate Schools becoming a permanent feature in the training of doctoral candidates, universities and research institutions are provided with a tool to create added value for the whole range of early career scientists and beyond. The Alfred Wegener Institute for Polar and Marine Research (AWI) is currently developing a comprehensive strategy for early and pre-career support with the aim to provide a continuous support chain from high school students to Postdocs. Included are also the apprentices that get a vocational training at AWI as laboratory assistants, office clerks or qualified IT specialists. AWI aims at establishing a solid training network between these groups (apprentices, high school students, Bc and Ms students, internships, doctoral candidates, and Postdocs) across biographic borders. This network serves more than the classical transition phases from high school to university student, from Master to PhD students or from PhD student to Postdoc. Apprentices are integrated in research projects and supervised by PhD students. The former get a hands-on training in sample processing under realistic conditions, while the latter get support in mastering large sample sets. AWI's high school cooperation HIGHSEA offers a playground to gain teaching and supervising experience for PhD students and Postdocs (see talk by S. Gatti, same session). Within this career development network, AWI's Graduate School POLMAR acts as a nodal point to serve the interconnections, be it alongside the biographical chain or cross-sectoral in nature. POLMAR facilitates the networking and provides a structure in which partnerships with doctoral candidates can be carried out. To conclude, Graduate Schools can do more than improving the situation of doctoral candidates. In the best case, they become an integral part of an institute's career strategy and represent a point where new connections between biographical status groups get established for the benefit of all.

Regulating Emotions and Aiming for a Ph.D.: Excerpts from "Anthropology Matters"

ERIC Educational Resources Information Center

Hovland, Ingie

2012-01-01

In this article I will present a range of experiences of graduate socialisation that have been discussed in past articles in the journal "Anthropology Matters". These are the experiences of social anthropology Ph.D. students in the United Kingdom. The overarching theme for the article is "regulating emotions", and the excerpts…

Promoting Creativity in PhD Supervision: Tensions and Dilemmas

ERIC Educational Resources Information Center

Whitelock, Denise; Faulkner, Dorothy; Miell, Dorothy

2008-01-01

In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes…

The PhD Project: How Successful Is It?

ERIC Educational Resources Information Center

Schwartz, Bill N.; Williams, Satina V.; Walden, W. Darrell

2011-01-01

The PhD Project's mission to diversify the work force by increasing the diversity of business school faculty is quite admirable, but is the Project successful? To gather insights toward responding to that question and to offer suggestions, we reviewed three of the Project's objectives that relate most closely to minority doctoral students and…

The Focus and Substance of Formative Comment Provided by PhD Examiners

ERIC Educational Resources Information Center

Holbrook, Allyson; Bourke, Sid; Fairbairn, Hedy; Lovat, Terence

2014-01-01

In practice and process PhD examination is distinctive, reflecting the high expectations of students whose learning has been directed to their becoming researchers. This article builds on previous research on the examination of Australian theses that revealed that examiners in Science (n?=?542) and Education (n?=?241) provide a substantial…

Soul Survivor

ERIC Educational Resources Information Center

Roach, Ronald

2009-01-01

It's been 21 years since the nation's first Ph.D. program in African American studies was established at Temple University. One of only 10 university departments in the U.S. that trains doctoral students in Black studies, the Temple program is the top producer of Ph.D. recipients in the field with 160 doctoral graduates. This fall semester, Dr.…

Factors Influencing International PhD Students to Study Physics in Australia

ERIC Educational Resources Information Center

Choi, Serene H.-J.; Nieminen, Timo A.; Townson, Peter

2012-01-01

Since physics research is an activity of an active international community, international visits are a common way for physicists to share scientific knowledge and skills. International mobility of physicists is also important for PhD physics study and research training. We investigated personal and social factors that influenced the decision for…

Completing a PhD by Publication: A Review of Australian Policy and Implications for Practice

ERIC Educational Resources Information Center

Jackson, Denise

2013-01-01

There is increasing impetus for higher-degree-by-research students to publish during candidature. Research performance, including higher degree completions and publication output, commonly determines university funding, and doctorates with publishing experience are better positioned for a career in softening academic labour markets. The PhD by…

The Bremen International Graduate School for Marine Sciences (GLOMAR) - Postgraduate education with an interdisciplinary focus

NASA Astrophysics Data System (ADS)

Klose, Christina

2013-04-01

The Bremen International Graduate School for Marine Sciences (GLOMAR) provides a dedicated research training programme for PhD students in all fields related the marine realm combined with an exceptional supervision and support programme in a stimulating research environment. The graduate school is part of MARUM - Center for Marine Environmental Sciences which is funded by the Deutsche Forschungsgemeinschaft (DFG) within the frame of the Excellence Initiative by the German federal and state governments to promote top-level research at German universities. GLOMAR hosts approx. 75 PhD students from different research institutions in Bremen and Bremerhaven. 50% of them are German, 50% have an international background. All students are a member of one of the four GLOMAR research areas: (A) Ocean & Climate, (B) Ocean & Seafloor, (C) Ocean & Life and (D) Ocean & Society. Their academic background ranges from the classical natural sciences to law, social and political sciences. The research areas are supervised by research associates who share their experience and offer advice for their younger colleagues. GLOMAR students work in an interdisciplinary and international context. They spend several months at a foreign research institution and are encouraged to actively participate in international conferences and publish their research results in international scientific journals. The services GLOMAR offers for its PhD students include team supervision by a thesis committee, a comprehensive course programme, research seminars and retreats, a family support programme, a mentoring programme for women in science, an ombudsperson and a funding system for conference trips, research residencies and publication costs. The graduate school offers different formats for interdisciplinary exchange within the PhD student community. Monthly research seminars, which are conducted by the GLOMAR research associates, provide an opportunity to discuss research results, practice oral and poster presentations and learn about methods in research fields other than their own. In the framework of two annual young scientist conferences, PhD students can learn how to organize a conference and practice their skills in presenting, discussing, chairing sessions and building their own network within the community of young scientists. Introductory and expert training courses cover a wide range of topics from different disciplines. More information about the graduate school and its programme can be found on the GLOMAR web page: http://www.marum.de/en/GLOMAR.html

Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors

PubMed Central

Hunskaar, Steinar; Breivik, Jarle; Siebke, Maje; Tømmerås, Karin; Figenschau, Kristian; Hansen, John-Bjarne

2009-01-01

Background The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities. Methods Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes access to PhD courses before the completion of medical studies, as well as the ability to include undergraduate scientific work in a PhD thesis. Conclusion The Medical Student Research Programme has led to an increase in the recruitment of graduated physicians to medical research in Norway. It will only be possible to evaluate whether this in turn will result in a larger number of PhDs in 3–5 years; this will also depend on the access to grants and fellowships. PMID:19602226

[Research in the PhD Program led by János Fehér between 1993 and 2010 at the Biochemical Research Laboratory, 2nd Department of Medicine, Semmelweis University].

PubMed

Blázovics, Anna

2010-11-21

Author wish to express gratitude to late professor János Fehér for the invitation to participate in "Free Radical and Immunological References of Hepatology" PhD program in 1993 and for providing opportunity to establish a laboratory at the 2nd Department of Medicine, Semmelweis University. He established a joint medical and biological research that is continuing unbrokenly. In this research group, between 1993 and 2010, eleven Ph.D. students received their scientific degrees and two candidate dissertations were prepared. Three students are working in this very exciting field even today. Author would like to salute before János Fehér's remembrance by giving a list of results of topics under her leadership.

Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes

PubMed Central

Aikens, Melissa L.; Robertson, Melissa M.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Runyon, Christopher R.; Eby, Lillian T.; Dolan, Erin L.

2017-01-01

Participating in undergraduate research with mentorship from faculty may be particularly important for ensuring the persistence of women and minority students in science. Yet many life science undergraduates at research universities are mentored by graduate or postdoctoral researchers (i.e., postgraduates). We surveyed a national sample of undergraduate life science researchers about the mentoring structure of their research experiences and the outcomes they realized from participating in research. We observed two common mentoring structures: an open triad with undergraduate–postgraduate and postgraduate–faculty ties but no undergraduate–faculty tie, and a closed triad with ties among all three members. We found that men and underrepresented minority (URM) students are significantly more likely to report a direct tie to their faculty mentors (closed triad) than women, white, and Asian students. We also determined that mentoring structure was associated with differences in student outcomes. Women’s mentoring structures were associated with their lower scientific identity, lower intentions to pursue a science, technology, engineering, and mathematics (STEM) PhD, and lower scholarly productivity. URM students’ mentoring structures were associated with higher scientific identity, greater intentions to pursue a STEM PhD, and higher scholarly productivity. Asian students reported lower scientific identity and intentions to pursue a STEM PhD, which were unrelated to their mentoring structures. PMID:28550078

Evolving Graduate Programs in Arizona

NASA Astrophysics Data System (ADS)

Impey, C. D.

2002-12-01

At the University of Arizona, as in many other top-ranked research institutions, there is a tension between the desire to give student broad enough skills for the workplace with the demands of the specific academic discipline. 2/3 of the Astronomy graduate students at Steward Observatory go on to permanent jobs at universities or observatories, but some of our most successful graduates take more diverse career paths. We do not wish to sacrifice academic rigor in astrophysics or the primary goal of training students in research. However, we are creating opportunities for (a) students to take M.Sc. and eventually Ph.D. degrees with a specialization in education, and (b) students with technical skills to have Ph.D. minors in optics, applied physics, or ECE. This second initiative is the subject of a pending NSF/IGERT proposal, with the science theme "Search for other Worlds."

Patterns of Doctoral Student Degree Completion: A Longitudinal Analysis

ERIC Educational Resources Information Center

Most, David E.

2008-01-01

Despite decades of interest in Ph.D. student outcomes, there have been few comprehensive studies of doctoral student completion. Compared to research on undergraduate students, longitudinal studies of doctoral student completion in multiple disciplines at multiple institutions are exceptionally rare. As a consequence, there is relatively scant…

Research Career Persistence for Solar and Space Physics PhD

NASA Astrophysics Data System (ADS)

Moldwin, Mark B.; Morrow, Cherilynn

2016-06-01

Results from a recent graduate student survey found unsurprisingly that Solar and Space Physics (S&SP) PhD graduate students almost all aspire to have research careers in Solar and Space Physics. This study reports on the research career persistence over the first decade of the new millennium for S&SP PhDs. We used publication of science citation indexed articles as the indicator for persistence in a research career. We found that nearly two thirds (64%) of PhDs who graduated between 2001 and 2009 published refereed papers in 2012 or 2013, while 17% of PhDs never published another paper beyond the year they received their PhD. The remaining 19% of PhDs stopped publishing within three years of receiving their PhD. We found no gender difference between research persistence. We also found that though there is statistically no difference on persistence of publishing research between graduates of the largest programs compared to all other programs, there are significant differences between individual programs. This study indicates that a majority of S&SP PhDs find research careers but that a significant fraction pursue careers where publishing in science citation indexed journals is not required. Graduate programs, advisors, and potential graduate students can use these data for career planning and developing mentoring programs that meet the career outcomes of all of their graduates.

A New Approach to Evaluating the Well-Being of PhD Research Students

ERIC Educational Resources Information Center

Juniper, Bridget; Walsh, Elaine; Richardson, Alan; Morley, Bernard

2012-01-01

This study describes the development of an assessment to evaluate the well-being of PhD researchers using a clinically approved methodology that places the perceptions and experiences of the subject population at the heart of its construction. It identifies and assesses the range and relative importance of seven distinct dimensions which are shown…

Report of the Survey of Howard University: The Graduate School and Selected Ph.D. Programs.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

Results of the Office of Education's Bureau of Higher and Continuing Education's inspection of Howard University's Graduate School and the Ph.D. program are presented. The inspection was performed by conducting a survey of the administrative staff, the faculty, and student body, and by examining relevant facilities, laboratories, equipment,…

PhD Topic Arrangement in "D"iscourse Communities of Engineers and Social Sciences/Humanities

ERIC Educational Resources Information Center

Hasrati, Mostafa; Street, Brian

2009-01-01

This article is the result of a grounded theory investigation into the ways PhD topics are assigned by supervisors in engineering and selected by students in the social sciences/humanities in UK universities, broadly referred to as "topic arrangement", which can be regarded as one aspect of academic socialisation into academic Discourse…

The collaborative African genomics network training program: A trainee perspective on training the next generation of African scientists

USDA-ARS?s Scientific Manuscript database

The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside...

Latina Women in STEM: A Critical Analysis of Ph.D. Students' Experiences

ERIC Educational Resources Information Center

Arroyo, Jorge Luis

2017-01-01

The intent of this qualitative study was to better understand factors, which impacted Latin women's development of resilience and how they continued their education in science, technology, engineering, and mathematics (STEM). The participants were enrolled in Ph.D. programs at 5 of the 10 University of California campuses currently designated as…

Supervision of Supervisors: On Developing Supervision in Postgraduate Education

ERIC Educational Resources Information Center

Emilsson, Ulla Melin; Johnsson, Eva

2007-01-01

During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying "supervision on…

Redeveloping a Business Undergraduate Honours Research Degree to Improve Educational Outcomes: Implications for PhD Supervision

ERIC Educational Resources Information Center

Mitsis, Ann

2015-01-01

There are many challenges that undergraduate students face when studying an honours research degree. Honours programmes though traditionally considered within the business discipline as a loss leader, nevertheless, form a direct entry requirement for PhD programmes. The honours degree can be considered a formative research programme for student…

[Completion Study Report on Completion Problems in the Ph.D. Program at Chicago (University of).

ERIC Educational Resources Information Center

Cunningham, Phyllis; And Others

Based on adult education students who completed Ph.D. work in the Department of Education, University of Chicago, during 1960-69, this study examined the problems they perceive in completing doctoral study. Eighty-five doctoral graduates submitted usable questionnaires. Data were obtained on completion time as related to such variables as number…

WHAT CAN WE DO ABOUT THE PH.D.

ERIC Educational Resources Information Center

BOWERS, FREDSON

THE MAJOR ISSUE IN RECENT DISCUSSIONS OF THE PH.D. DEGREE IN ENGLISH IS HOW TO PROVIDE A SUFFICIENT NUMBER OF PH.D.'S TO MEET THE NEEDS OF COLLEGES AND UNIVERSITIES AND PERHAPS ALSO TO LOWER THE ATTRITION RATE AMONG GRADUATE STUDENTS. DESPITE THE ACADEMIC WORLD'S FEAR OF A STATUS DISTINCTION BETWEEN THE UNDERGRADUATE TEACHER AND THE GRADUATE…

How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist toward Academic Research Careers

PubMed Central

Remich, Robin; Jones, Remi; Wood, Christine V.; Campbell, Patricia B.; McGee, Richard

2016-01-01

Purpose Women remain underrepresented as biomedical faculty and are more likely than White and Asian men to lose interest in faculty careers in graduate school. However, some women maintain interest in academic research careers during PhD training and are the most likely candidates for faculty positions. This study explored how these women described and interpreted gender issues at early stages in their training. Method Annual interviews from 2009–14 with 22 female PhD students aspiring to research faculty careers were analyzed using an iterative, content analysis approach rooted in the interview data. Focusing on career intentions and experiences with gender, race, and ethnicity, authors arrived at 11 themes which describe a range of gendered experiences and strategies. Results Of the 22 women, 19 (86%) acknowledged systemic gender inequities in science and/or reported instances of bias while 15 of them also said they had not yet experienced unequal treatment. All 22 described using at least one “gender explicit strategy,” where they based decisions on gender or in response to perceived biases. “Gender agnostic strategies” emerged for 12 (55%) who doubted that gender will affect their career. Conclusions Findings show that women biomedical PhD students continue to face conditions that can lead to unequal treatment; gender biases continue to persist. Students displayed a range of perceptions and strategies in response to these conditions at this early training stage. Following these students over time will determine if these or other strategies are required and sufficient to enable persistence toward academic careers. PMID:27254008

How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist Toward Academic Research Careers.

PubMed

Remich, Robin; Jones, Remi; Wood, Christine V; Campbell, Patricia B; McGee, Richard

2016-08-01

Women remain underrepresented as biomedical faculty and are more likely than white and Asian men to lose interest in faculty careers in graduate school. However, some women maintain interest in academic research careers during PhD training and are the most likely candidates for faculty positions. This study explored how these women described and interpreted gender issues at early stages in their training. Annual interviews from 2009 to 2014 with 22 female PhD students aspiring to research faculty careers were analyzed using an iterative, content analysis approach rooted in the interview data. Focusing on career intentions and experiences with gender, race, and ethnicity, authors arrived at 11 themes which describe a range of gendered experiences and strategies. Of the 22 women, 19 (86%) acknowl edged systemic gender inequities in science and/or reported instances of bias, while 15 of them also said they had not yet experienced unequal treatment. All 22 described using at least one "gender-explicit strategy," where they based decisions on gender or in response to perceived biases. "Gender-agnostic strategies" emerged for 12 (55%) who doubted that gender will affect their career. Findings show that women biomedical PhD students continue to face conditions that can lead to unequal treatment; gender biases continue to persist. Students displayed a range of perceptions and strategies in response to these conditions at this early training stage. Following these students over time will determine whether these or other strategies are required and sufficient to enable persistence toward academic careers.

Ph.D. shortage

NASA Astrophysics Data System (ADS)

The late 1990s will see a shortage of Ph.D. graduates, according to the Association of American Universities, Washington, D.C. AAU's new comprehensive study, “The Ph.D. Shortage: The Federal Role,” reports that competition for new Ph.D.s is already intense and can only intensify because demand is greater than supply in both academic and nonacademic markets.Doctoral education plays an increasingly important role in U.S. research and development programs. Students have a pivotal part in doing research and enriching it with new ideas. The AAU report says that graduate students are “major determinants of the creativity and productivity of U.S. academic research, the source of more than 50% of the nation's basic research.’ The market for doctoral education extends beyond the university. In 1985, about 43% of all Ph.D.s employed in this country were working outside higher education; the demand for doctorate recipients in nonacademic sectors continues to grow.

Publishing scientific papers based on Master's and Ph.D. theses from a small scientific community: case study of Croatian medical schools.

PubMed

Frković, Vedran; Skender, Tomislav; Dojćinović, Bojan; Bilić-Zulle, Lidija

2003-02-01

To evaluate publishing activity of medical doctors after they have obtained Master's or Ph.D. degree at the Rijeka and Zagreb University Schools of Medicine in Croatia, and establish the number of journal articles based on these theses. Data on Master's and Ph.D. theses defended at the Rijeka and Zagreb University Schools of Medicine in the 1990-1999 period were collected by hand-search of the archive. MEDLINE and Current Contents databases were searched for journal articles resulting from the theses. During the 10-year period, 1,535 Master's and 634 Ph.D. theses were defended at the Rijeka and Zagreb University Schools of Medicine (253 Master's and 138 Ph.D. theses from Rijeka and 1,282 Master's and 496 Ph.D. theses from Zagreb). There were 201 (14%) Master's and 218 (34%) Ph.D. theses that resulted in articles published in journals indexed in MEDLINE (13% of Master's and 11% of Ph.D. theses from Rijeka, and 14% of Master's and 41% of Ph.D. theses from Zagreb). Also, 97 (6%) Master's and 129 (20%) Ph.D. theses that resulted in articles published in Current Contents journals (8% of Master's and 6% of Ph.D. theses from Rijeka, and 6% of Master's and 24% of Ph.D. theses from Zagreb). There was no significant difference between the two Universities with respect to published articles based on Master's theses, but there were significantly more articles from Ph.D. theses in Zagreb (p<0.001). Most of the theses resulted in a single publication (95%), 19 (5%) in 2, and 2 in 3 publications. Out of all 453 journal articles, 31% were published in Croatian and 69% in international journals. Most Croatian Master's and Ph.D. theses are not made available to the scientific community. There should be more institutional effort directed at the stimulation of postgraduate students to publish their scientific work.

Supporting Deaf Students--and All Students

ERIC Educational Resources Information Center

Yuknis, Christina; Santini, Joseph; Appanah, Thangi

2017-01-01

Two faculty members and a Ph.D. student at Gallaudet University, the world's only university for the deaf, explain the concept of Deaf-Gain, which reframes the idea of hearing loss into one of gaining deafness and recognizes the contributions that deaf people make to society. This narrative assumes that deaf students and all students bring…

Student Satisfaction and Perceptions of Quality: Testing the Linkages for PhD Students

ERIC Educational Resources Information Center

Cheng, Ming; Taylor, John; Williams, James; Tong, Kang

2016-01-01

Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their "cause and effect" relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with…

Oceanography and Geoscience Scholars at Texas A&M University Funded through the NSF S-STEM (Scholarships in Science, Technology, Engineering and Mathematics) Program

NASA Astrophysics Data System (ADS)

Richardson, M. J.; Gardner, W. D.

2016-02-01

Over the last seven years we have led the creation and implementation of the Oceanography and Geoscience Scholars programs at Texas A&M University. Through these programs we have been able to provide scholarship support for 92 undergraduates in Geosciences and 29 graduate students in Oceanography. Fifty-seven undergraduate scholars have graduated in Geosciences: 30 undergraduate students in Meteorology, 7 in Geology, and 20 in Environmental Geosciences. Two students have graduated in other STEM disciplines. Twenty-four students are in the process of completing their undergraduate degrees in STEM disciplines. Twenty-three students have graduated with MS or PhD degrees in Oceanography and five PhD students are completing their dissertations. As specified in the program solicitation all of the scholars are academically talented students with demonstrated financial need as defined by the FAFSA (Free Application for Federal Student Aid). We have endeavored to recruit students from underrepresented groups. One-third of the undergraduate scholars were from underrepresented groups; 28% of the graduate students. We will present the challenges and successes of these programs.

Society News: PhD theses could win prizes; Last chance for IYA2009 grants; New Fellows; RAS Fellows win prizes; Need a job? Need staff? RAS Library Saturdays

NASA Astrophysics Data System (ADS)

2009-08-01

Fellows who are PhD student supervisors should be on the lookout for exceptionally good work from research students submitting their theses this year, for nomination for the RAS Michael Penston Astronomy Prize and the RAS Keith Runcorn Prize. The RAS is offering one last chance to apply for grants towards International Year of Astronomy activities, but you'll have to apply soon. The Society sends congratulations to Fellows of the RAS who have recently received prestigious awards for their work.

Who Am I versus Who Can I Become? Exploring Women's Science Identities in STEM Ph.D. Programs

ERIC Educational Resources Information Center

Szelényi, Katalin; Bresonis, Kate; Mars, Matthew M.

2016-01-01

This article explores the science identities of 21 women STEM Ph.D. students at three research universities in the United States. Following a narrative approach, the findings depict five salient science identities, including those of a) academic, b) entrepreneurial, c) industrial, and d) policy scientist and e) scientist as community educator. Our…

Analysis of Citations to Books in Chemistry PhD Dissertations in an Era of Transition

ERIC Educational Resources Information Center

Flaxbart, David

2018-01-01

A citation analysis of chemistry PhD dissertations at the University of Texas at Austin yielded data on how often graduate students cite books in their bibliographies, and on the characteristics of the books cited, in terms of age and local ownership. The analysis examined samples of dissertations selected from five discrete years--1988, 2006,…

At the MLA, a Ph.D. Candidate Navigates the Jobs Gantlet

ERIC Educational Resources Information Center

Patton, Stacey

2012-01-01

It's the night before one of Javier Jimenez's big job interviews at the Modern Language Association (MLA) meeting. The 35-year-old graduate student, who is scheduled to earn his Ph.D. in comparative literature this spring from the University of California at Berkeley, is trying to ward off anxiety and abdominal pains. The mystique of the MLA, the…

Managing Criticism in Ph.D. Supervision: A Qualitative Case Study

ERIC Educational Resources Information Center

Li, Sarah; Seale, Clive

2007-01-01

This article is part of a larger study which presents findings from an in-depth longitudinal case study of a student's Ph.D. journey. It shows how criticism is produced and managed in the supervisory relationship. As well as an overview of types of criticism produced across a range of supervisory interactions, the article presents a micro-analysis…

Superstar of the Sloan Minority Ph.D. Program.

PubMed

Greenwood, Ted

2013-01-01

In AY 1994-95 the Alfred P. Sloan Foundation launched a program, later known as the Minority Ph.D. Program, to increase the number of underrepresented minority students earning Ph.D.s in natural sciences, engineering and mathematics (SEM). This program emerged from a recognition that African Americans, Hispanic Americans and American Indians were very underrepresented at all levels and in all aspects of SEM disciplines and that, although undergraduate education had received and continued to received much attention by universities, private funders and government agencies, there was still relatively little attention being paid to the graduate and especially the Ph.D. level. Because earning the Ph.D. is a necessary milestone along the pathway to a faculty position and the effort to diversify the graduates of SEM disciplines depends, in large part, on diversifying the faculty at American universities, this relative lack of attention to Ph.D. education was, in the opinion of the Sloan Foundation, a significant deficiency of national efforts. As a Program Director at the Sloan Foundation, I initiated this Minority Ph.D. Program and ran it until my retirement in June 2011.

IBP's Four-Prong Approach for Broadening Participation in the STEM Community

NASA Astrophysics Data System (ADS)

Ricciardi, L.; Fauver, A.; Johnson, A.; Detrick, L.; Siegfried, D.; Thomas, S.; Valaitis, S.

2013-12-01

The goal of the Institute for Broadening Participation (IBP) is to increase diversity in the Science, Technology, Engineering and Mathematics (STEM) workforce. As a freestanding non-profit dedicated to this work IBP is uniquely positioned to provide resources to faculty and students that individual institutions and disciplinary based programs cannot. Through its initial work with the NSF Integrative Graduate Education and Research Traineeship (IGERT), Research Experiences for Undergraduates (REU), and Alliance for Graduate Education and the Professoriate (AGEP) programs, IBP developed a four-pronged approach open to all members of the STEM community nationally for addressing the problem of underrepresentation: Synthesizing information - compiling and translating best practices into materials and resources accessible and useful to a broad national audience; Creating and maintaining strategic web resources - making information on programs, best practices, and references easily available to a wide audience including students, faculty, and administrators; Extensive face-to-face and virtual outreach - drawing constituents to the resources available via IBP that support students and faculty through the entire STEM pathway; and Catalyzing partnerships - cultivating a community of practice and culture of diversity, to reduce isolation among diversity practitioners, and to increase information sharing. IBP is also home to several successful initiatives that use both virtual and face-to-face components to bring together underrepresented students with established underrepresented and other scientists in academia, government and industry. These connections provide underrepresented students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of underrepresented students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). NASA OSSI recruits and facilitates student engagement in NASA student education and employment opportunities. Pathways to Ocean Science connects and supports underrepresented students with REU programs in Ocean Sciences and serves as a resource for REU program directors. Pathways to Engineering synthesized mentoring resources into an online mentoring manual for underrepresented STEM students that has been extensively vetted by mentoring experts throughout the country. MS PHD'S, an award-winning professional development program for underrepresented students, focuses on increasing the retention rate of underrepresented students receiving advanced degrees in ESS. As of August 2013, 213 students have participated in the program. 67 of those students are currently enrolled in a PhD. program. Another 47 have completed their PhD and are actively engaged in the ESS workforce.

Implementation of an education-focused PhD program in anatomy and cell biology at Indiana University: lessons learned and future challenges.

PubMed

Brokaw, James J; O'Loughlin, Valerie D

2015-01-01

In 2008, the Indiana University School of Medicine, in collaboration with the School of Education, admitted its first student to a newly approved PhD program in Anatomy and Cell Biology focusing on educational research rather than biomedical research. The goal of the program is twofold: (1) to provide students with extensive training in all of the anatomical disciplines coupled with sufficient teaching experience to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous medical education research and other scholarly work necessary for promotion and tenure. The 90 credit hour curriculum consists of biomedical courses taught within the School of Medicine and education courses taught within the School of Education, including courses in health sciences pedagogy, curriculum development, learning theory, quantitative, and qualitative research methods, statistics, and electives. To date, 16 students have entered the program, seven have passed their qualifying examinations, and five have earned their PhD degrees. Four students have received national recognition for their educational research and four graduates have obtained faculty appointments. Going forward, we must adapt the program's biomedical course requirements to incorporate the new integrated curriculum of the medical school, and we must secure additional funding to support more students. Overcoming these challenges will enable us to continue producing a small but stable supply of doctoral-level anatomy educators for a growing academic market. © 2014 American Association of Anatomists.

The evaluation of reproductive health PhD program in Iran: The input indicators analysis.

PubMed

AbdiShahshahani, Mahshid; Ehsanpour, Soheila; Yamani, Nikoo; Kohan, Shahnaz

2014-11-01

Appropriate quality achievement of a PhD program requires frequent assessment and discovering the shortcomings in the program. Inputs, which are important elements of the curriculum, are frequently missed in evaluations. The purpose of this study was to evaluate the input indicators of reproductive health PhD program in Iran based on the Context, Input, Process, and Product (CIPP) evaluation model. This is a descriptive and evaluative study based on the CIPP evaluation model. It was conducted in 2013 in four Iranian schools of nursing and midwifery of medical sciences universities. Statistical population consisted of four groups: heads of departments (n = 5), faculty members (n = 18), graduates (n = 12), and PhD students of reproductive health (n = 54). Data collection tools were five separate questionnaires including 37 indicators that were developed by the researcher. Content and face validity were evaluated based on the experts' indications. The Cronbach's alpha coefficient was calculated in order to obtain the reliability of the questionnaires. Collected data were analyzed by SPSS software. Data were analyzed by descriptive statistics (mean, frequency, percentage, and standard deviation), and one-way analysis of variance (ANOVA) and least significant difference (LSD) post hoc tests to compare means between groups. The results of the study indicated that the highest percentage of the heads of departments (80%), graduates (66.7%), and students (68.5%) evaluated the status of input indicators of reproductive health PhD program as relatively appropriate, while most of the faculties (66.7%) evaluated that as appropriate. It is suggested to explore the reasons for relatively appropriate evaluation of input indicators by further academic researches and improve the reproductive health PhD program accordingly.

Launching a Geoscience Career: Insights Gained from MS PHD'S Beyond the PhD

NASA Astrophysics Data System (ADS)

Guzman, W. I.; Johnson, A.; Williamson Whitney, V.; Jansma, P. E.; Huggans, M. J.; Ricciardi, L.

2013-05-01

The Beyond the PhD (B-PhD) Professional Development Program is the newest addition to the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S®) Professional Development Program in Earth System Science. This exciting new program is designed to facilitate the development of a new community of underrepresented minority (URM) doctoral candidates and recent doctorate degree recipients in Earth system science (ESS)-related fields. Building upon MS PHD'S extensive professional development activities provided to URM undergraduate and graduate students, B-PhD's vision is to encourage and support URM doctoral students and early career PhD's in becoming part of the global workforce. (Since its inception in 2003, MSPHD'S supports 213 participants of which 42 have achieved the doctoral degree and another 71 are enrolled in doctoral programs.) By providing customized support and advocacy for participants, B-PhD facilitates smoother and informed transitions from graduate school to postdoctoral and tenure-track positions, as well as other "first" jobs in academia, government, industry, and non-profit organizations. In 2011, the first conference for 18 doctoral candidate and recent graduates was hosted at the University of Texas at Arlington's (UTA) College of Science. Using a format of guest speakers, brown bag discussions, and interactive breakout sessions, participants engaged in sessions entitled "Toolkits for Success in Academia, Business and Industry, Federal Government and Non-Profits", "Defining Short, Mid and Long Term Career Goals", "Accessing and Refining Skill Sets and Other Door Openers", "International Preparation and Opportunities", "Paying it Forward/Lifting as You Climb", and "Customized Strategies for Next Steps". This presentation will discuss outcomes from this pilot project, the use of social media to track and support ongoing B-PhD activities, and objectives for future B-PhD workshops.

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

McAllister, Liam

2018-05-14

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2018-05-22

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons.Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2018-06-28

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2018-05-23

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2017-12-09

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

McAllister, Liam

2018-05-24

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe";. The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions".This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde. Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

Sen, Ashoke

2018-04-27

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network". The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher.

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2018-05-23

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe";. The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

Fundraising for Accelerated Study for the PhD in Nursing: A Community Partnership.

PubMed

Starck, Patricia L

2015-01-01

This article describes fundraising strategies by a School of Nursing to support a post-master's accelerated (3-year) PhD degree program. A sample proposal to solicit funds is included, as well as a contract that students sign before accepting the scholarship and agreeing to teach for 3 years or repay the money. The first campaign raised $2.3 million for ten students, and the second campaign raised $1.3 million for six students. One useful marketing strategy is to show the impact of an investment in educating ten doctoral students who will become faculty and teach 100 additional students per year, who will then become professionals caring for thousands of patients during their careers. Over a 10 year period, the impact of an accelerated program is enormous, with 660 students taught who in their lifetime will care for 2.4 million patients. The article also discusses motivation and mind sets for giving to promote success in fundraising. Copyright © 2015 Elsevier Inc. All rights reserved.

Surveying college introductory physics students’ attitudes and approaches to problem solving

NASA Astrophysics Data System (ADS)

Mason, Andrew J.; Singh, Chandralekha

2016-09-01

Students’ attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated an attitudes and approaches to problem solving (AAPS) survey and administered it to students in the introductory physics courses in a typical large research university in the US. Here, we discuss the development and validation of the survey and analysis of the student responses to the survey questions in introductory physics courses. The introductory physics students’ responses to the survey questions were also compared with those of physics faculty members and physics PhD students. We find that introductory students are in general less expert-like than the physics faculty members and PhD students. Moreover, on some AAPS survey questions, the responses of students and faculty have unexpected trends. Those trends were interpreted via individual interviews, which helped clarify reasons for those survey responses.

PhD and the Manager's Dream: Professionalising the Students, the Degree and the Supervisors?

ERIC Educational Resources Information Center

Matos, Frederico

2013-01-01

This article has two main aims: to analyse relevant literature on the doctoral degree, and to assess whether recent funding changes in the UK have changed the nature of the PhD in the social sciences in a research-intensive and prestigious UK university. Data were collected at BlueSkies University where interviews with social sciences PhD…

Time to the Doctorate and Labor Demand for New PhD Recipients

ERIC Educational Resources Information Center

Groen, Jeffrey A.

2012-01-01

This paper considers the influence of labor demand for new PhD recipients on time to the doctorate. I use student-level data on all doctorates awarded by U.S. universities in seven humanities and social science fields together with the annual number of job listings by field from 1975 to 2005. An increase in the number of job listings in a field…

Orientations towards English among English-Medium Instruction Students

ERIC Educational Resources Information Center

Karakas, Ali

2015-01-01

Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion…

Development and evaluation of a peer-tutoring program for graduate students*.

PubMed

Copeland, H Liesel; Kinzy, Terri Goss

2005-03-01

Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum. Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.

Women physicists in Nepal

NASA Astrophysics Data System (ADS)

Shrestha, Nilam; Shrestha, Sanju

2013-03-01

Women constitute more than half of the total population of Nepal but are far behind men in all aspects of life. There is a wide gender gap socially, economically, and politically. Data for 1960 through 2001 show that the proportion of female students varied at the postgraduate level and there was no woman with a PhD degree. From 2002 through mid-2010 the number of female students increased gradually at both the MSc and in PhD levels, due to study opportunities abroad. We expect that this trend will continue, with significant improvement in furthering the education of women as a whole, and will lead to an increase in women physicists in the country.

An Overseas Postdoctoral Experience: or There and Back Again

NASA Astrophysics Data System (ADS)

Horton-Smith, Glenn

2006-04-01

It is possible for a U.S. citizen to gain a PhD in Hobbit-like fashion, never adventuring outside his or her home state, let alone outside the country. This is the story of one such Hobbitish PhD who found himself with the opportunity to have his first postdoctoral experience in north-east Japan, took it, and what happened after. The tale will include the following: my postdoc hunting experience and decision making process as a grad student (such as it was); my experience overseas; my experience finding a faculty position; and whatever lessons I can draw from this for graduate students preparing for the postdoc search today.

The Munroe-Meyer Approach: Continuous Integration of Didactic Instruction, Research, and Clinical Practice.

PubMed

Zangrillo, Amanda N; Warzak, William J; Volkert, Valerie M; Valleley, Rachel J; Shriver, Mark D; Rodriguez, Nicole M; Roberts, Holly J; Piazza, Cathleen C; Peterson, Kathryn M; Milnes, Suzanne M; Menousek, Kathryn M; Mathews, Terri L; Luczynski, Kevin C; Kupzyk, Sara S; Kuhn, Brett R; Higgins, William J; Grennan, Allison O; Greer, Brian D; Fisher, Wayne W; Evans, Joseph H; Allen, Keith D

2016-05-01

Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center's (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of $23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately $50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences.

Columbia's Bridge to the Ph.D. Program: A research-focused initiative facilitating the transition to graduate school

NASA Astrophysics Data System (ADS)

Agüeros, Marcel A.

2015-01-01

Columbia University's Bridge to the Ph.D. in the Natural Sciences Program aims to enhance the participation of students from underrepresented groups in Ph.D. programs. To achieve this, the Bridge Program provides an intensive research, coursework, and mentoring experience to post-baccalaureates seeking to strengthen their graduate school applications and to prepare for the transition into graduate school. To date, 20 Bridge Program alumni --- including four in astronomy --- have gone on to Ph.D. programs at Columbia, the University of Michigan, Johns Hopkins, the University of Washington, Albert Einstein, Yale, and SUNY-Albany, among others. In this talk, I will touch on some of the connections between Pre-MAP and the Bridge Program, and particularly how my involvement in the former prepared me to lead the latter.

Actions of the Burkina Faso women in physics working group at the University of Ouagadougou

NASA Astrophysics Data System (ADS)

Kafando, Pétronille; Zerbo, Issa

2013-03-01

At the University of Ouagadougou, the largest university in Burkina Faso, the percentage of female student enrollment in the Exact and Applied Sciences Unit was 5.1% (for all the levels) from 2006 to 2009-this rate was 2.3% for physics. For the same period, 22 women out of 455 students (4.8%) were enrolled in PhD (all the fields of the Exact and Applied Sciences Unit) and three women out of 180 students (1.7%) registered in physics PhD. During the 3rd IUPAP International Conference on Women in Physics in 2008, the Burkina Faso Working Group proposed some strategies to attract more women to physics and all the sciences. Some actions were initiated at the University of Ouagadougou as well as in secondary schools. These actions and the feedback of female students are presented.

Mentored peer reviewing for PhD faculty and students.

PubMed

Xu, Jiayun; Kim, Kyounghae; Kurtz, Melissa; Nolan, Marie T

2016-02-01

There is a need for scholars to be prepared as peer reviewers in order to ensure the continual publication of quality science. However, developing the skills to craft a constructive critique can be difficult. In this commentary, we discuss the use of a group peer review mentoring model for PhD students to gain experience in peer review from a faculty member who is experienced in peer review. Central to this model, was the opportunity for each student and faculty mentor to openly discuss their critique of the manuscript. Through this enriching experience, novice researchers were able to learn the elements of a good peer review, better determine a manuscript's substantive contribution to science, and advance the quality of their own manuscript writing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Across Europe to CERN: Taking students on the ultimate physics experience

NASA Astrophysics Data System (ADS)

Wheeler, Sam

2018-05-01

In 2013, I was an Einstein Fellow with the U.S. Department of Energy and I was asked by a colleague, working in a senator's office, if I would join him in a meeting with a physicist to "translate" the science into something more understandable. That meeting turned out to be a wonderful opportunity I would never have otherwise had. During the meeting I met Michael Tuts, a physicist who was working on project ATLAS at CERN. Afterwards, I walked with him out of the Senate office building to Union Station and, in parting, he gave me his card and told me that if I were in Geneva that he could help me get a tour of CERN and the LHC.

NEWS: A trip to CERN

NASA Astrophysics Data System (ADS)

Ellison, A. D.

2000-07-01

Two years ago John Kinchin and myself were lucky enough to attend the Goldsmith's particle physics course. As well as many interesting lectures and activities, this course included a visit to CERN. To most physics teachers CERN is Mecca, a hallowed place where gods manipulate and manufacture matter. The experience of being there was even better. Alison Wright was an enthusiastic and very knowledgeable host who ensured the visit went smoothly and we all learned a lot. While we were there, John and I discussed the possibility of bringing a party of A-level students to see real physics in action. In February of this year we managed it. 33 students from two schools, Boston Grammar School and Northampton School for Boys, and four staff left England and caught the 2 am ferry to France. Many hours and a few `short cuts' later we arrived at our hotel in St Genis, not far from CERN. The first day was spent sight-seeing in Lausanne and Geneva. The Olympic museum in Lausanne is well worth a visit. Unfortunately, the famous fountain in Geneva was turned off, but then you can't have everything. The following morning we turned up at CERN late due to the coach's brakes being iced up! We were met once again by Alison Wright who forgave us and introduced the visit by giving an excellent talk on CERN, its background and its reason for existing. At this point we met another member of our Goldsmith's course and his students so we joined forces once again. We then piled back into the coach to re-cross the border and visit ALEPH. ALEPH is a monster of a detector 150 m below ground. We divided into four groups, each with a very able and knowledgeable guide, and toured the site. The size and scale of the detector are awesome and the students were suitably impressed. We repeated the speed of sound experiment of two years ago at the bottom of a 150 m concrete shaft (320 m s-1), posed for a group photo in front of the detector (figure 1) and returned to the main site for lunch in the canteen. Over lunch we mixed with physicists of many different nationalities and backgrounds. Figure 1 Figure 1. In the afternoon we visited Microcosm, the CERN visitors centre, and the LEP control room and also the SPS. Here the students learned new applications for much of the physics of standing waves and resonance that they had been taught in the classroom. Later that night, we visited a bowling alley where momentum and collision theory were put into practice. The following morning we returned to CERN and visited the large magnet testing facility. Here again physics was brought to life. We saw superconducting magnets being assembled and tested and the students gained a real appreciation of the problems and principles involved. The afternoon was rounded off by a visit to a science museum in Geneva - well worth a visit, as some of us still use some of the apparatus on display. Friday was our last full day so we visited Chamonix in the northern Alps. In the morning, we ascended the Aiguille de Midi - by cable car. Twenty minutes and 3842 m later we emerged into 50 km h-1 winds and -10 °C temperature, not counting the -10 °C wind chill factor. A crisp packet provided an unusual demonstration of the effects of air pressure (figure 2). Figure 2 Figure 2. The views from the summit were very spectacular though a few people experienced mild altitude sickness. That afternoon the party went to the Mer de Glace. Being inside a 3 million year-old structure moving down a mountain at 3 cm per day was an interesting experience, as was a tot of whisky with 3 million year-old water. Once again the local scenery was very photogenic and the click and whirr of cameras was a constant background noise. Saturday morning saw an early start for the long drive home. Most students - and some staff - took the opportunity to catch up on their sleep. Thanks are due to many people without whom the trip would never have taken place. Anne Craige, Stuart Williams, Christine Sutton and Andrew Morrison of PPARC, but most especially Alison Wright of CERN and John Kinchin of Boston Grammar School who did all the hard work and organization. The week gave students a unique chance to see the principles of physics being applied in many different ways and I am sure this has reinforced their knowledge and understanding. Some students also took the opportunity to practise their language skills. The only remaining question is: what next? I'll have to think about it in the summer when I have some slack time. Hmm, SLAC, that gives me an idea....

Postdoctoral Opportunities for Nursing PhD Graduates: A Resource Guide.

PubMed

Lor, Maichou; Oyesanya, Tolu; Chen, Chen X; Cherwin, Catherine; Moon, Chooza

2018-05-01

Before completing a nursing PhD program, doctoral students are encouraged to seek out and apply for a position in one of many, often highly competitive postdoctoral programs. These programs include the more traditional National Institutes of Health (NIH) funded experiences, such as the T32, as well as the nontraditional institution funded positions, including the associate faculty role. Graduates often need guidance on which postdoctoral programs are available, the resources each program offers to promote development of the applicant's program of research, the disadvantages of each program, and what each program uses as benchmarks for success. This article summarizes both traditional and nontraditional postdoctoral positions including the T32, F32, F99/K00, T90/R90, research supplements, associate faculty, research associate, and hospital-affiliated postdoctoral positions. This article updates previous papers describing postdoctoral opportunities and offers a starting place to aide PhD students planning their postgraduate activities in seeking and evaluating these positions.

PhD programs in nursing in the United States: visibility of American Association of Colleges of Nursing core curricular elements and emerging areas of science.

PubMed

Wyman, Jean F; Henly, Susan J

2015-01-01

Preparing nursing doctoral students with knowledge and skills for developing science, stewarding the discipline, and educating future researchers is critical. This study examined the content of 120 U.S. PhD programs in nursing as communicated on program websites in 2012. Most programs included theory, research design, and statistics courses. Nursing inquiry courses were evidenced on only half the websites. Course work or research experiences in informatics were mentioned on 22.5% of the websites; biophysical measurement and genetics/genomics were mentioned on fewer than 8% of program websites. Required research experiences and instruction in scientific integrity/research ethics were more common when programs had Institutional Training Award funding (National Institutes of Health T32 mechanism) or were located at a university with a Clinical and Translational Science Award. Changes in education for the next generation of PhD students are critically needed to support advancement of nursing science. Copyright © 2015 Elsevier Inc. All rights reserved.

Challenges of Supervising Part-Time PhD Students: Towards Student-Centred Practice

ERIC Educational Resources Information Center

Watts, Jacqueline H.

2008-01-01

The supervision of part-time doctoral students is a long-term academic enterprise requiring stamina both on the part of the supervisor and the student. Because of the fractured student identity of the part-time doctoral candidate, who is usually balancing a range of work, study, and family commitments, strategies to support their progress have to…

Post-Primary Students' Images of Mathematics: Findings from a Survey of Irish Ordinary Level Mathematics Students

ERIC Educational Resources Information Center

Lane, Ciara; Stynes, Martin; O'Donoghue, John

2016-01-01

A questionnaire survey was carried out as part of a PhD research study to investigate the image of mathematics held by post-primary students in Ireland. The study focused on students in fifth year of post-primary education studying ordinary level mathematics for the Irish Leaving Certificate examination--the final examination for students in…

The Discursive Construction of Literature Review: An Examination of Chinese PhD Students' Information Behavior

ERIC Educational Resources Information Center

Liao, Jiadong; Han, Jinghe

2012-01-01

Information behaviour is a pertinent practice throughout students' research work. However, research students, particularly those with English as an additional language, experienced challenges and complications when studying in a western university. Issues relating to their information behaviour during the research process has largely been…

Career Coaching for Ph.D. Students

ERIC Educational Resources Information Center

Watson, Joy L.; Gatzke, Ed P.; Lyons, Jed S.

2012-01-01

A seminar course was developed for engineering doctoral students to obtain an awareness of the industrial research environment, non-technical skills desired by industry and how to find a position within industry. Data was collected through seminar observations, students' two-page reflection paper, and an online survey administered to students…

A Phenomenological Study of International Students in a Florida University Ph.D. Program

ERIC Educational Resources Information Center

Moffett, David W.

2006-01-01

Shifts in demographics of the international graduate student population in the United States since 2002 suggest universities should analyze and evaluate the academic, social, and cultural elements of their doctoral programs, to ensure students from previously underrepresented global regions experience needed adjustment support. The Investigator…

Stress and burnout in postgraduate dental education.

PubMed

Divaris, K; Polychronopoulou, A; Taoufik, K; Katsaros, C; Eliades, T

2012-02-01

High levels of stress and burnout have been documented among dental students and practicing dentists, but evidence among dental residents and postgraduate students is lacking. Ninety-nine postgraduate students enrolled in clinical, non-clinical and PhD programmes in the Athens University School of Dentistry completed the Graduate Dental Environment Stress (GDES) questionnaire and the Maslach Burnout Inventory. Perceived stress was measured in two domains, academic (GDES-A) and clinical (GDES-C) and burnout was measured using the scales of emotional exhaustion (EE), depersonalisation (DP) and personal accomplishment (PA). Analyses relied on descriptive, univariate and multivariate methods based on ANOVA and generalised linear models. Participants' mean age was 30 years; two-thirds were women and practised dentistry independently of their graduate studies. Residents in clinical programmes reported significantly higher levels of perceived stress compared to non-clinical and PhD students (P<0.05). There were no gender differences in perceived stress. Forty per cent of respondents were burnout 'cases' on the EE scale, while this proportion was 38% for reduced PA and smaller, 13% for DP. Perceived stress was positively correlated with all burnout dimensions, whereas independent dental practice and higher age had a protective effect. High rates of burnout manifestations were detected among this sample of Greek postgraduate dental students. Perceived stress correlated with burnout and was more pronounced among those enrolled in clinical residency compared to non-clinical and PhD programmes. © 2011 John Wiley & Sons A/S.

A proposal to establish master's in biomedical sciences degree programs in medical school environments.

PubMed

Ingoglia, Nicholas A

2009-04-01

Most graduate schools associated with medical schools offer programs leading to the PhD degree but pay little attention to master's programs. This is unfortunate because many university graduates who are interested specifically in biomedical rather than pure science fields need further education before making decisions on whether to enter clinical, research, education, or business careers. Training for these students is done best in a medical school, rather than a graduate university, environment and by faculty who are engaged in research in the biomedical sciences. Students benefit from these programs by exploring career options they might not have previously considered while learning about disease-related subjects at the graduate level. Graduate faculty can also benefit by being compensated for their teaching with a portion of the tuition revenue, funds that can help run their laboratories and support other academic expenses. Faculty also may attract talented students to their labs and to their PhD programs by exposing them to a passion for research. The graduate school also benefits by collecting masters tuition revenue that can be used toward supporting PhD stipends. Six-year outcome data from the program at Newark show that, on completion of the program, most students enter educational, clinical, or research careers and that the graduate school has established a new and significant stream of revenue. Thus, the establishment of a master's program in biomedical sciences that helps students match their academic abilities with their career goals significantly benefits students as well as the graduate school and its faculty.

Sucessful Strategies for Empowering Students to Get High Paying and Rewarding Employment in Industry (and elsewhere)

NASA Astrophysics Data System (ADS)

Schwartz, Brian

2002-03-01

Physics students entering graduate school rarely think about (and more importantly take actions) concerning developing employment options and wider marketable skills while studying towards their Ph.D. degree. It is only as they are about to graduate that they begin thinking about the job market and start preparing a resume and take some initial steps in their job search. I call this the “series process” towards obtaining employment; that is, first go to graduate school, finish the Ph.D. program and then initiate a serious job search. A far better approach with a much higher success and satisfaction rate is the “parallel process” in which the graduate student takes proactive career steps throughout graduate studies. In this approach, the students treat their future career seriously and as a research and development project in parallel to (and as important as) thesis research. The proactive student sharpens such career management skills as resume and vita preparation, assesses and develops transferable skills, strengthens communication skills (especially oral), practices interviewing skills and most importantly continually and purposefully expands a network to colleagues and potential employers. Through a grant from National Science Foundation the author has operated a program at The Graduate Center to assists Ph.D. students in developing and enhancing their career management skills. We describe proven techniques that, if developed throughout the students’ graduate studies, greatly enhance their employment opportunities. We will focus on strategies that can (and should be used) to identify, qualify for and obtain employment in the industrial sector.

Characteristics of Social and Administrative Sciences graduate programs and strategies for student recruitment and future faculty development in the United States.

PubMed

Westrick, Salisa C; Kamal, Khalid M; Moczygemba, Leticia R; Breland, Michelle L; Heaton, Pamela C

2013-01-01

The rising demand of faculty in Social and Administrative Sciences (SAS) in pharmacy in the United States heightens the need to increase the number of Doctor of Philosophy (PhD) graduates in SAS who choose to pursue an academic career. To describe the characteristics of SAS graduate programs and graduate students and identify strategies for student recruitment and future faculty development. An Internet survey (phase I) with key informants (graduate program officers/department chairs) and semistructured telephone interviews (phase II) with phase I respondents were used. Items solicited data on recruitment strategies, number of students, stipends, support, and other relevant issues pertaining to graduate program administration. Descriptive statistics were tabulated. Of the 40 SAS graduate programs identified and contacted, 24 completed the Internet survey (response rate [RR]=60.0%) and, of these, 16 completed the telephone interview (RR=66.7%). At the time of the survey, the median number of graduate students with a U.S.-based PharmD degree was 3. An average annual stipend for graduate assistants was $20,825. The average time to PhD degree completion was 4.57 years, and approximately 31% of PhD graduates entered academia. Various strategies for recruitment and future faculty development were identified and documented. Findings allow SAS graduate programs to benchmark against other institutions with respect to their own achievement/strategies to remain competitive in student recruitment and development. Additional research is needed to determine the success of various recruitment strategies and identify potential new ones. Published by Elsevier Inc.

What Is a Doctorate? A Concept-Mapped Analysis of Process versus Product in the Supervision of Lab-Based PhDs

ERIC Educational Resources Information Center

Kandiko, Camille B.; Kinchin, Ian M.

2012-01-01

Background: Concept-mapping and interview techniques are used to track knowledge and understanding over the duration of PhD study amongst four students and their supervisors in the course of full-time research towards their PhDs. This work is in contrast to much PhD supervision research and policy research that focuses on supervisory styles and…

Uniformed Services University of the Health Sciences. 2008 Report

DTIC Science & Technology

2008-01-01

Maryland. 72008 Report HJF Fellowships Three promising USU doctoral students were selected by the Henry M . Jackson Foundation for the Advancement of...program, was chosen pharmacology department chairman, succeeding Brian Cox, Ph.D., who stepped down after 17 years. Mary Lou Cutler, Ph.D., a...spent Father’s Day backstage at Nissan Pavilion in Bristow, Virginia, as volunteers for the Tug McGraw Foundation and guests of Grammy- winning

Graduate Education and Sponsored Research: The Perception, Influence, and Use of Research in the Educational Experience of Recent Ph.D. Recipients.

ERIC Educational Resources Information Center

Toombs, William Edgar

This study aims to a) assess the experience of recent Ph.D. recipients, b) explore the origins and uses of some financial and non-financial resources, and c) examine the perceptions and use by graduates of the research efforts within the University of Michigan. The students' relationship to research was assessed by awareness of research projects,…

Teacher Training for Political Science PhD Students in Europe Determinants of a Tool for Enhanced Teaching in Higher Education

ERIC Educational Resources Information Center

Pleschova, Gabriela; Simon, Eszter

2009-01-01

In this paper we examine the state of teacher training for political science PhD candidates in the European Union and make a comparison with the situation in the United States. We investigate the determinants of supply and demand of teacher training. On the supply side, we suggest that research orientation and quality assurance are factors that…

The Tyranny of Small Numbers. Academic Excellence: A Study of the Role of Research in the Natural Sciences at Undergraduate Institutions. Special Report.

ERIC Educational Resources Information Center

Doyle, Michael P.

One of the strongest arguments made to attract increased support for science for undergraduate liberal arts colleges in the mid- to late-1980s was that the proportion of students obtaining their Ph.D. degrees was larger at these institutions than at their Ph.D. granting university counterparts. This conclusion was supported by later research, but…

Toward an Evaluation Framework for Doctoral Education in Social Work: A 10-Year Retrospective of One PhD Program's Assessment Experiences

ERIC Educational Resources Information Center

Bentley, Kia J.

2013-01-01

This article presents a framework for evaluation in social work doctoral education and details 10 years of successes and challenges in one PhD program's use of the framework, including planning and implementing specific assessment activities around student learning outcomes and larger program goals. The article argues that a range of…

Former WHK Intern Returns to NCI at Frederick as Earl-Stadtman Investigator | Poster

Cancer.gov

The Laboratory of Cell and Developmental Signaling (LCDS) recently welcomed John Brognard, Ph.D., as the new Earl-Stadtman Investigator. While Brognard is new to this role, he is not new to NCI at Frederick. In high school, Brognard was a Werner H. Kirsten Student Intern in what was formerly known as the ABL research program, where he worked under Bob Moschel, Ph.D., senior

Photonics and web engineering in Poland, WILGA 2009

NASA Astrophysics Data System (ADS)

Romaniuk, Ryszard S.

2009-06-01

The paper is a digest of work presented during a cyclic Ph.D. student symposium on Photonics and Web Engineering WILGA 2009. Symposium is organized by ISE PW in cooperation with professional organizations IEEE, SPIE, PSP and KEiT PAN. There are presented mainly Ph.D. and M.Sc. theses as well as achievements of young researchers. These papers, presented in such a big number, more than 250 in some years, are in certain sense a good digest of the condition of academic research capabilities in this branch of science and technology. The undertaken research subjects for Ph.D. theses in electronics is determined by the interest and research capacity (financial, laboratory and intellectual) of the young researchers and their tutors. Basically, the condition of academic electronics research depends on financing coming from applications areas. During Wilga 2009 there were organized, and thus the paper debates, the following topical sessions concerning applications of advanced electronics and photonics systems: merging of electronic systems and photonics, Internet engineering, distributed measurement systems, security in information technology, astronomy and cosmic technology, HEP experiments, environment protection, image processing and biometry. The paper contains also more general remarks concerning the workshops organized by and for the Ph.D. students in advanced photonics and electronics systems.

Engineering Research Teams: The Role of Social Networks in the Formation of Research Skills for Postgraduate Students

ERIC Educational Resources Information Center

Sampson, Kaylene; Comer, Keith

2011-01-01

This study explores learner experiences regarding skills acquisition of a cohort of engineering doctoral students enrolled in a New Zealand university. Employing a qualitative methodology, we interviewed 28 PhD students about the range of experiences and exchanges that comprised their pathways to skill acquisition. Students reported that research…

Federal-Loan Changes May Curb Graduate Study

ERIC Educational Resources Information Center

Patton, Stacey

2012-01-01

As the nation's student-loan debt surpasses the $1-trillion mark, alarming students, parents, and politicians, few are thinking about the effects it is having on people like Michael J. Trivette, a 28-year-old graduate student in higher education at the University of Georgia. Two-thirds of Ph.D. and other doctoral students and nearly three-quarters…

Doctoral Students' Experiences Leading to Completion or Attrition: A Matter of Sense, Progress and Distress

ERIC Educational Resources Information Center

Devos, Christelle; Boudrenghien, Gentiane; Van der Linden, Nicolas; Azzi, Assaad; Frenay, Mariane; Galand, Benoit; Klein, Olivier

2017-01-01

A central trend in qualitative studies investigating doctoral students' dropout is to stress the importance of students' integration and socialisation in their working environment. Yet, few of these studies actually compared the experiences of doctoral students who completed or quit their PhD. In order to overcome this limitation and identify the…

The Research Training Experiences of Doctoral Students Linked to Australian Cooperative Research Centres.

ERIC Educational Resources Information Center

Harman, Kay

2002-01-01

Examined the research training experiences of Australian doctoral students working in or funded by Cooperative Research Centres (CRCs). Found that CRC-related Ph.D. students fare well compared to their counterparts in regular university departments, and that on a number of indicators CRC-related students recorded higher levels of satisfaction with…

Served through Service: Undergraduate Students' Experiences in Community Engaged Learning at a Catholic and Marianist University

ERIC Educational Resources Information Center

Fogle, Elizabeth M.; Franco, Savio D.; Jesse, Edel M.; Kondritz, Brent; Maxam, Lindsay; Much-McGrew, Heidi; McMillen, Cody; Ridenour, Carolyn S.; Trunk, Daniel J.

2017-01-01

Students participating in sustained community service at an urban Catholic and Marianist university were volunteer informants in this qualitative exploration of the meaning they make of their service experiences. A PhD student research team (nine members) interviewed fourteen undergraduate students (10 of whom were seniors). Findings were…

Learning framework of “Integrating Techniques” for Solving Problems and Its Empirical Application in Doctoral Course in Mechanical Engineering

NASA Astrophysics Data System (ADS)

Otsuka, Yuichi; Ohta, Kazuhide; Noguchi, Hiroshi

The 21st century Center of Excellence (COE) program in Department of Mechanical Engineering Science at Kyushu University construct the training framework of learning “Integrating Techniques” by research presentations for students in different majors and accident analyses for practical cases by Ph.D course students. The training framework is composed of three processes : 1) Peer review among Ph.D course students for the presentations, 2) Instructions by teachers in order to improve the quality of the presentations based on the result of the peer-reviews, 3) Final evaluation for the improved presentations by teachers and the students. This research has elucidated the quantitative effectiveness of the framework by the evaluations using questionnaires for the presentations. Furthermore, the result of investigation for the course students has observed positive correlation between the significance of integration techniques and the enthusiasm for participating the course, which reveals the efficacy of the learning framework proposed.

Understanding Roles of Social Media in Academic Engagement and Satisfaction for Graduate Students

DOE Office of Scientific and Technical Information (OSTI.GOV)

Han, Kyungsik; Volkova, Svitlana; Corley, Courtney D.

Research indicates positive effects of social media in academia and education. However its main populations have been faculty, teachers, high school or college students, and its primary contexts have been course or classroom settings. We realized there exists a lack of studies on how Ph.D. (broadly graduate) students use social media for academic purposes and how its use is associated with academic motivation, engagement, and satisfaction, which are salient factors for the success of their graduate degrees and life. Based on the survey responses from 91 current Ph.D. students, our study results highlight that (1) students mainly use social mediamore » for broadcasting and keeping up with up-to-date academic and research information; yet, making connections and developing professional networks is one of the primary reasons, and (2) social media use is positively associated with their academic engagement and satisfaction. We discuss implications and future work of our study.« less

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

Sen, Ashoke

2017-12-18

Part 7.The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

ScienceCinema

None

2018-02-09

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental InteractionS". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher

CERN Winter School on Supergravity, Strings, and Gauge Theory 2010

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

2010-01-22

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher« less

Acquisition and Retention of Team Coordination in Command-and-Control

DTIC Science & Technology

2007-05-15

Pedersen, Jennifer Winner, Jasmine Duran, Amanda Taylor, Polemnia G. Amazeen, So. TASK NUMBER Dee Andrews, Leah Rowe 5f. WORK UNIT NUMBER 7. PERFORMING...and- Control Nancy J. Cooke, Jamie C. Gorman, Harry K. Pedersen, Jennifer Winner, Jasmine Duran, Amanda Taylor, Nia Amazeen, Dee Andrews, and Leah Rowe...Psychology, ASU Graduate Students Jasmine Duran, CERI & ASU Jamie C. Gorman, Ph.D., CERI & NMSU * (Ph.D. obtained Dec. 2006) Harry K. Pedersen, CERI

A Funny Thing Happened on the Way to My Ph.D.: Exploring Issues Affecting Attrition and Completion in the Doctoral Program in Instructional Technology at a Major Research University

ERIC Educational Resources Information Center

Williams, Carla Lanee'

2012-01-01

This study sought to understand why some students at Eagle University (pseudo.) complete the doctoral program in instructional technology while others do not. The study explores factors and issues affecting doctoral attrition and completion of the Ph.D. in instructional technology (IT) in the College of Education at Eagle University, a major…

Research Anxiety among Turkish Graduate ELT Students

ERIC Educational Resources Information Center

Merç, Ali

2016-01-01

The purpose of this study was to investigate the level and predictors of research-related anxiety among graduate ELT students in the Turkish context. 81 MA and PhD students from 14 universities offering graduate programs in ELT responded to a background questionnaire, a research anxiety scale, and a research self-efficacy survey. The analysis of…

Dorm Therapy

ERIC Educational Resources Information Center

Fogg, Piper

2008-01-01

For colleges eager to attract the best students, the quality of student housing is a key selling point. That shouldn't mean putting a Jacuzzi in every dorm, warns Susan Painter, a design psychologist. Painter, who holds a Ph.D. in behavioral psychology, uses her knowledge of human behavior to advise colleges on building design. Give students too…

Understanding PhD Latinx Career Outcomes: A Case Study

ERIC Educational Resources Information Center

Kamimura-Jimenez, Mark; Gonzalez, John

2018-01-01

This study explored the career outcomes for Latinx doctoral students and the contextual factors of their educational experience influencing these outcomes. A case-study approach is taken to examine the cases of doctoral students at the University of Michigan. These students were tracked each year, for 10 years post-graduation. Furthermore, an…

Conceptions of Research: The Doctoral Student Experience in Three Domains

ERIC Educational Resources Information Center

Stubb, Jenni; Pyhältö, Kirsi; Lonka, Kirsti

2014-01-01

This study investigates how doctoral students perceive research work in the context of their own PhD projects. Thirty-two students from a Finnish university were interviewed, representing three disciplines: medicine, natural sciences and behavioural sciences. Their conceptions of research varied in terms of describing research as "a job to…

Balancing between Inspiration and Exhaustion: PhD Students' Experienced Socio-Psychological Well-Being

ERIC Educational Resources Information Center

Stubb, J.; Pyhalto, K.; Lonka, K.

2011-01-01

This paper explores doctoral students' experiences of their scholarly communities in terms of socio-psychological well-being. Further, the study examines how experiences were related to study engagement and to self-reported stress, exhaustion, and anxiety. Altogether 669 doctoral students from the University of Helsinki, Finland, responded a…

What Works for Doctoral Students in Completing Their Thesis?

ERIC Educational Resources Information Center

Lindsay, Siân

2015-01-01

Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

Attracting Doctoral Students: Case of Baltic Universities

ERIC Educational Resources Information Center

Tarvid, Alexander

2017-01-01

Purpose: In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at…

The Way to Win in Graduate School.

ERIC Educational Resources Information Center

Cortada, James W.; Winkler, Vera C.

Designed to help students who either want to go to American graduate schools or who are already in advanced degree programs, this book was written from the student's point of view. Chapter One on becoming a graduate student discusses motivation, choice of school, preparation for graduate work, graduate programs (the M.A. and PhD.), differences…

[Hospitality as an expression of nursing care].

PubMed

Barra, Daniela Couto Carvalho; Waterkemper, Roberta; Kempfer, Silvana Silveira; Carraro, Telma Elisa; Radünz, Vera

2010-01-01

Qualitative research whose purpose was to reflect and argue about the relationship between hospitality, care and nursing according to experiences of PhD students. The research was developed from theoretic and practical meeting carried through by disciplines "the care in Nursing and Health" of PhD nursing Program at Santa Catarina Federal University. Its chosen theoretical frame of Hospitality perspective while nursing care. Data were collected applying a semi-structured questionnaire at ten doctoral students. The analysis of the data was carried through under the perspective of the content analysis according to Bardin. Hospitality it is imperative for the individuals adaptation in the hospital context or any area where it is looking for health care.

Choosing to Study for a PhD: A Framework for Examining Decisions to Become a Research Student

ERIC Educational Resources Information Center

McCulloch, Alistair; Guerin, Cally; Jayatilaka, Asangi; Calder, Paul; Ranasinghe, Damith

2017-01-01

Given its importance to institutions, policy-makers and intending students, there is a surprising lack of research exploring the reasons students choose to undertake a research degree. What studies there are tend to be largely descriptive and the topic lacks a theoretically-informed framework through which student decisions can be examined and…

"They Want More of Everything": What University Middle Managers' Attitudes Reveal about Support for Off-Campus Doctoral Students

ERIC Educational Resources Information Center

Kozar, Olga; Lum, Juliet F.

2017-01-01

Advances in technology and a shifting demographic of post-graduate students have resulted in a larger than ever number of off-campus PhD students. These students tend to be less satisfied than their on-campus counterparts with their candidature experience. Improving the current situation requires effort from multiple university stakeholders,…

Will They Stay or Will They Go?: International STEM Students Are up for Grabs

ERIC Educational Resources Information Center

Han, Xueying; Appelbaum, Richard P.

2016-01-01

If current trends continue, international students will comprise half of U.S. science, technology, engineering, and mathematics (STEM) PhD graduates by 2020. The proportion of international PhD-level students on temporary visas to study STEM subjects in the United States has doubled over the past thirty years. Further, these students are much more…

'AN INCREDIBLY STEEP HILL:' HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS.

PubMed

Wood, Christine V; Campbell, Patricia B; McGee, Richard

2016-01-01

This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students' family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students' perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students.

Something going on in Milan: a review of the 4th International PhD Student Cancer Conference.

PubMed

Segré, C

2010-01-01

The 4th International PhD Student Cancer Conference was held at the IFOM-IEO-Campus in Milan from 19-21 May 2010 http://www.semm.it/events_researchPast.phpThe Conference covered many topics related to cancer, from basic biology to clinical aspects of the disease. All attendees presented their research, by either giving a talk or presenting a poster. This conference is an opportunity to introduce PhD students to top cancer research institutes across Europe.THE CORE PARTICIPANTING INSTITUTES INCLUDED: European School of Molecular Medicine (SEMM)-IFOM-IEO Campus, MilanBeatson Institute for Cancer Research (BICR), GlasgowCambridge Research Institute (CRI), Cambridge, UKMRC Gray Institute of Radiation Biology (GIROB), OxfordLondon Research Institute (LRI), LondonPaterson Institute for Cancer Research (PICR), ManchesterThe Netherlands Cancer Institute (NKI), Amsterdam'You organizers have crushed all my prejudices towards Italians. Congratulations, I enjoyed the conference immensely!' Even if it might have sounded like rudeness for sure this was supposed to be a genuine compliment (at least, that's how we took it), also considering that it was told by a guy who himself was the fusion of two usually antithetical concepts: fashion style and English nationality.The year 2010 has marked an important event for Italian research in the international scientific panorama: the European School of Molecular Medicine (SEMM) had the honour to host the 4th International PhD Student Cancer Conference, which was held from 19-21 May 2010 at the IFOM-IEO-Campus (http://www.semm.it/events_researchPast.php) in Milan.The conference was attended by more than one hundred students, coming from a selection of cutting edge European institutes devoted to cancer research. The rationale behind it is the promotion of cooperation among young scientists across Europe to debate about science and to exchange ideas and experiences. But that is not all, it is also designed for PhD students to get in touch with other prestigious research centres and to create connections for future post docs or job experiences. And last but not least, it is a golden chance for penniless PhD students to spend a couple of extra days visiting a foreign country (this motivation will of course never be voiced to supervisors).The network of participating institutes has a three-nation core, made up of the Netherlands Cancer Institute, the Italian European School of Molecular Medicine (SEMM) and five UK Cancer Research Institutes (The London Research Institute, The Cambridge Research Institute, The Beatson Institute for Cancer Research in Glasgow, The Patterson Institute for Cancer Research in Manchester and the MRC Gray Institute for Radiation Oncology and Biology in Oxford).The conference is hosted and organised every year by one of the core institutes; the first was in Cambridge in 2007, Amsterdam in 2008 and London in 2009, this year was the turn of Milan.In addition to the core institutes, PhD students from several other high-profile institutes are invited to attend the conference. This year participants applied from the Spanish National Cancer Centre (CNIO, Madrid), the German Cancer Research Centre (DKFZ, Heidelberg), the European Molecular Biology Labs (EMBL, Heidelberg) and the San Raffaele Institute (HSR, Milan). Moreover four 'special guests' from the National Centre for Biological Sciences of Bangalore (India) attended the conference in Milan. This represents a first step in widening the horizons beyond Europe into a global worldwide network of talented PhD students in life sciences.The conference spread over two and a half days (Wednesday 19th to Friday 21st May) and touched on a broad spectrum of topics: from basic biology to development, from cancer therapies to modelling and top-down new generation global approaches. The final selection of presentations has been a tough task for us organisers (Chiara Segré, Federica Castellucci, Francesca Milanesi, Gianluca Varetti and Gian Maria Sarra Ferraris), due to the high scientific level of the abstracts submitted. In the end, 26 top students were chosen to give a 15-min oral presentation in one of eight sessions: Development & Differentiation, Cell Migration, Immunology & Cancer, Modelling & Large Scale approaches, Genome Instability, Signal Transduction, Cancer Genetics & Drug Resistance, Stem Cells in Biology and Cancer.The scientific programme was further enriched by two scientific special sessions, held by Professor Pier Paolo di Fiore and Dr Giuseppe Testa, Principal Investigators at the IFOM-IEO-Campus and by a bioethical round table on human embryonic stem cell research moderated by Silvia Camporesi, a senior PhD student in the SEMM PhD Programme 'Foundation of Life Science and their Bioethical Consequences'.ON TOP OF EVERYTHING, WE HAD THE PLEASURE OF INVITING, AS KEYNOTE SPEAKERS, TWO LEADING EUROPEAN SCIENTISTS IN THE FIELDS OF CANCER INVASION AND BIOLOGY OF STEM CELLS, RESPECTIVELY: Dr Peter Friedl from The Nijmegen Centre for Molecular Life (The Netherlands) and Professor Andreas Trumpp from The Heidelberg Institute for Stem Cell Technology and Experimental Medicine (Heidelberg).All the student talks have distinguished themselves for the impressive quality of the science; an encouraging evidence of the high profile level of research carried out in Europe. It would be beyond the purposes of this report to summarise all 26 talks, which touched many different and specific topics. For further information, the Conference Abstract book with all the scientific content is available on the conference Web site (http://www.semm.it/events_researchPast.php). In what follows, the special sessions and the keynote lectures will be discussed in detail.

Harnessing the power of communities: career networking strategies for bioscience PhD students and postdoctoral researchers.

PubMed

Blackford, Sarah

2018-04-01

With an ever more competitive global labour market, coupled with an ever-increasing population of PhD-qualified graduates, the ability to communicate effectively and build strategic connections with others can be advantageous in the job-search process. Whether in pursuit of a tenure-track or non-academic position, many postdoctoral researchers and PhD students will benefit from networking as early as possible to enhance their career prospects. Sometimes viewed cynically as 'using people' or dismissed as 'the old boy network,' the ability to make meaningful connections and build relationships can be more valuable than other job-related skills in order to gain entry to, and progress within, many professions. This mini-review highlights the positive influence of networking and how bioscience PhD students and postdoctoral researchers can harness the power of communities to achieve career success. It is argued that those who make connections and promote personal patronage through networking can gain an advantage over their contemporaries. A summary of key theories and research studies that underpin the practice of networking provides credence to these assertions, which are further substantiated with examples pertinent to the academic community. Although primarily focussed on the biosciences, much of the content is applicable to other scientists at a similar career stage.

Skill set development of doctoral and post-doctoral graduates in life sciences.

PubMed

Kanwar, R S

2010-01-01

Doctoral and post-doctoral training programs at leading research universities in the USA are highly important in generating the much needed knowledge in science, technology, engineering, and mathematics for keeping rural and urban economies strong and societies healthy and prosperous. In addition, innovative graduate and post doctoral research programs are the driving engines of the success of U.S. economy and have made the U.S. the most successful model of generating new knowledge in the broader areas of life sciences (and agricultural education, research, and extension). We need to do everything in our power to make these training programs innovative, collaborative, independent, and resourceful so that students are trained in different disciplines making them more flexible within a range of challenges and opportunities. The training programs must empower students to solve complex and interdisciplinary problems of the society in 21st century and make our students competitive within a global economic system, to improve the health of the nation's economy. If our land grant schools and institutions of higher learning are not preparing doctoral students to be globally competitive scientists to create new knowledge and technologies to solve complex and interdisciplinary problems of the 21st century, then either we need to redefine the mission of our land grant system or we risk losing our role to serve the public and industry effectively. Doctoral and post doctoral students should be given the needed skills and experiences to prepare them for tenure track faculty jobs at leading US Universities in the 21st century as well as prepare them for the world outside of academia. I would say minimum competency skills are needed as "bare survival skills" for all doctoral students to become successful after obtaining PhD degrees. Today's PhD students will be working in a global but highly competitive, rapidly changing, and complex world. It is no longer enough to be a good researcher and a good teacher; researchers and teachers must be good team players and leaders to lead interdisciplinary research programs, and exceptional managers to effectively manage their research staff, MS and PhD students, and post doctoral researchers. Doctoral students have exceptional opportunities during their PhD degree programs to acquire these skills from their world class supervisors and participate in available workshops on how to develop successful and winning grant proposals, improving communication skills, and participate in "future faculty programs" on their campuses.

Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes.

PubMed

Aikens, Melissa L; Robertson, Melissa M; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Runyon, Christopher R; Eby, Lillian T; Dolan, Erin L

2017-01-01

Participating in undergraduate research with mentorship from faculty may be particularly important for ensuring the persistence of women and minority students in science. Yet many life science undergraduates at research universities are mentored by graduate or postdoctoral researchers (i.e., postgraduates). We surveyed a national sample of undergraduate life science researchers about the mentoring structure of their research experiences and the outcomes they realized from participating in research. We observed two common mentoring structures: an open triad with undergraduate-postgraduate and postgraduate-faculty ties but no undergraduate-faculty tie, and a closed triad with ties among all three members. We found that men and underrepresented minority (URM) students are significantly more likely to report a direct tie to their faculty mentors (closed triad) than women, white, and Asian students. We also determined that mentoring structure was associated with differences in student outcomes. Women's mentoring structures were associated with their lower scientific identity, lower intentions to pursue a science, technology, engineering, and mathematics (STEM) PhD, and lower scholarly productivity. URM students' mentoring structures were associated with higher scientific identity, greater intentions to pursue a STEM PhD, and higher scholarly productivity. Asian students reported lower scientific identity and intentions to pursue a STEM PhD, which were unrelated to their mentoring structures. © 2017 M. L. Aikens et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A biographical note on Max Friedrich (1856-1887), Wundt's first PhD student in experimental psychology.

PubMed

Domanski, Cezary W

2004-01-01

This article unveils some previously unknown facts about the short life of Max Friedrich (1856-1887), the author in 1881 of the first PhD dissertation on experimental psychology, written under the supervision of Wilhelm Wundt: "On the Duration of Apperception for Simple and Complex Visual Stimuli." The article describes Friedrich's family background and life, professional career as a teacher, and works in psychology and mathematics. Copyright 2004 Wiley Periodicals, Inc.

So You Want To Earn a PH.D. in Economics: How Long Do You Think It Will Take? Discussion Paper.

ERIC Educational Resources Information Center

Siegfried, John J.; Stock, Wendy A.

The elapsed time taken to earn a Ph.D. in economics is analyzed with data from 620 (of about 950) 1996-1997 Ph.D.s. The median is 5.3 years. A duration model indicates that those students at several of the most highly regarded programs, those supported by no-work fellowships, and those holding a prior master's degree finish faster than others.…

Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study

PubMed Central

Remich, Robin; Naffziger-Hirsch, Michelle E.; Gazley, J. Lynn; McGee, Richard

2016-01-01

This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. PMID:27496357

Bridges to the Doctorate: mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science.

PubMed

Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance

2009-01-01

Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.

The Graduate School of Climate Sciences, University of Bern

NASA Astrophysics Data System (ADS)

Martin, L.

2012-04-01

The Graduate School of Climate Sciences, University of Bern, offers a specialised M.Sc. and a Ph.D. study programme in climate sciences. The graduate school has a highly interdisciplinary profile involving not only natural sciences, but also humanities/history, economics and law. The ten participating institutes with a total of 45 academics provide expertise in long-term climate variability, climate modelling, climate reconstruction, predictability of the future climate and extreme events, the impact of climate change on ecosystems and climate risks for society and economy. The graduate school is fully compliant with the Bologna Accords and collaborates closely with the sister institution C2SM at ETH Zurich by, e.g., jointly organised lectures. There are currently 23 master and 37 doctoral students in the programme. These originate from the University of Bern (28 %), from other Swiss universities (30 %) and from foreign universities (42 %). Comprehensive information about the Graduate School of Climate Sciences is available at http://www.climatestudies.unibe.ch . The M.Sc. in Climate Sciences programme (120 ECTS credits) is designed to attract students from all disciplines in natural sciences and offers them a tailor-made curriculum to reach their career aspirations. The students make their own course selection according to their profile envisaged (specialised versus broad education) and ideally already guided by a job perspective. Selecting the courses and the topic of the master thesis they specialise in one of five fields: climate and earth system science; atmospheric science; economics; economic, social and environmental history; statistics. Several courses are organised jointly with public authorities and the private industry, e.g. from experts working in the insurance business, in weather forecasting or in environmental pollution control. This provides the students hands-on experience and contacts to future employers. The master thesis (60 ECTS) involves the students in an ongoing research project and gives them the opportunity to collaborate with experienced scientists in a team. Alternatively, a short thesis (30 ECTS) may be combined with an internship (30 ECTS) at another university, in the private sector or in the administration. A bachelor degree in any field of science at university level (B.A. for specialisation in economics or history) or an equivalent degree is required for admission to the M.Sc. programme. The teaching language is English. The Ph.D. in Climate Sciences is research oriented and consists mainly of 3 to 4 years full time work in a project within one of the institutes involved in the Graduate School of Climate Sciences. The Ph.D. programme is research oriented and has a compulsory module of 12 ECTS credits containing workshops (professional skills), a summer school, an international conference, colloquia, seminars and optionally lectures. The compulsory module gives the Ph.D. students the opportunity to build up their own network in the local and international research community. The Ph.D. thesis is usually written in the form of research articles in international peer reviewed journals. A M.Sc. or an equivalent academic degree is conditional for admission to the Ph.D. programme.

MS PHD'S: A Successful Model Promoting Inclusion, Preparation and Engagement of Underrepresented Minorities within the Geosciences Workforce

NASA Astrophysics Data System (ADS)

Padilla, E.; Scott, O.; Strickland, J. T.; Ricciardi, L.; Guzman, W. I.; Braxton, L.; Williamson, V.; Johnson, A.

2015-12-01

According to 2014 findings of the National Research Council, geoscience and related industries indicate an anticipated 48,000 blue-collar, scientific, and managerial positions to be filled by underrepresented minority (URM) workers in the next 15 years. An Information Handling Services (IHS) report prepared for the American Petroleum Institute forecasts even greater numbers estimating upward of 408,000 opportunities for URM workers related to growth in accelerated development of oil, gas and petroleum industries. However, many URM students lack the training in both the hard sciences and craft skills necessary to fill these positions. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program uses integrative and holistic strategies to better prepare URM students for entry into all levels of the geoscience workforce. Through a three-phase program of mentoring, community building, networking and professional development activities, MS PHD'S promotes collaboration, critical thinking, and soft skills development for participants. Program activities expose URM students to education, training and real-life geoscience workforce experiences while maintaining a continuity of supportive mentoring and training networks via an active virtual community. MS PHD'S participants report increased self-confidence and self-efficacy in pursuing geoscience workforce goals. To date, the program supports 223 participants of who 57, 21 and 16 have received Doctorate, Masters and Baccalaureate degrees respectively and are currently employed within the geoscience and related industries workforce. The remaining 129 participants are enrolled in undergraduate and graduate programs throughout the U.S. Geographic representation of participants includes 35 states, the District of Columbia, Puerto Rico and two international postdoctoral appointments - one in Saudi Arabia and the other in France.

A Gender Perspective on Student Questioning upon the Transition to Higher Education

ERIC Educational Resources Information Center

Martinho, Mariana; Almeida, Patrícia Albergaria; Teixeira-Dias, José

2012-01-01

This paper refers to an ongoing PhD research (2011-2014) aimed at contributing to a better understanding of student questioning in the teaching, learning and assessment processes in higher education (HE), focusing on gender. The research is being conducted with first year chemistry students at the University of Aveiro in Portugal, and is intended…

Chinese Ph.D. Students on Exchange in European Union Countries: Experiences and Benefits

ERIC Educational Resources Information Center

Shen, Wen-Qin; Liu, Dong; Chen, Hongjie

2017-01-01

In the past decade, thousands of Chinese doctoral students received funding from the China Scholarship Council (CSC) to start a 1--2-year exchange study in European universities. Do these Chinese doctoral students significantly improve their academic skills and publications through such an overseas experience? What are the influencing factors for…

Teacher Training for PhD Students and New Faculty in Economics

ERIC Educational Resources Information Center

Allgood, Sam; Hoyt, Gail; McGoldrick, KimMarie

2018-01-01

Past studies suggest that a majority of economics graduate students engage in teaching-related activities during graduate school and many go on to academic positions afterwards. However, not all graduate students are formally prepared to teach while in graduate school nor are they fully prepared to teach in their first academic position. The…

Examining the Value Master's and PhD Students Place on Various Instructional Methods in Educational Leadership Preparation

ERIC Educational Resources Information Center

Gordon, Stephen P.; Oliver, John

2015-01-01

The purpose of this study was to determine the value that graduate students place on different types of instructional methods used by professors in educational leadership preparation programs, and to determine if master's and doctoral students place different values on different instructional methods. The participants included 87 graduate…

Zinc Finger Transcription Factors as Novel Switches to Modulate Metastatic Progression of Breast Tumors

DTIC Science & Technology

2007-05-01

Supervised College student Leanna Lagpacan, The Scripps Research Institute 2004 -Supervised Ph.D student Sharon Bergquist, The... students in the University of Montreal 1999-2004 - Research supported by Novartis Pharma fellowship (Oncology) 2005 -University Research Council...DATE: May 2007 TYPE OF REPORT: Annual PREPARED FOR: U.S. Army Medical Research and Materiel Command

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons.Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

McAllister, Liam

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe";. The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions".This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde. Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

McAllister, Liam

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe";. The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental InteractionS". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sen, Ashoke

Part 7.The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five seriesmore » of pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions";. This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde. Local organizers: A. Uranga, J. Walcher« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sen, Ashoke

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network". The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde Local organizers: A. Uranga, J. Walcher.« less

The ISOLDE LEGO® robot: building interest in frontier research

NASA Astrophysics Data System (ADS)

Elias Cocolios, Thomas; Lynch, Kara M.; Nichols, Emma

2017-07-01

An outreach programme centred around nuclear physics making use of a LEGO® Mindstorm® kit is presented. It consists of a presentation given by trained undergraduate students as science ambassadors followed by a workshop where the target audience programs the LEGO® Mindstorm® robots to familiarise themselves with the concepts in an interactive and exciting way. This programme has been coupled with the CERN-ISOLDE 50th anniversary and the launch of the CERN-MEDICIS facility in Geneva, Switzerland. The modular aspect of the programme readily allows its application to other topics.

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

Teaching Engineering Ethics to PhD Students: A Berkeley-Delft Initiative : Commentary on "Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics".

PubMed

Taebi, Behnam; Kastenberg, William E

2016-07-13

A joint effort by the University of California at Berkeley and Delft University of Technology to develop a graduate engineering ethics course for PhD students encountered two types of challenges: academic and institutional. Academically, long-term collaborative research efforts between engineering and philosophy faculty members might be needed before successful engineering ethics courses can be initiated; the teaching of ethics to engineering graduate students and collaborative research need to go hand-in-hand. Institutionally, both bottom-up approaches at the level of the faculty and as a joint research and teaching effort, and top-down approaches that include recognition by a University's administration and the top level of education management, are needed for successful and sustainable efforts to teach engineering ethics.

Measuring the D0 lifetime at the LHCb Masterclass

NASA Astrophysics Data System (ADS)

Trišović, Ana

2016-04-01

The LHCb Event Display was made for educational purposes at the European Organization for Nuclear Research, CERN in Geneva, Switzerland. The project was implemented as a stand-alone application using C++ and ROOT, a framework developed by CERN for data analysis. This paper outlines the development and architecture of the application in detail, as well as the motivation for the development and the goals of the exercise. The application focuses on the visualization of events recorded by the LHCb detector, where an event represents a set of charged particle tracks in one proton-proton collision. The application allows students to save this information and calculate the invariant mass for any pair of particles. Furthermore, the students can use additional calculating tools in the application and build up a histogram of these invariant masses. The goal for the students is to find a D0 particle in the event, which decays into the two different particles selected by the students. Even if a student doesn't find all the decays successfully, they will be able to complete the exercise and get a meaningful set of results. The application also offers detailed instructions and inline help available in five languages: English, Italian, French, German and Romanian.

Life on the borders

NASA Astrophysics Data System (ADS)

Barry, Edward

2010-02-01

Interdisciplinary science has been a hot topic for more than a decade, with increasing numbers of researchers working on projects that do not fit into neat departmental boxes like "physics" or "biology". Yet despite this increased activity, the structures in place to support these interdisciplinary scientists - including research grants and training for PhD students - have sometimes lagged behind. One programme that aims to help fill this gap for students of biomedical, physical and computational sciences is the Interfaces Initiative, a joint project of the Howard Hughes Medical Institute and the US National Institute of Biomedical Imaging and Bioengineering. Physics World talked to a current Interfaces participant, Edward Barry, who is finishing his PhD in biology-related condensed-matter physics at Brandeis University in Massachusetts.

Vision for Control: Optimality and Usability

DTIC Science & Technology

2003-01-15

units etc. The laboratory currently houses 12 full-time members: 2 postdocs (D. Cremers , A. Duci), one M.D. pursuing his Ph.D. (G. Scarlatis), 8 Ph.D...having performed research under my direction, both students have demonstrated leadership abilities by supervising younger students, such as summer interns

Morphodynamics and Geology of the Southeastern Virginia Shelf: False Cape Shoals Area (Phase 2)

DTIC Science & Technology

2001-09-30

Code 322PO Randolph A. McBride, Ph.D. Assistant Professor of Geology Environmental Science and Policy, MS 5F2 George Mason University Fairfax...NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Environmental Science and Policy, MS 5F2,,George Mason...Geology Laboratory at George Mason University. In addition, a Ph.D. student in Environmental Science and Policy, who is working under the direction

Design and Analysis of Experiments and More Realistic Techniques for Data Analysis.

DTIC Science & Technology

1986-03-01

Schwarzschild 1974-79 (Ph.D. 1979) P. Slasor 1984-85 (still a graduate student) David E. Tyler 1974-75 (Ph.D. 1979) Paul Velleman 1973-1974 (Ph.D...Statistics: Proceedings of the 14th Symposium on the Interface, eds. Karl W. Heiner, Richard S. Sacher and John W. Wilkinson, Springer-Verlag, New York...Proceedings of the 14th Symposium on the Interface, eds. Karl W. Heiner, Richard S. Sacher and John W. Wilkinson, Springer-Verlag, New York, 60-66. Tukey, John

Psi Chi/APA Edwin B. Newman Graduate Research Award.

PubMed

2017-12-01

The Edwin B. Newman Graduate Research Award is sponsored jointly by Psi Chi, the national honor society in psychology, and the APA. The award is presented annually to the psychology graduate student who submits the best research paper that was published or presented at a national, regional, or state psychological association conference during the past calendar year. The Edwin B. Newman Graduate Research Award was established in 1979. The award was established to recognize young researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). It was named for Dr. Edwin B. Newman, the first national president of Psi Chi (1929) and one of its founders. He was a prolific researcher and a long-time chair of the Department of Psychology at Harvard University. Newman was a member of APA's Board of Directors, served as recording secretary of the board from 1962 to 1967, and was parliamentarian for the APA Council of Representatives for many years. He served both Psi Chi and APA in a distinguished manner for half a century. The Edwin B. Newman Graduate Research Award is given jointly by Psi Chi and APA. Members of the 2017 Edwin B. Newman Award Committee were Shawn Carlton, PhD, Psi Chi representative; Christina Frederick-Recascino, PhD; John Norcross, PhD, APA representative; Karenna Malavanti, PhD, Psi Chi representative; Steven Kohn, PhD, Psi Chi representative; Warren Fass, PhD, Psi Chi representative; Chris Lovelace, PhD, Psi Chi representative; and Cathy Epkins, PhD, APA representative. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Discrimination Level of Students' Ratio, Number of Students per Faculty Member and Article Scores Indicators According to Place of Turkish Universities in International Ranking Systems

ERIC Educational Resources Information Center

Özkan, Metin

2016-01-01

The aim of this research is to determine classification in which the level of accuracy in Turkish universities rankings is detected by the international assessments according to the independent variables PhD students ratio, the number of students per faculty member and the article scores. The data of research were obtained from University Ranking…

Preparing Doctoral Students in Rhetoric and Composition for Faculty Careers that Contribute to the Public Good

ERIC Educational Resources Information Center

Quinn, Stephanie Anderson

2010-01-01

This descriptive study re-examines the graduate education of doctoral students in rhetoric and composition in light of the field's civic tradition. This project explores the current preparation of rhetoric and composition students in Ph.D. programs and then focuses primarily on how doctoral programs are preparing aspiring new faculty members to…

Thinking Like a Chemist: Development of a Chemistry Card-Sorting Task to Probe Conceptual Expertise

ERIC Educational Resources Information Center

Krieter, Felicia E.; Julius, Ryan W.; Tanner, Kimberly D.; Bush, Seth D.; Scott, Gregory E.

2016-01-01

An underlying goal in most chemistry curricula is to enable students to think like chemists, yet there is much evidence to suggest that students can learn to solve problems without thinking conceptually like a chemist. There are few tools, however, that assess whether students are learning to think like Ph.D. faculty, putative experts in the…

Changing Academies: Exploring International PhD Students' Perspectives on "Host" and "Home" Universities

ERIC Educational Resources Information Center

Robinson-Pant, Anna

2009-01-01

As students move between universities on different continents, they are expected to adjust rapidly to the academic and cultural practices of their host university. Many of these students are higher educational professionals in their home country and on their return home they are faced with the challenge of how to fit back into--or whether to make…

Perspectives of Using Internet on the Scientific Research among the Postgraduate Students at the University of Khartoum-Sudan

ERIC Educational Resources Information Center

Al Hassan, Esam Idress K.

2015-01-01

The purpose of this study was to identify the perspectives of using Internet on the scientific research among the Postgraduate Students at the University of Khartoum. The researcher used the descriptive analytical method, the population consisted of all Postgraduate students at the University of Khartoum (Master & Ph.D.), registered during the…

Lifelong Learning: The Value of an Industrial Internship for a Graduate Student Education

ERIC Educational Resources Information Center

Honda, Gregory S.; Pazmino, Jorge H.; Hickman, Daniel A.; Varma, Arvind

2015-01-01

A chemical engineering PhD student from Purdue University completed an internship at The Dow Chemical Company, evaluating the effect of scale on the hydrodynamics of a trickle bed reactor. A unique aspect of this work was that it arose from an ongoing collaboration, so that the project was within the scope of the graduate student's thesis. This…

A Narrative Inquiry into the Identity Formation of Chinese Doctoral Students in Relation to Study Abroad

ERIC Educational Resources Information Center

Ye, Lily; Edwards, Viv

2017-01-01

The present study explores a topic which has been under-studied to date, namely the identity formation of Chinese PhD students in relation to study abroad. Underpinned by Giddens' "reflexive project of the self," which privileges agency and reflexivity, and using a narrative inquiry approach, it presents four students "stories"…

Becoming an Applied Linguist: A Study of Authorial Voice in International PhD Students' Confirmation Reports

ERIC Educational Resources Information Center

Thompson, Celia; Morton, Janne; Storch, Neomy

2016-01-01

The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to communicate this identity effectively in English,…

International PhD Student's Motives, Scaffolding, and Response

ERIC Educational Resources Information Center

Mochizuki, Naoko

2016-01-01

Writing groups have been gaining attention as a new approach to doctoral education to cater to students and supervisors' diversified needs emerging from the globalisation of higher education. However, the relationships between the main activity of these groups, oral interactions, and participants' learning remain unexplored. To fill this gap, this…

Examining Problem Solving in Physics-Intensive Ph.D. Research

ERIC Educational Resources Information Center

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-01-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically…

CERN@school: demonstrating physics with the Timepix detector

NASA Astrophysics Data System (ADS)

Whyntie, T.; Bithray, H.; Cook, J.; Coupe, A.; Eddy, D.; Fickling, R. L.; McKenna, J.; Parker, B.; Paul, A.; Shearer, N.

2015-10-01

This article shows how the Timepix hybrid silicon pixel detector, developed by the Medipix2 Collaboration, can be used by students and teachers alike to demonstrate some key aspects of any well-rounded physics curriculum with CERN@school. After an overview of the programme, the detector's capabilities for measuring and visualising ionising radiation are examined. The classification of clusters - groups of adjacent pixels - is discussed with respect to identifying the different types of particles. Three demonstration experiments - background radiation measurements, radiation profiles and the attenuation of radiation - are described; these can used as part of lessons or as inspiration for independent research projects. Results for exemplar data-sets are presented for reference, as well as details of ongoing research projects inspired by these experiments. Interested readers are encouraged to join the CERN@school Collaboration and so contribute to achieving the programme's aim of inspiring the next generation of scientists and engineers.

CERN's approach to public outreach

NASA Astrophysics Data System (ADS)

Landua, Rolf

2016-03-01

CERN's communication goes beyond publishing scientific results. Education and outreach are equally important ways of communicating with the general public, and in particular with the young generation. Over the last decade, CERN has significantly increased its efforts to accommodate the very large interest of the general public (about 300,000 visit requests per year), by ramping up its capacity for guided tours from 25,000 to more than 100,000 visitors per year, by creating six new of state-of-the-art exhibitions on-site, by building and operating a modern physics laboratory for school teachers and students, and by showing several traveling exhibitions in about 10 countries per year. The offer for school teachers has also been expanded, to 35-40 weeks of teacher courses with more than 1000 participants from more than 50 countries per year. The talk will give an overview about these and related activities.

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

The CERN Winter School on Supergravity, Strings, and Gauge Theory is the analytic continuation of the yearly training school of the former EC-RTN string network "Constituents, Fundamental Forces and Symmetries of the Universe". The 2010 edition of the school is supported and organized by the CERN Theory Divison, and will take place from Monday January 25 to Friday January 29, at CERN. As its predecessors, this school is meant primarily for training of doctoral students and young postdoctoral researchers in recent developments in theoretical high-energy physics and string theory. The programme of the school will consist of five series ofmore » pedagogical lectures, complemented by tutorial discussion sessions in the afternoons. Previous schools in this series were organized in 2005 at SISSA in Trieste, and in 2006, 2007, 2008, and 2009 at CERN, Geneva. Other similar schools have been organized in the past by the former related RTN network "The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions". This edition of the school is not funded by the European Union. The school is funded by the CERN Theory Division, and the Arnold Sommerfeld Center at Ludwig-Maximilians University of Munich. Scientific committee: M. Gaberdiel, D. Luest, A. Sevrin, J. Simon, K. Stelle, S. Theisen, A. Uranga, A. Van Proeyen, E. Verlinde. Local organizers: A. Uranga, J. Walcher. This video is Part 11 in the series.« less

Preparing Physics Ph.D. Students as Instructors

NASA Astrophysics Data System (ADS)

Manhart, Michael; Knapen, Simon

2012-03-01

As demand grows for education in STEM fields, there is an increasing need for Ph.D. physicists with a strong aptitude for and commitment to teaching. Development of these skills begins in graduate school, where most physicists are first exposed to teaching as TAs to undergraduate courses. The TA experience thus has considerable impact on the development of their teaching skills. Unfortunately, many graduate programs do not provide detailed training to their TAs. However, if departments hope to produce physicists who are also outstanding educators, they must create a culture of excellence in teaching that includes adequate training and incentives to excel for their graduate student TAs. As current Ph.D. students in the Department of Physics and Astronomy at Rutgers University, we have designed and implemented a TA training program to achieve these goals. Our program, Developing Educational Leaders among TAs in Physics (DELTA P), is aimed at new physics TAs and consists of an intensive orientation followed by 10 weekly seminars during the semester. The orientation focuses on the essential practical issues relevant to TAs before they first step in the classroom, while the seminars delve into more specialized topics, ranging from motivating non-majors to physics education research. Students who complete the program are given an official credential by the department to certify their training. After two years DELTA P has begun to effect positive changes to our department's TA experience, and we believe DELTA P serves as a useful model for other departments. In this talk, we will present our program and hope to engage in an interactive discussion with the audience about these issues.

Virtual Communities of Practice: A Netnographic Study of Peer-to-Peer Networking Support among Doctoral Students

ERIC Educational Resources Information Center

Allen, Ila R.

2014-01-01

Obtaining a PhD can be one of the most fulfilling achievements in academia, but for the doctoral student, the journey can lead to attrition prior to the completion of a degree. Research indicated that institutional policies and practices can directly affect doctoral students in completing the dissertation due to lack of structure and support.…

An Exploratory Study of Factors That Affect the Research Progress of International PhD Students from the Middle East

ERIC Educational Resources Information Center

Khozaei, Fatemeh; Naidu, Sivabala; Khozaei, Zahra; Salleh, Nor Aini

2015-01-01

Purpose: Despite the critical issues involving Middle East countries such as war and a drop in currency exchange rates, a large number of students leave their country to pursue a higher education abroad, every year. The purpose of this paper is to understand the difficulties that these students face while conducting their research in a foreign…

Professional Development for Graduate Students through Internships at Federal Labs: an NSF/USGS Collaboration

NASA Astrophysics Data System (ADS)

Snow, E.; Jones, E.; Patino, L. C.; Wasserman, E.; Isern, A. R.; Davies, T.

2016-12-01

In 2013 the White House initiated an effort to coordinate STEM education initiatives across federal agencies. This idea spawned several important collaborations, one of which is a set of National Science Foundation programs designed to place graduate students in federal labs for 2-12 months of their Ph.D. training. The Graduate Research Internship Program (GRIP) and the Graduate Student Preparedness program (GSP) each have the goal of exposing PhD students to the federal work environment while expanding their research tools and mentoring networks. Students apply for supplementary support to their Graduate Research Fellowship (GRIP) or their advisor's NSF award (GSP). These programs are available at several federal agencies; the USGS is one partner. At the U.S. Geological Survey, scientists propose projects, which students can find online by searching USGS GRIP, or students and USGS scientists can work together to develop a research project. At NSF, projects are evaluated on both the scientific merit and the professional development opportunities they afford the student. The career development extends beyond the science (new techniques, data, mentors) into the professional activity of writing the proposal, managing the budget, and working in a new and different environment. The USGS currently has 18 GRIP scholars, including Madeline Foster-Martinez, a UC Berkeley student who spent her summer as a GRIP fellow at the USGS Pacific Coastal and Marine Science Center working with USGS scientist Jessica Lacy. Madeline's Ph.D. work is on salt marshes and she has studied geomorphology, accretion, and gas transport using a variety of research methods. Her GRIP fellowship allowed her to apply new data-gathering tools to the question of sediment delivery to the marsh, and build and test a model for sediment delivery along marsh edges. In addition, she gained professional skills by collaborating with a new team of scientists, running a large-scale field deployment, and experiencing a new work environment. The program is succeeding in mentoring the next generation of geoscientists. At the USGS, we hope that some of these scientists will look for their first full-time job here.

‘AN INCREDIBLY STEEP HILL:’ HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS

PubMed Central

Wood, Christine V.; Campbell, Patricia B.; McGee, Richard

2017-01-01

This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students’ family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students’ perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students. PMID:28239250

PhD Student Emotional Exhaustion: The Role of Supportive Supervision and Self-Presentation Behaviours

ERIC Educational Resources Information Center

Devine, Kay; Hunter, Karen H.

2017-01-01

This research examines doctoral student perceptions of emotional exhaustion relative to supportive supervision and the use of impression management (IM) and facades of conformity (FOC). Results indicated that supportive supervision significantly reduced emotional exhaustion and the use of self-presentation behaviours, while the use of FOC…

PhD Year 1 Students' Experience with the Educational Technology and Innovation Course

ERIC Educational Resources Information Center

Asamoah, Moses Kumi; Mackin, Eva Esi

2016-01-01

The advent of information, communication and new technologies, globalisation and rising costs has prompted rethinking what we teach, how we teach and even where teaching and learning take place. The Educational Technology and Innovation Course (Adlt704) was designed to enable students to create, use and manage appropriate technological processes…

COLLOIDAL FOULING OF MEMBRANES: IMPLICATIONS IN THE TREATMENT OF TEXTILE DYE WASTES AND WATER REUSE

EPA Science Inventory

Three manuscripts are in preparation for submission to refereed journals based on the MS Thesis of the student supported by this work. This student will continue work towards the Ph.D. on a related topic with other sources of funding upon completion of this project...

The Postgraduate Chameleon. Changing Roles in Doctoral Education

ERIC Educational Resources Information Center

Harland, Tony; Plangger, Gabi

2004-01-01

This article is based on the experiences of 25 PhD students at a New Zealand university who came to do research and soon found themselves taking on substantial teaching loads. Teaching was highly valued and it helped students develop their professional identity as they broadened their subject knowledge and practised a disciplinary research…

Paradigm Devolution: The Twilight of Traditional Doctoral Education

ERIC Educational Resources Information Center

Sonstrom, Wendy Jean

2009-01-01

In this reflection, the author proposes that doctoral education is currently undergoing paradigm devolution. Her perspective is that of a doctoral student, specifically a full-time graduate student working towards a Ph.D. in adult education. This fall semester marks her last of coursework, and she finds herself searching to make meaning of the…

Coral Reef Education and Australian High School Students

ERIC Educational Resources Information Center

Stepath, Carl M.

2004-01-01

Educational programs that focus on humans and their relationship to coral reefs are becoming necessary, as reef structures along the Queensland coast come under mounting ecological pressure. This paper reports on a PhD research project which investigated marine education and learning with high school students in coral reef environments along the…

Written Feedback in Intercultural Doctoral Supervision: A Case Study

ERIC Educational Resources Information Center

Xu, Linlin

2017-01-01

This paper explores the feedback interactions in an intercultural supervision context between a white New Zealand supervisor and a Chinese international doctoral student, who is also the author (and researcher) of this study. Using mixed methods, it examines the supervisor's written feedback on a draft PhD proposal and the student's feedback…

Academic Careers for Graduate Students: A Strong Attractor in a Changed Environment

ERIC Educational Resources Information Center

Gemme, Brigitte; Gingras, Yves

2012-01-01

Professorship has traditionally been the single most valued career path for graduates of PhD programs. Policies now encourage graduate students to directly or indirectly engage with non-academic organizations to encourage the next generation of researchers to explore alternative careers, including opportunities in industry and government. In this…

Peer Relationships and the Biomedical Doctorate: A Key Component of the Contemporary Learning Environment

ERIC Educational Resources Information Center

Kemp, Matthew W.; Molloy, Timothy J.; Pajic, Marina; Chapman, Elaine

2013-01-01

Little attention has been paid to the scholarship of doctoral education in the biomedical sciences, hindering the formulation of research-informed improvements to this important area of higher education. We present an analysis of interview data from Australian PhD students and suggest that relationships between students and their…

Reviving Graduate Seminar Series through Non-Technical Presentations

ERIC Educational Resources Information Center

Madihally, Sundararajan V.

2011-01-01

Most chemical engineering programs that offer M.S. and Ph.D. degrees have a common seminar series for all the graduate students. Many would agree that seminars lack student interest, leading to ineffectiveness. We questioned the possibility of adding value to the seminar series by incorporating non-technical topics that may be more important to…

Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Zhou, Ji

2014-01-01

This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students

ERIC Educational Resources Information Center

Wilson, Marenda A.; DePass, Anthony; Bean, Andrew J.

2018-01-01

The faculty and student populations in academia are not representative of the diversity in the U.S. population. Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science,…

Eyeballs in the Fridge: Sources of Early Interest in Science

ERIC Educational Resources Information Center

Maltese, Adam V.; Tai, Robert H.

2010-01-01

This paper examines the experiences reported by scientists and graduate students regarding the experiences that first engaged them in science. The interviews analysed for this paper come from Project Crossover, a mixed-methods study of the transition from graduate student to PhD scientist in the fields of chemistry and physics. This analysis…

Obstacles to Success--Doctoral Student Attrition in South Africa

ERIC Educational Resources Information Center

Herman, Chaya

2011-01-01

The article explores doctoral attrition in South Africa, investigating and comparing the attributions of attrition of doctoral students and PhD programme leaders. The article is based on secondary data analysis of two large studies on doctoral education in South Africa. The main point of the article is that the different understandings of the…

Beyond the Amusement, Puzzlement and Challenges: An Enquiry into International Students' Academic Acculturation

ERIC Educational Resources Information Center

Elliot, Dely Lazarte; Reid, Kate; Baumfield, Vivienne

2016-01-01

This paper investigates the phenomenological experiences of academic acculturation of selected non-British post-doctoral academics with a retrospective focus on their experiences as PhD students. The participants came from different disciplines and countries of origin to pursue several years of postgraduate research in different British higher…

Assessment of Learning in a Graduate Level Pedagogy Course

ERIC Educational Resources Information Center

Cumming, W. F. Preston

2012-01-01

The increasing expectations for all incoming faculty to not only produce exceptional research, but also be better communicators and educators immediately has put the pressure on graduate students looking to move into academia to improve on their ability to teach. By providing the opportunity for Masters and PhD level students, the Departments of…

The South Carolina Collaborative Undergraduate HBCU Student Summer Training Program

DTIC Science & Technology

2015-03-01

MANDATORY: Authorship and Plagiarism (lecture/case study/discussion) Ed Krug, PhD 9:20-9:30am - - -Break- - - 9:30-10:10am Research Misconduct...STEM majors Demographic characteristics of STEM students in the 2013–2014 academic year Gender Race/ethnicity Male Female AA Hisp./Latino EA Other CU

The Tale of Two Degrees: The Need and Power of the Doctor of Arts

ERIC Educational Resources Information Center

Serve, Kinta; Clements, Nathan; Heinrich, Kaleb K.; Smith, Rosemary J.

2013-01-01

Ph.D. programs train students to perform quality research but not necessarily to deliver quality undergraduate instruction. For students who want to develop such skills, and for universities interested in creating programs to combine broad disciplinary instruction with specialization in effective pedagogical practices, there is a Ph.D.…

Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN

NASA Astrophysics Data System (ADS)

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.

Nuclear Science Division annual report, October 1, 1984-September 30, 1985

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mahoney, J.

1986-09-01

This report summarizes the activities of the Nuclear Science Division during the period October 1, 1984 to September 30, 1985. As in previous years, experimental research has for the most part been carried out using three local accelerators, the Bevalac, the SuperHILAC and the 88-Inch Cyclotron. However, during this time, preparations began for a new generation of relativistic heavy-ion experiments at CERN. The Nuclear Science Division is involved in three major experiments at CERN and several smaller ones. The report is divided into 5 sections. Part I describes the research programs and operations, and Part II contains condensations of experimentalmore » papers arranged roughly according to program and in order of increasing energy, without any further subdivisions. Part III contains condensations of theoretical papers, again ordered according to program but in order of decreasing energy. Improvements and innovations in instrumentation and in experimental or analytical techniques are presented in Part IV. Part V consists of appendices, the first listing publications by author for this period, in which the LBL report number only is given for papers that have not yet appeared in journals; the second contains abstracts of PhD theses awarded during this period; and the third gives the titles and speakers of the NSD Monday seminars, the Bevatron Research Meetings and the theory seminars that were given during the report period. The last appendix is an author index for this report.« less

Clinician-scientist MB/PhD training in the UK: a nationwide survey of medical school policy.

PubMed

Barnett-Vanes, Ashton; Ho, Guiyi; Cox, Timothy M

2015-12-30

This study surveyed all UK medical schools regarding their Bachelor of Medicine (MB), Doctor of Philosophy (PhD) (MB/PhD) training policy in order to map the current training landscape and to provide evidence for further research and policy development. Deans of all UK medical schools registered with the Medical Schools Council were invited to participate in this survey electronically. The number of medical schools that operate institutional MB/PhD programmes or permit self-directed student PhD intercalation. Medical school recruitment procedures and attitudes to policy guidance. 27 of 33 (81%) registered UK medical schools responded. Four (14%) offer an institutional MB/PhD programme. However, of those without institutional programmes, 17 (73%) permit study interruption and PhD intercalation: two do not (one of whom had discontinued their programme in 2013), three were unsure and one failed to answer the question. Regarding student eligibility, respondents cited high academic achievement in medical studies and a bachelor's or master's degree. Of the Medical schools without institutional MB/PhD programmes, 5 (21%) have intentions to establish a programme, 8 (34%) do not and 3 were unsure, seven did not answer. 19 medical schools (70%) considered national guidelines are needed for future MB/PhD programme development. We report the first national survey of MB/PhD training in the UK. Four medical schools have operational institutional MB/PhD programmes, with a further five intending to establish one. Most medical schools permit study interruption and PhD intercalation. The total number MB/PhD students yet to graduate from medical school could exceed 150, with 30 graduating per year. A majority of medical school respondents to this survey believe national guidelines are required for MB/PhD programme development and implementation. Further research should focus on the MB/PhD student experience. Discussion regarding local and national MB/PhD policies between medical schools and academic stakeholders are needed. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Every Student Counts: Broadening Participation in the Geosciences through a Multiyear Internship Program

NASA Astrophysics Data System (ADS)

Sloan, V.

2010-12-01

The number of Ph.D.s from underrepresented populations graduating each year in the geosciences lags behind all other sciences including physics. This results in a dearth of minorities acting as role models in higher education. Overall, African Americans, Native Americans, and Hispanics comprised a total of 6% of the Ph.D. graduates in 2005 compared to about 27% of the general population. African Americans were the most poorly represented relative to their proportion in the U.S. population, comprising only 1% of Ph.D.s in the geosciences compared to 12% of the population. Only one African American woman Ph.D. graduated in the geosciences in the U.S. in each of 2004 and 2005, while proportionally one would expect 28 to obtain a Ph.D. each year. Our multiyear internship program, RESESS helps to carry students from underrepresented minority populations through to graduate programs by preparing them for graduate school. Our interns experience an authentic summer research experience at a university, the USGS, or UNAVCO, while doing an intensive writing course and working closely with a science and writing mentor. We continue mentoring during the academic year, as students apply for graduate school and scholarships, and present their research results at professional conferences. RESESS focuses on the Earth sciences and partners with SOARS, which focuses on atmospheric and related sciences. Our future goals include developing more RESESS pods elsewhere in the country, making it possible for students to do community-driven research, and increasing the diversity of support for the program through new and stronger partnerships with organizations such as the U.S.G.S., the National Parks Service, and other universities. In this paper, we will present current statistics on diversity in higher education in the geoscience, details of our program, and conclusions about effective means of supporting minority students in the bridge to graduate school. When the numbers are this low, every student counts. Diana Prado Garzon at work in summer of 2010.

Stepping Stones to Research: Providing Pipelines from Middle School through PhD

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Baum, S. A.; RIT Insight Lab SSR Team; Carlson CenterImaging Science Faculty, Chester F.

2014-01-01

We present a decade's worth of strategies designed to promote and provide "Stepping Stones to Research" to provide a realistic pipeline of educational opportunities, with multiple gateways and exit points, for students moving towards STEM careers along the "STEM pipeline". We also illustrate how the Stepping Stones are designed to incidentally co-inside with related external opportunities through which we can also guide and support our mentees on their paths. We present programs such as middle school family science programs, high school research opportunities, high school internships, undergraduate research pathways, research experiences for undergraduates, and other opportunities. We will highlight the presentations being made at this very meeting -- from the first presentation of a high school student, to a dissertation presentation of a PhD graduate -- that have benefited from this stepping stone principle. We also reflect on the essential nature of building a "researcher-trust", even as a young student, of advocates and mentors who can support the continuation of a scientific career.

Women in physics in the Netherlands: Progress and developments

NASA Astrophysics Data System (ADS)

Rudolf, Petra; de Graaf, Noortje; Koornstra, Renée-Andrée; van Tijn, Paula; Kool, Dorien

2015-12-01

The visibility of women and the awareness of a healthy gender balance in physics in the Netherlands have clearly improved over the last few years. Initiatives to promote women and their possibilities to pursue a career in physics are plentiful and commendable. Nevertheless, the numbers do not yet show the desired impact of all these initiatives. Although student numbers have increased, the percentage of female first-year student remains at approximately 13% of the total students in physics. Similarly, the relative numbers of female PhD candidates and postdocs have been stable over the last years at (both) approximately 20% to 25%. Despite the number of women obtaining a PhD in physics and continuing a scientific career as postdoc, the presence of women further up on the scientific ladder in physics remains strikingly low. We will here focus on the current status, ambitions, and initiatives in the Netherlands to promote women, and especially to keep them, in physics.

4: A STUDY ON THE RATE OF INFORMATION LITERACY OF FACULTY MEMBERS AND PHD STUDENTS OF FACULTY OF NURSING AND MIDWIFERY, TABRIZ UNIVERSITY OF MEDICAL SCIENCES, BASED ON SUCCESSFUL EVIDENCE HEALTHCARE

PubMed Central

Razmkhah, Maryam; Moghadam, Hadi Sharif; Ziaei, Soraya; Zarea, Vahideh; Narimani, Mohammad Reza

2017-01-01

Background and aims Evidence based care is an approach to clinical problem-solving in which merging the results of several studies and information on specialty clinical care as well as patients' wishes and values leads to effective decision making, to avoid seeking frequent care facilitating the patient cares, empowering healthcare workers, maintaining and improving the health of patients and the families. Results of the conducted studies suggest that using such an approach requires information literacy skills. Therefore, the present study aimed to assess information literacy of the faculty members and PhD students of Nursing and Midwifery School of Tabriz University of Medical Sciences about evidence based care. Methods In this cross-sectional survey 53 PhD students and faculty members were selected using census sampling method. Data gathering tool was a researcher-made questionnaire. This inventory was developed regarding valid scientific literature on information literacy and evidence-based care with 68 items and 5 standards of literacy prepared within some steps. After confirming the validity, its reliability was concluded by Cranach's Alpha (0.89). Data was analyzed using SPSS/22. Results Average information literacy skill level for faculty members and students related to evidence-based care and information literacy standards was higher than the average index, except for “information exchange” standard (50±10). The highest and lowest mean scores in evidence based care were for, respectively, questions formation (respectively, 96.18±18.6.17 and 48.51±14.69) and evaluation results (respectively 95.56±6.66 and 45.94±14.08). For information literacy standards there were calculated for (respectively) finding information as the highest score for (respectively, 95.56±6.66 and 72.44±13.62) and the lowest for information exchange (respectively, 74.19±11.83 and 48.51±11.35). Conclusion According to the results of this study and also regarding to this subject that PhD students' and faculty members' information literacy level was above the average; it is recommended to develop optimal measures to promote evidence based decision making.

MS PHD'S: A Synergistic Model for Diversifying the Earth Science Community

NASA Astrophysics Data System (ADS)

Ricciardi, L.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Braxton, L.; Johnson, A.

2013-05-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) program focuses on increasing the number of underrepresented minorities (URM) receiving advanced degrees in Earth system sciences (ESS). Subscribing to Aristotle's philosophy that the "whole is greater than the sum of its parts", MS PHD'S uses a synergistic model of tiered mentoring practices, successful minority scientist role models, peer-to-peer community building activities, professional development training techniques, networking opportunities, and state of the art virtual communication tools to facilitate the retention and advancement of underrepresented ESS scientists. Using a three-phase program structure supported by a virtual community, URM students in ESS are afforded opportunities to establish mentoring relationships with successful scientists, build meaningful ties with URM peers and future colleagues, strengthen oral and written communication skills, engage in networking opportunities within premier scientific venues, and maintain continuity of networks formed through program participation. Established in 2003, MS PHD'S is now in its ninth cohort. From the original cohort of 24 participants, the program has grown to support 213 participants. Of these 213 participants, 42 have obtained the doctorate and are employed within the ESS workforce. Another 71 are enrolled in doctoral programs. Looking to the future with the purpose of continually furthering its synergistic philosophy, MS PHD'S has developed a new initiative, Beyond the PhD, designed to support and advance the representation of URM scientists within a global workforce.

Partial Characterization of a Novel Amphibian Hemoglobin as a Model for Graduate Student Investigation on Peptide Chemistry, Mass Spectrometry, and Atomic Force Microscopy

ERIC Educational Resources Information Center

Bemquerer, Marcelo P.; Macedo, Jessica K. A.; Ribeiro, Ana Carolina J.; Carvalho, Andrea C.; Silva, Debora O. C.; Braz, Juliana M.; Medeiros, Kelliane A.; Sallet, Lunalva A. P.; Campos, Pollyanna F.; Prates, Maura V.; Silva, Luciano P.

2012-01-01

Graduate students in chemistry, and in biological and biomedical fields must learn the fundamentals and practices of peptide and protein chemistry as early as possible. A project-oriented approach was conducted by first-year M.Sc and Ph.D students in biological sciences. A blind glass slide containing a cellular smear and an aqueous cellular…

The Education and Outreach Project of ATLAS--A New Participant in Physics Education

ERIC Educational Resources Information Center

Barnett, R. Michael; Johansson, K. Erik

2006-01-01

The ATLAS experiment at the Large Hadron Collider at CERN has a substantial collaborative Education and Outreach project. This article describes its activities and how it promotes physics to students around the world.

Harvard College Observatory: Shapley's Factory for PhD Degrees?

NASA Astrophysics Data System (ADS)

Welther, B. L.

2000-12-01

When Harlow Shapley assumed the Directorship of Harvard College Observatory in 1921, there was no program in place there to train the next generation of astronomers. In 1923, using the Pickering Fund for women assistants, Shapley hired a young English woman, Cecilia Payne, to work on stellar spectra. Just two short years later, Payne completed her research and wrote a celebrated thesis on stellar atmospheres. Because Harvard University was not prepared to confer a PhD degree on a woman at that time, Payne presented her thesis to Radcliffe College. Thus, in 1925 she became the first person to receive a PhD in astronomy for a research project at HCO. By 1933, a PhD in Astronomy had been conferred on eight graduate students who had undertaken research projects at HCO: four men who received their degree from Harvard, and four women, from Radcliffe. In subsequent years, however, the equal distribution of degrees for men and women quickly changed. When the 30th degree was bestowed in 1943, only 10 of the candidates were women. By 1955, when the 60th degree was conferred, only 14 women had received a PhD. In just two decades, then, the ratio of women astronomers had steadily dropped from a solid 50% at the height of the Shapley era to slightly less than 25% at his retirement. Also, until the mid-1960s, the women astronomers still had to apply to Radcliffe for their PhD degrees. This paper will briefly examine the funding and research topics of some of the HCO PhD candidates in the Shapley Era (1921-1955). It will also highlight some of their subsequent contributions to 20th-century American Astronomy.

MS PHD'S Professional Development Program: A Scientific Renaissance in Cyberspace

NASA Astrophysics Data System (ADS)

Powell, J. M.; Williamson, V. A.; Griess, C. A.; Pyrtle, A. J.

2004-12-01

This study is a component of a four-year investigation of MS PHD'S Professional Development Program's virtual community through the lenses of underrepresented minority students in Earth system science and engineering fields. In this presentation, the development, assessment and projected utilization of the ongoing study will be discussed. The overall goal of this study is to examine the effectiveness of virtual team building methods and understand how the development of a communal cyberinfrastructure acts as an integral part of the emergence of a Scientific Renaissance. The exemplar, Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S), provides professional development experiences to facilitate the advancement of students of color achieving outstanding Earth system careers. Undergraduate and graduate students are supported through access to scientific conferences, mentorship and virtual community building. Framed by critical theory, this ethnographic exploration uses a mixed methods research design to record, observe, and analyze both the processes and products of the website, listserv and synchronous web-based dialogue. First, key findings of the formative evaluation and annual reports of the successfully implemented 2003 MS PHD'S Pilot Project are presented. These findings inform future evaluations of the use of technological resources and illustrate how this public space provides peer support and enriched research opportunities. Quantitative methods such as statistical analysis, academic and professional tracking and evaluative tools for scientific content and competency are complimented by qualitative methods that include observations, heuristic case studies and focus group interviews. The findings of this ongoing investigation will provide insight on how national organizations, higher education practitioners, community-based support systems and underrepresented minorities in the sciences promote diversity by developing successful cyberspace programs and networks. Through the examination of the transformation, expansion and democratization of the Earth system science community, new knowledge will be obtained on how a cyber-community fuses science, diversity and technology to form dialectics between creating and analyzing a Scientific Renaissance.

Differences in STEM doctoral publication by ethnicity, gender and academic field at a large public research university.

PubMed

Mendoza-Denton, Rodolfo; Patt, Colette; Fisher, Aaron; Eppig, Andrew; Young, Ira; Smith, Andrew; Richards, Mark A

2017-01-01

Two independent surveys of PhD students in STEM fields at the University of California, Berkeley, indicate that underrepresented minorities (URMs) publish at significantly lower rates than non-URM males, placing the former at a significant disadvantage as they compete for postdoctoral and faculty positions. Differences as a function of gender reveal a similar, though less consistent, pattern. A conspicuous exception is Berkeley's College of Chemistry, where publication rates are tightly clustered as a function of ethnicity and gender, and where PhD students experience a highly structured program that includes early and systematic involvement in research, as well as clear expectations for publishing. Social science research supports the hypothesis that this more structured environment hastens the successful induction of diverse groups into the high-performance STEM academic track.

Differences in STEM doctoral publication by ethnicity, gender and academic field at a large public research university

PubMed Central

Patt, Colette; Fisher, Aaron; Eppig, Andrew; Young, Ira; Smith, Andrew; Richards, Mark A.

2017-01-01

Two independent surveys of PhD students in STEM fields at the University of California, Berkeley, indicate that underrepresented minorities (URMs) publish at significantly lower rates than non-URM males, placing the former at a significant disadvantage as they compete for postdoctoral and faculty positions. Differences as a function of gender reveal a similar, though less consistent, pattern. A conspicuous exception is Berkeley’s College of Chemistry, where publication rates are tightly clustered as a function of ethnicity and gender, and where PhD students experience a highly structured program that includes early and systematic involvement in research, as well as clear expectations for publishing. Social science research supports the hypothesis that this more structured environment hastens the successful induction of diverse groups into the high-performance STEM academic track. PMID:28380061

Developing mental health research in sub-Saharan Africa: capacity building in the AFFIRM project.

PubMed

Schneider, M; Sorsdahl, K; Mayston, R; Ahrens, J; Chibanda, D; Fekadu, A; Hanlon, C; Holzer, S; Musisi, S; Ofori-Atta, A; Thornicroft, G; Prince, M; Alem, A; Susser, E; Lund, C

2016-01-01

There remains a large disparity in the quantity, quality and impact of mental health research carried out in sub-Saharan Africa, relative to both the burden and the amount of research carried out in other regions. We lack evidence on the capacity-building activities that are effective in achieving desired aims and appropriate methodologies for evaluating success. AFFIRM was an NIMH-funded hub project including a capacity-building program with three components open to participants across six countries: (a) fellowships for an M.Phil. program; (b) funding for Ph.D. students conducting research nested within AFFIRM trials; (c) short courses in specialist research skills. We present findings on progression and outputs from the M.Phil. and Ph.D. programs, self-perceived impact of short courses, qualitative data on student experience, and reflections on experiences and lessons learnt from AFFIRM consortium members. AFFIRM delivered funded research training opportunities to 25 mental health professionals, 90 researchers and five Ph.D. students across 6 countries over a period of 5 years. A number of challenges were identified and suggestions for improving the capacity-building activities explored. Having protected time for research is a barrier to carrying out research activities for busy clinicians. Funders could support sustainability of capacity-building initiatives through funds for travel and study leave. Adoption of a train-the-trainers model for specialist skills training and strategies for improving the rigor of evaluation of capacity-building activities should be considered.

Extracurricular scientific production among medical students has increased in the past decade.

PubMed

Andersen, Sofie Bech; Østergaard, Lauge; Fosbøl, Philip Loldrup; Fosbøl, Emil Loldrup

2015-09-01

Undergraduate research among medical students is essential in the education of future physicians and scientists. This study aimed to evaluate the scientific yield of extracurricular undergraduate research among medical students. Medical students at the University of Copenhagen who completed an extracurricular research year between January 2004 and June 2013 were evaluated through a manual search in PubMed MEDLINE. The primary focus was the number of peer-reviewed, published articles. Of the 363 included students, 3.1% did their research in 2004-2005 compared with 46.5% in 2012-2013. After three years, 70.4% of the students had published a peer-reviewed article, and of all the 363 students, 36.5%, had published as a first author. In total, 87.7% had a medical specialty as their research area versus a surgical specialty. Most students were involved in cardiology (14.1%). Cardiology was also associated with the greatest scientific yield with a median number of 0.8 publications per year after the students concluded their undergraduate research period. Three or more years after concluding their undergraduate research, 32.8% of the students had continued with research in the context of a PhD programme. Overall, the number of medical students who engaged in extracurricular research followed an increasing trend, and more than two-thirds of these students published a peer-reviewed paper within three years. Cardiology was the most popular specialty and also the specialty with the greatest scientific yield. A third of the undergraduate research students continued doing research in the context of a PhD programme.

The Impact of Formal and Informal Learning on Students' Improvisational Processes

ERIC Educational Resources Information Center

Augustyniak, Sylvana

2014-01-01

This article, based on my PhD empirical study, was conducted in a qualitative and holistic approach. It had examined how students had used formal and informal strategies, styles and situations while improvising and composing for the research task. Eighteen research groups made up of a total of 40 males and nine females had participated in…

Negotiating the Geopolitics of Student Resistance in Global Feminisms Classrooms

ERIC Educational Resources Information Center

Ergun, Emek

2013-01-01

This article discusses the geo-political operations of student resistance in global feminisms classrooms, a topic that is largely ignored in the feminist pedagogies literature, where a generic understanding of the feminist teacher as a white, American and/or Western, and upper-class PhD seems to dominate. Given that the number of minority faculty…

Write on! Through to the Ph.D.: Using Writing Groups to Facilitate Doctoral Degree Progress

ERIC Educational Resources Information Center

Maher, Michelle; Fallucca, Amber; Halasz, Helen Mulhern

2013-01-01

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing…

"OpenLAB": A 2-Hour PCR-Based Practical for High School Students

ERIC Educational Resources Information Center

Bouakaze, Caroline; Eschbach, Judith; Fouquerel, Elise; Gasser, Isabelle; Kieffer, Emmanuelle; Krieger, Sophie; Milosevic, Sara; Saandi, Thoueiba; Florentz, Catherine; Marechal-Drouard, Laurence; Labouesse, Michel

2010-01-01

The Strasbourg University PhD school in Life and Health Sciences launched an initiative called "OpenLAB." This project was developed in an effort to help high school teenagers understand theoretical and abstract concepts in genetics. A second objective of this program is to help students in defining their future orientation and to…

Closing the Loop: The Pay-Off on Your State's Investment. Doctoral Scholars Program

ERIC Educational Resources Information Center

Abraham, Ansley

2014-01-01

States are investing in their futures through the Southern Regional Education Board (SREB) Doctoral Scholars Program, which helps minority Ph.D. students become faculty members. The return on investment? Candidates complete their doctorates faster and serve as role models for the increasingly diverse college students they teach as faculty members.…

Information Use by PhD Students in Agriculture and Biology: A Dissertation Citation Analysis

ERIC Educational Resources Information Center

Kuruppu, Pali U.; Moore, Debra C.

2008-01-01

This article reports the findings of a study conducted to examine the types of information used by graduate students in the fields of biological and agricultural sciences at Iowa State University (ISU). The citations of doctoral dissertations submitted in nine agriculture and biological science subject fields (crop production and physiology;…

Mentorship, Supervision and Learning Experience in PhD Education

ERIC Educational Resources Information Center

Linden, Jitka; Ohlin, Mats; Brodin, Eva M.

2013-01-01

The learning that ensued from the mentorship relationship on a mentorship program for doctoral students at a Swedish university was studied in three cases (two in social science and one in technology). The aim was: (a) to explore how doctoral students, their formal mentors and their supervisors describe their own learning, and how they perceive…

Imagined and Emerging Career Patterns: Perceptions of Doctoral Students and Research Staff

ERIC Educational Resources Information Center

McAlpine, Lynn; Turner, Gill

2012-01-01

Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how…

Succeeding with Your Doctorate

ERIC Educational Resources Information Center

Wellington, Jerry; Bathmaker, Ann Marie; Hunt, Cheryl; McCulloch, Gary; Sikes, Pat

2005-01-01

The aim of this book is to support, inform and guide students (and by implication their supervisors) through a doctoral programme. The book is intended for students working towards either a "taught" doctorate (such as an EdD) or a course of study leading to a PhD. The authors recognize that doctoral programmes have changed and these changes are…

Teaching Teachers: Methods and Experiences Used in Educating Doctoral Students to Prepare Preservice Music Educators

ERIC Educational Resources Information Center

Kelly, Steven N.; VanWeelden, Kimberly

2017-01-01

This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada (N = 46) were sent an online questionnaire concerning (1) the extent respondents…

Support Services for Higher Degree Research Students: A Survey of Three Australian Universities

ERIC Educational Resources Information Center

Silva, Pujitha; Woodman, Karen; Taji, Acram; Travelyan, James; Samani, Shamim; Sharda, Hema; Narayanaswamy, Ramesh; Lucey, Anthony; Sahama, Tony; Yarlagadda, Prasad K. D. V.

2016-01-01

A survey was conducted across three Australian universities to identify the types and format of support services available for higher degree research (HDR, or MA and Ph.D.) students. The services were classified with regards to availability, location and accessibility. A comparative tool was developed to help institutions categorise their services…

Exploring the Relationship between Doctoral Students' Experiences and Research Community Positioning

ERIC Educational Resources Information Center

Sala-Bubaré, Anna; Castelló, Montserrat

2017-01-01

Despite the growing number of studies exploring PhD students' experiences and their social relationships with other researchers, there is a lack of research on the interaction between the type of experiences and the social agents involved, especially in relation to not only problems and challenges, but also to positive emotions and experiences. In…

Preparing Doctoral Candidates for the Viva: Issues for Students and Supervisors

ERIC Educational Resources Information Center

Watts, Jacqueline H.

2012-01-01

The PhD viva has been described as mysterious (Burnham 1994; Morley et al. 2002), unpredictable (Rugg & Petre 2004) and potentially frightening for students (Delamont et al. 2004), with its form and duration a function of the predilections of individual examiners as well as a function of differences across disciplines. Despite its myriad…

Situational Leadership Applied to the Dissertation Process

ERIC Educational Resources Information Center

Holsinger, James W., Jr.

2008-01-01

For more than 40 years, concern has been expressed over the attrition rate of students in Ph.D. programs in American universities. Although there are a number of significant factors at work, attrition of doctoral students in sciences such as anatomy may lead to a dearth of trained teaching anatomists as well as research scientists in the…

HST at CERN an Amazing Adventure

NASA Astrophysics Data System (ADS)

Restivo, Evelyn

2009-04-01

The High School Teacher Program (HST) at the European Organization for Nuclear Research, CERN, in Geneva, Switzerland was initiated in 1998 by a group of scientists, as a multicultural international program designed to introduce high school physics teachers to high-energy physics. The goal of the program is to provide experiences and materials that will help teachers lead their students to a better understanding of the physical world. Interacting with physics teachers from around the world leads to new approaches for dealing with educational issues that all teachers encounter. The program includes a variety of tours, a series of lectures and classroom activities about the physics expected from the Large Hadron Collider.

Numbers of women faculty in the geosciences increasing, but slowly

NASA Astrophysics Data System (ADS)

Wolfe, C. J.

2001-12-01

Why are there so few women faculty in the geosciences, while there are large numbers of women undergraduate and graduate students? According to National Science Foundation (NSF) estimates for 1995 in the Earth, atmospheric, and oceanic sciences, women made up 34% of the bachelor's degrees awarded, 35% of the graduate students enrolled, and 22% of the doctorates granted. Yet progress has been slower in achieving adequate representation of women geoscientists in academia, where women represent only 12% of the overall faculty. This talk will present the results of a survey I conducted on the status of women faculty at the 20 top-ranked geology programs, which was originally published as a feature article in Eos [Wolfe, 1999]. Data from the 1997 AGI Directory of Geoscience Departments were used to compare the numbers of women faculty at different departments, as well as to consider the distribution of men and women faculty by year of Ph.D. Strong inequities were found to exist between the individual departments. The percentages of women in the departments ranged from 0% to as high as 23%, and 37% of the departments had either one woman faculty member or none. Histograms of the faculty sorted by year of Ph.D. showed that clear generational differences existed between the sets of men and women faculty. Thirty-nine percent of the men obtained their Ph.D. prior to 1970, whereas only 3% of the women obtained their Ph.D. before this date. The majority of women faculty members (64%) received their Ph.D. after 1980, but a minority of men (31%) received their degrees after 1980. In the 1960s and 1970s, the geosciences expanded and departments employed a high percentage of recent Ph.D.s, but hiring of young faculty decreased in the 1980s and 1990s. In contrast, the numbers of women graduate students only began to rise after 1970, and thus the quantity of women Ph.D.s increased as the number of young hires decreased. Two problems appeared evident from this study using 1997 data. Women faculty were unevenly distributed among top-ranked departments, and the limited employment situation was another factor impeding the advancement of women in academia.

The supervision of professional doctorates: experiences of the processes and ways forward.

PubMed

Carr, Susan M; Lhussier, Monique; Chandler, Colin

2010-05-01

The doctoral research terrain is changing, as new-styles, for example professional doctorates, are being developed (Park, C., 2005. New variant PhDL the changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management 27(2), 189-207). There is a scarcity of literature aimed at supervisors (Gatfield, T., 2005, An investigation into PhD supervisory management styles: development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management 27(3), 311-325) and this is particularly so in relation to professional doctorates. In this position paper we argue that the supervisory approach required for a professional doctorate student is different than that required for a PhD. Professional doctorate students, like PhD students, are required to make an explicit contribution to knowledge. Their emphasis, however, needs to be in producing knowledge that is theoretically sound, original, and of relevance to their practice area. This is of increasing importance within healthcare with the growing emphasis on patient driven translational research. As such, the students and their supervisors face unique challenges of balancing academic requirements with praxis. We suggest this requires specific tools to make explicit the dialogical relationship between a particular project and the cultural, social, educational and political aspects of its environment. We expose the potential of soft systems methodology as a means to highlight the emergent aspects of a doctoral practice development project, their respective and evolving supervisory interactions. This focus of this paper is therefore not about guiding supervision in a managerial sense, but rather at offering methodological suggestions that could underpin applied research at doctoral level. Copyright 2009 Elsevier Ltd. All rights reserved.

Development and alumni assessment of an interdisciplinary PhD program offered through a blended learning environment.

PubMed

Goldberg, Debora Goetz; Clement, Dolores G; Cotter, J James

2011-01-01

There is a growing need for doctoral-prepared allied health professionals in health care practice, research, and teaching. This paper describes the development and evolution of the PhD Program in Health Related Sciences at Virginia Commonwealth University, which was designed to meet the demand for flexible learning environments by working allied health professionals. The program, now on its 14th year, offers interdisciplinary education in allied health fields through a blended learning environment that includes online and on-site education. An alumni assessment of the program was conducted in 2006 and 2008 to understand how well the program trained its graduates and how well the program responded to the needs of students. Six primary areas were reviewed: 1) extent to which program goals were achieved, 2) general skills and knowledge development for the student, 3) adequacy of the advising function of the program, 4) specific skill development for the student, 5) adequacy of instructional technology, and 6) impressions of the overall program. Findings from the alumni assessment led to changes in curriculum, enhanced use of distance education teaching, additional instructor training on distance-based multimedia technologies, and enhanced student-faculty interaction. Assessment of this program identified key areas, such as technology support, student-student interaction, and student-instructor interaction, which should be emphasized in the development or redesign of allied health educational programs offered in blended learning formats.

Grantee Spotlight: Bill Nelson, M.D., Ph.D.

Cancer.gov

Dr. William (Bill) Nelson is playing an integral role in advancing our understanding of cancer health disparities and helping to foster the interests of young students from underrepresented backgrounds in cancer/cancer health disparities research.

The Communications of Influence through Technology-Enabled Media

DTIC Science & Technology

2006-12-01

participants, a constituency of undergraduate and graduate students was solicited for participation in the focus group portion of the study. There was no...were undergraduates ; the rest were masters and Ph.D. students . Average age was just over 28 years. C. Focus GROUP PROCEDURES Each of the two focus groups...were male; average age was 25. Forty-two percent of the participants were undergraduates , 46 percent were graduate students , and 8 percent were

Estimation of Ocean and Seabed Parameters and Processes Using Low Frequency Acoustic Signals

DTIC Science & Technology

2012-09-30

were recently acquired under the DURIP program. 3. Finite Element Modeling of wave propagation: Doctoral student, Hui- Kwan Kim, is modeling wave...Delaware), Kevin Smith (Naval Postgraduate School), Dr. James F. Lynch and Dr. Y.-T. Lin (Woods Hole Oceanographic Institution). Another graduate student...test was conducted in collaboration with ARL, UT (Preston Wilson, PI) in August, 2011 in Narragansett Bay and off Block Island. PhD student Hui- Kwan

The SPACEHAB double module is moved into the payload changeout room at Launch Pad 39B

NASA Technical Reports Server (NTRS)

1999-01-01

This fish-eye view shows the SPACEHAB Double module being moved into the payload changeout room at Launch Pad 39B before being transferred to Space Shuttle Discovery's payload bay for mission STS-96. The second flight supporting construction of the International Space Station, STS-96 is a logistics and resupply mission, carrying more than 5,000 pounds of supplies, a Russian- built crane and a U.S.-built crane, plus experiments such as STARSHINE, which was developed by and for students. Comprising the crew are Commander Kent V. Rominger, Pilot Rick Douglas Husband, and Mission Specialists Ellen Ochoa (Ph.D.), Tamara E. Jernigan (Ph.D.), Daniel Barry (M.D., Ph.D.), Julie Payette, with the Canadian Space Agency, and Valery Ivanovich Tokarev, with the Russian Space Agency. Liftoff is scheduled for May 20 at 9:32 a.m. EDT.

The training, careers, and work of Ph.D. physical scientists: Not simply academic

NASA Astrophysics Data System (ADS)

Smith, Steven J.; Pedersen-Gallegos, Liane; Riegle-Crumb, Catherine

2002-11-01

We present an in-depth portrait of the training, careers, and work of recent Ph.D. physical scientists. Use of specialized training varies widely, with about half often using knowledge of their Ph.D. specialty area in their jobs. The use of specialized training does not, however, correlate with job satisfaction. In this and other important measures, there are relatively few differences between "academics" and "nonacademics." Important job skills for all employment sectors include writing, oral presentation, management, data analysis, designing projects, critical thinking, and working in an interdisciplinary context. Rankings given by respondents of graduate training in some of these skill areas were significantly lower than the importance of these skills in the workplace. We also found that the rated quality of graduate training varies relatively little by department or advisor. Finally, although nonacademic aspirations among graduate students are fairly common, these do not appear to be well supported while in graduate school.

STS-96 M.S. Tokarev tries gas mask as part of a TCDT

NASA Technical Reports Server (NTRS)

1999-01-01

STS-96 Mission Specialist Valery Ivanovich Tokarev, with the Russian Space Agency, tries on an oxygen gas mask during Terminal Countdown Demonstration Test (TCDT) activities at Launch Pad 39B. The TCDT provides the crew with simulated countdown exercises, emergency egress training and opportunities to inspect the mission payloads in the orbiter's payload bay. Other crew members taking part in the TCDT are Commander Kent V. Rominger, Pilot Rick Douglas Husband, and Mission Specialists Tamara E. Jernigan (Ph.D.), Daniel Barry (M.D., Ph.D.), Ellen Ochoa (Ph.D.) and Julie Payette, with the Canadian Space Agency. Scheduled for liftoff on May 20 at 9:32 a.m., STS-96 is a logistics and resupply mission for the International Space Station, carrying such payloads as a Russian crane, the Strela; a U.S.-built crane; the Spacehab Oceaneering Space System Box (SHOSS), a logistics items carrier; and STARSHINE, a student-led experiment.

Relativistic Hydrodynamics for Heavy-Ion Collisions

ERIC Educational Resources Information Center

Ollitrault, Jean-Yves

2008-01-01

Relativistic hydrodynamics is essential to our current understanding of nucleus-nucleus collisions at ultrarelativistic energies (current experiments at the Relativistic Heavy Ion Collider, forthcoming experiments at the CERN Large Hadron Collider). This is an introduction to relativistic hydrodynamics for graduate students. It includes a detailed…

Swiss national MD-PhD-program: an outcome analysis.

PubMed

Kuehnle, Katrin; Winkler, David T; Meier-Abt, Peter J

2009-09-19

This study aims at a first evaluation of the outcome of the Swiss national MD-PhD program during the last 16 years. One hundred and twenty six former and current students in the Swiss national MD-PhD program were surveyed via a Web-based questionnaire in September 2007. Twenty-four questions assessed information regarding participant demographics, information on the PhD thesis and publication activity, current positions and research activity, as well as participant's opinions, attitudes and career goals. Eighty questionnaires were received from 126 MD-PhD students and graduates (63.5% response rate). The responders consisted of present students (36%), former graduates (56%), and dropouts (8%). The percentage of women in the program was 23%, and the average duration of the program was 4.2 +/- 1.4 years. Research interests were predominantly in the fields of neuroscience, immunology, molecular biology and cancer research. A considerable portion of the MD-PhD graduates had an excellent publication record stemming from their PhD research work, and 89% were planning to continue a research-orientated career. Over 50% of those MD-PhD graduates completing their thesis before 2002 had already reached an assistant or full professor position at the time of the survey. Nearly all participants considered the MD-PhD training helpful to their career and high quality standards were assigned to the acquired practical and intellectual skills. However, criticism was expressed concerning the general mentoring and the career related mentoring. Moreover, general mentoring and career related mentoring were significantly less well perceived in research groups employing more than seven PhD students at the same time. The MD-PhD students and graduates surveyed were satisfied with their education and most of them continued a research-orientated career. Regarding the overall positive evaluation, this study supports the view that MD-PhD graduates are well qualified for a successful career in academic medicine.

Navigating Careers: Perceptions of Sciences Doctoral Students, Post-PhD Researchers and Pre-Tenure Academics

ERIC Educational Resources Information Center

McAlpine, Lynn; Emmioglu, Esma

2015-01-01

While the doctorate was once perceived as preparation for an academic position, internationally more than half of all graduates leave the higher education sector by choice or lack of opportunity. We know little of how they perceive and navigate the transition from PhD to other career. This longitudinal study of 23 sciences doctoral students,…

"I Don't Even Have Time to Be Their Friend!" Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

ERIC Educational Resources Information Center

Löfström, Erika; Pyhältö, Kirsi

2015-01-01

This study focused on exploring students' and supervisors' perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what…

Children's Reactions to Katrina and Rita: A Ph.D. Student's Reflection after Observing His Own Children

ERIC Educational Resources Information Center

Durham, R. Sean

2007-01-01

A graduate student in early childhood education discusses observations of his children during and after Hurricanes Rita and Katrina struck the Gulf Coast. He relates his use of responsive parenting and provides examples of his children's learning and play that emerged after the storms. He reflects upon how aspects of developmentally appropriate…

Collaborative Undergraduate HBCU Student Summer Prostate Cancer Training Program

DTIC Science & Technology

2012-09-01

University Dr. Harry S. Clarke Hormone Supplementation and Risk for Prostate Cancer 16 Task 1 Deliverables: Twelve Student Fellows were...Addiction & Alcohol Dr. Corrigan Smothers July 17 H - Aspirin & NSAIDS Dr. Halushka July 20 C – Herbals & Cancer...M) Powerpoint Presentation Workshop July 20 (M) Alternative Careers in Science (12-1pm) Dr. Craig Plante, PhD July 21 (C) Herbals & Cancer

"It's Not Always What It Seems": Exploring the Hidden Curriculum within a Doctoral Program

ERIC Educational Resources Information Center

Foot, Rachel Elizabeth

2017-01-01

The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve…

Development of Amphibious Doctrine

DTIC Science & Technology

2010-06-11

Graduate Degree Programs Robert F. Baumann, Ph.D. The opinions and conclusions expressed herein are those of the student author and do not...battalion composed of six companies of Marines, its commander, Lieutenant Colonel Robert W. Huntington, finally received the mission of securing an...42,000 men. The participants included the Commanding Officer, Marine Corps Schools, Colonel Robert Dunlap, as well as the students and instructors

Enrollment of Minority Graduate Students at Ph.D. Granting Institutions. Higher Education Panel Report No. 19.

ERIC Educational Resources Information Center

El-Khawas, Elaine H.; Kinzer, Joan L.

The main purpose of this survey was to gain current information on the representation of minority students within particular fields of study, a level of detail for which only limited information has been available. The survey requested enrollment information within 21 discipline areas for the total graduate population for each institution as well…

2010 NRL Review: Power, Energy, Synergy

DTIC Science & Technology

2010-01-01

scientific, technical, engineering, and mathematics (STEM) fields. To this end, NRL has brought 399 students on board as employees, tutored another...Employees — Recent Ph.D., Faculty Member, and College Graduate Programs, Professional Appointments, and College and High School Student Programs 278...information with higher-level cognitive reasoning; gesture recognition for shoulder-to- shoulder human-robot interaction; and anticipation and learning on a

Student Success in Entry Level Modules at the University of Kwazulu-Natal

ERIC Educational Resources Information Center

Zewotir, T.; North, D.; Murray, M.

2011-01-01

The University of KwaZulu-Natal is now six years post merger--time to reflect as the institution is now well settled. Modules are offered on multiple campuses, at various levels, ranging from entry level modules through to Ph.D. studies. This article attempts to identify the factors that lead to the successful progression of students to higher…

Being a Good Course-Taker Is Not Enough: A Theoretical Perspective on the Transition to Independent Research

ERIC Educational Resources Information Center

Lovitts, Barbara E.

2005-01-01

Students are typically admitted into doctoral programmes because they have been good course-takers. Yet, the PhD is awarded for doing independent research and making an "original contribution" to knowledge. Graduate faculty acknowledge that the transition to independent research is hard for many students, and that they cannot predict who will…

"Life Could Be a Dream": What US-Based Management PhD Students Desire in an Initial Academic Appointment

ERIC Educational Resources Information Center

Flynn, C. Brian; Feild, Hubert S.; Bedeian, Arthur G.

2011-01-01

Purpose: The purpose of this paper is to first identify the work- and non-work-related criteria US-based management doctoral students consider important in selecting an initial academic appointment, and second, to explore whether gender and race/ethnicity are associated with the importance attached to these criteria. Design/methodology/approach:…

Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning

ERIC Educational Resources Information Center

Clarida, Baylie Hart; Bobeva, Milena; Hutchings, Maggie; Taylor, Jacqui

2016-01-01

This paper reports on the progress of a current PhD research study. The research study will evolve through four phases and eventually develop a conceptual framework for effective teaching and learning approaches that influence digital inclusion and exclusion of students from diverse backgrounds. It will also seek to identify differences in learner…

Educational Trajectories of Graduate Students in Physics Education Research

ERIC Educational Resources Information Center

Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles

2014-01-01

Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of…

Serious Game Motivation in an EFL Classroom in Chinese Primary School

ERIC Educational Resources Information Center

Anyaegbu, Ruphina; Ting, Wei; Li, Yi

2012-01-01

This paper is a report on the findings of a qualitative PhD pilot research study on the integration of Serious Games specifically Mingoville to motivate the Chinese primary students in an EFL classrooms. It was carried out in two primary schools: the students are both from low and high income families respectively in Jiangsu Province, PR, China.…

A Course in Critical Thinking for PhD Students in Biomolecular Sciences and Biotechnology: Classical Experiments in Biochemistry

ERIC Educational Resources Information Center

Hirschberg, Carlos B.

2016-01-01

This essay presents and discusses an eight-session seminar course designed to develop critical thinking skills in doctoral biochemistry students by exposing them to classical experiments in biochemistry. During each 2.5 session, different key topics of the discovery and development of biochemical concepts are discussed. Before each session,…

Spectroscopic and Physical Characterization of Functionalized Au Nanoparticles: A Multiweek Experimental Project

ERIC Educational Resources Information Center

Masson, Jean-Francois; Yockell-Lelièvre, Hélène

2014-01-01

A term project was introduced in teaching advanced spectroscopy and notions of nanotechnology to chemistry students at the graduate level (M.Sc. and Ph.D.). This project could also be suited for an honor's thesis at the undergraduate level. Students were assigned a unique combination of nanoparticle synthesis (13 nm Au nanospheres, ~100 nm…

Firm or Faculty? Evidence on Characteristics of German-Speaking Accounting PhD Students and Their Career Preferences

ERIC Educational Resources Information Center

Grottke, Markus; Pelger, Christoph; Schmiedeberg, Claudia

2013-01-01

In this paper we focus on the choice that accounting doctoral students from the German-speaking area make, between a future career either in academia or business practice. Based on the results of an online survey, we show that prospective scholars exhibit certain characteristics of passionate researchers more pronouncedly than do future…

"Take the Fifth": Mentoring Students Whose Cultural Communities Were Not Historically Structured into U.S. Higher Education

ERIC Educational Resources Information Center

Dodson, Jualynne E.; Montgomery, Beronda L.; Brown, Lesley J.

2009-01-01

This article presents a description of the African Atlantic Research Team as exemplary of ten years of successful mentoring of undergraduate and graduate university students who are focused on a Ph.D in disciplines traditionally associated with academic research and teaching. The team is distinctive because it is multi-disciplinary in composition,…

University of Maryland MRSEC - News

Science.gov Websites

. Come by to make silly putty polymers, UV-sensitive color-changing bead bracelets, or try out the UV -sensitive color-changing nail polish. We hope to see you there! [04/18/13] Former MRSEC REU Student PowerPoint, you may download the free PowerPoint Viewer to view the slides. [07/06/12] MRSEC Ph.D. student

Creating alternatives in science

PubMed Central

2009-01-01

Traditional scientist training at the PhD level does not prepare students to be competitive in biotechnology or other non-academic science careers. Some universities have developed biotechnology-relevant doctoral programmes, but most have not. Forming a life science career club makes a statement to university administrators that it is time to rework the curriculum to include biotechnology-relevant training. A career club can supplement traditional PhD training by introducing students to available career choices, help them develop a personal network and teach the business skills that they will need to be competitive in science outside of academia. This paper is an instructional guide designed to help students create a science career club at their own university. These suggestions are based on the experience gained in establishing such a club for the Graduate School at the University of Colorado Denver. We describe the activities that can be offered, the job descriptions for the offices required and potential challenges. With determination, a creative spirit, and the guidance of this paper, students should be able to greatly increase awareness of science career options, and begin building the skills necessary to become competitive in non-academic science. PMID:20161069

Identifying Future Scientists: Predicting Persistence into Research Training

PubMed Central

2007-01-01

This study used semistructured interviews and grounded theory to look for characteristics among college undergraduates that predicted persistence into Ph.D. and M.D./Ph.D. training. Participants in the summer undergraduate and postbaccalaureate research programs at the Mayo Clinic College of Medicine were interviewed at the start, near the end, and 8–12 months after their research experience. Of more than 200 themes considered, five characteristics predicted those students who went on to Ph.D. and M.D./Ph.D. training or to M.D. training intending to do research: 1) Curiosity to discover the unknown, 2) Enjoyment of problem solving, 3) A high level of independence, 4) The desire to help others indirectly through research, and 5) A flexible, minimally structured approach to the future. Web-based surveys with different students confirmed the high frequency of curiosity and/or problem solving as the primary reason students planned research careers. No evidence was found for differences among men, women, and minority and nonminority students. Although these results seem logical compared with successful scientists, their constancy, predictive capabilities, and sharp contrast to students who chose clinical medicine were striking. These results provide important insights into selection and motivation of potential biomedical scientists and the early experiences that will motivate them toward research careers. PMID:18056303

Identifying future scientists: predicting persistence into research training.

PubMed

McGee, Richard; Keller, Jill L

2007-01-01

This study used semistructured interviews and grounded theory to look for characteristics among college undergraduates that predicted persistence into Ph.D. and M.D./Ph.D. training. Participants in the summer undergraduate and postbaccalaureate research programs at the Mayo Clinic College of Medicine were interviewed at the start, near the end, and 8-12 months after their research experience. Of more than 200 themes considered, five characteristics predicted those students who went on to Ph.D. and M.D./Ph.D. training or to M.D. training intending to do research: 1) Curiosity to discover the unknown, 2) Enjoyment of problem solving, 3) A high level of independence, 4) The desire to help others indirectly through research, and 5) A flexible, minimally structured approach to the future. Web-based surveys with different students confirmed the high frequency of curiosity and/or problem solving as the primary reason students planned research careers. No evidence was found for differences among men, women, and minority and nonminority students. Although these results seem logical compared with successful scientists, their constancy, predictive capabilities, and sharp contrast to students who chose clinical medicine were striking. These results provide important insights into selection and motivation of potential biomedical scientists and the early experiences that will motivate them toward research careers.

And What Did You Learn in Your PhD Program?

ERIC Educational Resources Information Center

Mohrig, Jerry R.

1988-01-01

Surveys the outlook presented by former and present chemistry and biochemistry doctoral students toward their graduate program. Poses questions to determine what aspects are deemed important. Suggests seminars and quality advisors are important factors. (ML)

It's a family affair

NASA Astrophysics Data System (ADS)

Harris, Margaret

2010-07-01

Maths students whose PhD supervisors have a higher-than-average number of protégés are more likely to follow in their mentor's footsteps - but only if they do their PhDs early in the mentor's career.

Combinatorial Algorithms to Enable Computational Science and Engineering: Work from the CSCAPES Institute

DOE Office of Scientific and Technical Information (OSTI.GOV)

Boman, Erik G.; Catalyurek, Umit V.; Chevalier, Cedric

2015-01-16

This final progress report summarizes the work accomplished at the Combinatorial Scientific Computing and Petascale Simulations Institute. We developed Zoltan, a parallel mesh partitioning library that made use of accurate hypergraph models to provide load balancing in mesh-based computations. We developed several graph coloring algorithms for computing Jacobian and Hessian matrices and organized them into a software package called ColPack. We developed parallel algorithms for graph coloring and graph matching problems, and also designed multi-scale graph algorithms. Three PhD students graduated, six more are continuing their PhD studies, and four postdoctoral scholars were advised. Six of these students and Fellowsmore » have joined DOE Labs (Sandia, Berkeley), as staff scientists or as postdoctoral scientists. We also organized the SIAM Workshop on Combinatorial Scientific Computing (CSC) in 2007, 2009, and 2011 to continue to foster the CSC community.« less

Quality of supervision: postgraduate dental research trainees' perspectives.

PubMed

Beaudin, A; Emami, E; Palumbo, M; Tran, S D

2016-02-01

Supervision is a pillar in enhancing the student's learning environment throughout her/his higher education. Multiple studies qualify graduate supervision among the most important contributors to the successful completion of a higher education degree and to graduate students' positive academic experience. The aim of this study was to assess the views of graduate students enrolled in the Dental Sciences and Craniofacial Research Graduate Programs at McGill University (n = 64) regarding the quality of supervision they are receiving. An online questionnaire composed of 22 open and closed-ended format items was used and covered five domains: student profile, supervisory relationship, conflict resolution, student progress/thesis writing and career development. Descriptive statistics, chi-square tests and interpretative qualitative analysis were used to evaluate students' perspectives. Fifty-nine students completed the survey (92.2%). The distribution of sample in regard to the graduate student level was almost identical (M.Sc. level n = 28, Ph.D. n = 31). Overall, most graduate students appeared satisfied with the supervision they received and had similar perspectives about the surveyed domains. There was one statistically significant difference (P < 0.05) between MSc and PhD students when asked if their supervisors aided them in career development outside the supervisory relationship, where 77.4% (n = 24) of doctoral students agreed as opposed to 21.4% (n = 12) of Masters' students. Our results showed that McGill graduate students appeared to be overall satisfied with the supervision they received. The main elements contributing to a positive supervision experience were support, guidance, availability and good communication between supervisees and supervisors. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

Discussion Session - Accelerator System Design (Part II) Tutors: C. Darve, J. Weisend II, Ph. Lebrun, A. Dabrowski, U. Raich Video Conference with the CERN Control Center. Experts in the field of Accelerator science will be available to answer the students questions. This session will link the CCC and SA (using Codec VC).

Can Service Learning be a Component of the Geoscience PhD?

NASA Astrophysics Data System (ADS)

Nyquist, J. E.

2008-12-01

Service learning in the science and engineering has traditionally been conducted through student clubs, or student involvement with non-profit organizations such as Engineers Without Borders or Chemists Without Borders. The newly created foundation, Geoscientists Without Borders (GWB), demonstrates that the geoscience industry and professional societies are also increasingly interested in supporting philanthropic efforts. GWB proclaims that its role is to 11Connect universities and industries with communities in need through projects using applied geophysics to benefit people and the environment around the world." In 2007, NSF convened a workshop on Humanitarian Service Science and Engineering to examine research issues and how they are being addressed. Clearly, the scientific community is eager to increase its involvement. The graduate program of Temple University's Department of Earth and Environmental Science is planning to offer a PhD degree option starting in 2009. Temple University has a long history of service learning, and our department deliberating over how to make service learning a component of a geoscience PhD. Attempting to incorporate humanitarian project formally into a PhD degree program, however, raises a number of difficult questions: Is it possible to sustain a graduate program focused on research funding and publishable results while simultaneously pursuing projects of practical humanitarian benefit? Would such a program be more effective if designed in partnership with graduate studies in the social sciences? Will graduates be competitive in industry or as candidates for new faculty positions, and will such a degree open non-traditional employment opportunities within government and non-government agencies? We hope to answer these questions by studying existing degree programs, polling service learning groups and non-profit agencies, and organizing workshops and meeting sessions to discuss service learning with the geosciences community.

Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study.

PubMed

Remich, Robin; Naffziger-Hirsch, Michelle E; Gazley, J Lynn; McGee, Richard

2016-01-01

This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one's own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. © 2016 R. Remich et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Limitations of the GRE in Predicting Success in Biomedical Graduate School

PubMed Central

Moneta-Koehler, Liane; Brown, Abigail M.; Petrie, Kimberly A.; Evans, Brent J.; Chalkley, Roger

2017-01-01

Historically, admissions committees for biomedical Ph.D. programs have heavily weighed GRE scores when considering applications for admission. The predictive validity of GRE scores on graduate student success is unclear, and there have been no recent investigations specifically on the relationship between general GRE scores and graduate student success in biomedical research. Data from Vanderbilt University Medical School’s biomedical umbrella program were used to test to what extent GRE scores can predict outcomes in graduate school training when controlling for other admissions information. Overall, the GRE did not prove useful in predicating who will graduate with a Ph.D., pass the qualifying exam, have a shorter time to defense, deliver more conference presentations, publish more first author papers, or obtain an individual grant or fellowship. GRE scores were found to be moderate predictors of first semester grades, and weak to moderate predictors of graduate GPA and some elements of a faculty evaluation. These findings suggest admissions committees of biomedical doctoral programs should consider minimizing their reliance on GRE scores to predict the important measures of progress in the program and student productivity. PMID:28076356

The Lowell Observatory Predoctoral Scholar Program

NASA Astrophysics Data System (ADS)

Prato, Lisa; Nofi, Larissa

2018-01-01

Lowell Observatory is pleased to solicit applications for our Predoctoral Scholar Fellowship Program. Now beginning its tenth year, this program is designed to provide unique research opportunities to graduate students in good standing, currently enrolled at Ph.D. granting institutions. Lowell staff research spans a wide range of topics, from astronomical instrumentation, to icy bodies in our solar system, exoplanet science, stellar populations, star formation, and dwarf galaxies. Strong collaborations, the new Ph.D. program at Northern Arizona University, and cooperative links across the greater Flagstaff astronomical community create a powerful multi-institutional locus in northern Arizona. Lowell Observatory's new 4.3 meter Discovery Channel Telescope is operating at full science capacity and boasts some of the most cutting-edge and exciting capabilities available in optical/infrared astronomy. Student research is expected to lead to a thesis dissertation appropriate for graduation at the doctoral level at the student's home institution. For more information, see http://www2.lowell.edu/rsch/predoc.php and links therein. Applications for Fall 2018 are due by May 1, 2018; alternate application dates will be considered on an individual basis.

An interdisciplinary learning experience in neuro-optics.

PubMed

Anselmi, Francesca; Bertherat, Julien; Estebanez, Luc; van 't Hoff, Marcel; Zylbersztejn, Kathleen

2012-01-01

How can a Ph.D. student initially trained as a biologist take part in the development of a multineuronal recording method that requires cross interaction between physics, neurobiology and mathematics? Beyond student training in the laboratory, interdisciplinary research calls for a new style of academic training of young researchers. Here we present an innovative approach to graduate student academic training that fills the need for multidisciplinary knowledge and provides students, in addition, with a deeper understanding of the interdisciplinary approach to scientific research. Copyright © 2012 Elsevier Ltd. All rights reserved.

The BADER Consortium

DTIC Science & Technology

2014-10-01

neuromusculoskeletal injury o Determining factors that predict development and successful treatment of osteoarthritis, osteoporosis, low back pain , or other... students . The abstract highlights the collaborative work of the BADER-NICHD and potential to expand this model of collaborative work to other non-federal...regular contact with Drs. Dingwell and Wilken to complete on-going manuscripts.  Dr. McLagan and Ms. Mandy Salinas (U. Texas Ph.D. Student , hired Sept

Examining the Nature and Perceived Causes of Indiscipline in Zimbabwean Secondary Schools

ERIC Educational Resources Information Center

Ametepee, Lawrence K.; Chitiyo, Morgan; Abu, Susan

2009-01-01

The problem of student indiscipline is an issue of concern for teachers and parents around the world. Teachers need to maintain student discipline and for them to do so it is important that they also understand the nature of discipline problems. This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo,…

Exploratory High Pressure Chemistry.

DTIC Science & Technology

1982-03-31

Inhibition of Carbon Dioxide Loss," J.A. Gladysz, S.J. Lee, J.A.V. Tomasello , and Y.S. Yu, J. Org. Chem., 42, 4179 (1977). (2) "Ene Reactions of -Pinene...Graduate Student: Mr. Wilfried Krone-Schmidt A portion of Wilfried’s Ph.D. thesis will be based upon this project. (3) Undergraduate Students: Mr. David Parker Mr. Ron Ugolick Mr. Yeung Yu Mr. Jim Tomasello Mr. Sung Lee

Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model

ERIC Educational Resources Information Center

Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard

2017-01-01

Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel…

Aspirations and Tensions in Developing International Mindedness: Case Study of Two Students in an IB School in an Indian Ocean Island Nation

ERIC Educational Resources Information Center

Poonoosamy, Mico

2016-01-01

International mindedness is considered by many educational researchers and organizations as a determining feature in international education. This article used data as part of a PhD case study inquiry to explore how international mindedness is developed by two students in an IB school in an Indian Ocean Island Nation. Through a qualitative…

Improving the status of Iranian women in physics

NASA Astrophysics Data System (ADS)

Iraji zad, A.; Roshani, F.; Izadi, D.

2015-12-01

Iranian women have shown improving contribution in the field of physics as students and researchers in recent years. More than 60% of BSc and MSc students, 47% of PhD students, and 18% of faculty members in the physics departments in Iran are female. However, in higher levels of academic fields and management, participation by women is still below the expected values. The Women in Physics branch of the Physics Society of Iran studies the related cases to find suitable strategies to improve the situation.

Stories Are Like Water: An Academic Writing Workshop for Nurses.

PubMed

Walker, Madeline; Tschanz, Coby

2018-04-01

Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.

IN MEMORIUM: Second International Workshop & Summer School on Plasma Physics 2006

NASA Astrophysics Data System (ADS)

2007-04-01

Zdravko Neichev, a PhD student at University of Sofia and a member of the Local Organising Committee of the International Workshop and Summer School on Plasma Physics, died September 22, 2006 at the age of 27 in a tragic car accident. He was close to finishing his PhD thesis working thoroughly in the field of Plasma Physics. Being also an excellent programmer he produced a number of perfect programs for numerical modelling of the coaxial discharge properties. He was a smart, friendly person, always ready to help. His colleagues and friends will never forget his radiant smile. Zdravko Neichev

Alumni Profiles.

PubMed

Nitschke, Jonathan R; Quattropani, Anna; Corminboeuf, Clémence; Velonia, Kelly; Wilkinsoe, Kevin J; Kubel, Frank

2009-12-01

Former PhD students, post-docs and junior researchers of the Section de chimie et biochimie now holding positions at different universities and private companies remember the time they spent in Geneva and give an account of how this has set off and influenced their careers.

Benefits from "getting closer" ' regular high school education anlongside doctoral education

NASA Astrophysics Data System (ADS)

Gatti, Susanne

2015-04-01

Since 2002 the AWI has been running the cooperation programme HIGHSEA with local schools. Each year 22-24 high school students are admitted. During their last three years of school they spend two days a week at the AWI and not at school. With this programme the AWI aims at providing solid science education not only for undergraduate or graduate students but also for high school students. For HIGHSEA-students four subjects (biology as a major, chemistry, math and English as accessory subjects) are combined and taught fully integrated. All of the curricular necessities of the four subjects have been rearranged in their temporal sequencing thus enabling a conceptual formulation of 3-4 major questions to be dealt with in the course of the three-year program. Students are taught by teachers of the cooperating schools as well as by scientists of the AWI. Close links and intense cooperation between teachers and scientists are the basis of fundamental changes in teaching and learning climate. We can clearly show that significantly more HIGHSEA alumni enter university, that HIGHSEA doubles the rate of students entering a science career and that with HIGHSEA alumni drop out rates are drastically reduced. Closely linking HIGHSEA with the AWI's graduate school POLMAR offers the opportunity for new approaches for both sides: high school students emerge in authentic scientific projects while PhD students gain teaching and supervising experience. For a period of six month during their second year HIGHSEA-students form smaller working groups (3-4 students). Each of these groups are in contact with one specific researcher, e. g. a PhD-student, at the AWI. The first task of the working group is to formulate a scientific question, albeit a small one in the field of "their" researcher. Within the given time HIGHSEA-students then work on their question and develop a final product to be delivered at the end of the six month. During their working period they are supervised by "their" PhD student. This setting offers several advantages for both sides. HIGHSEA-students get into close contact with possible role models. They get a first hand impression of what it could be like to work as a scientist. Furthermore they are engaged in authentic research rather than being constricted to text book knowledge. For the PhD-students this setting offers the chance to explore related working fields. As a contribution to career planning they can explore whether or not schools could be a future working field for them. Also they gain experience in supervising. In cases where the cooperation between the PhD- and HIGHSEA-students run really well, HIGHSEA-students can contribute substantially to routine lab-work, to data management or to video-, photo-, or sound-analyses. Both sides - PhD-students as well as HIGHSEA-students -- describe this setting as highly motivating and beneficial for their work.

Fourth Bionanotox and Applications Research Conference, 2009

NASA Astrophysics Data System (ADS)

Camp, Judy

2010-04-01

"Anticipating the future" seemed the common challenge for scientists attending the 4th BioNanoTox and Applications Research Conference in Little Rock, AR, October 21-22, 2009. Over 50 participants in multi-disciplines such as biology, chemistry, physics, medicine, medical diagnostics, computer science and informatics, nanotechnology, toxicology, and pharmaceutical science gathered to share their research data. From topics on water and food resources to space exploration to conservation to understanding biological activities and using instruments and computers that process enormous data, participants shared research approaches from different fields to find common themes in this integrated field. Presentations aimed at preventing the harmful effects of scientific discoveries to animals, humans, plants, and environment; at controlling infections; and at optimizing health care. The conference included addresses from Thomas Flammang, PhD, of the Food and Drug Administration, National Center for Toxicological Research in Jefferson, AR; Little Rock City Mayor Mark Stodola; and two keynote speakers. Keynote lectures by Danuta Leszczynska, PhD, from the Department of Civil and Environmental Engineering, Interdisciplinary Nanotoxicity Center, in Jackson, MS, and by Keith Cowan, PhD, from the Institute for Environmental Biotechnology in Grahamstown, South Africa, highlighted current trends and future challenges of nanoparticle research and of bioprocess technologies. Additionally, 25 graduate and undergraduate students presented research posters, resulting in valuable discussion among the varied participants; three student projects were selected for awards.

THE MEYERHOFF SCHOLARS PROGRAM: A STRENGTHS-BASED, INSTITUTION-WIDE APPROACH TO INCREASING DIVERSITY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

PubMed Central

Maton, Kenneth I.; Pollard, Shauna A.; McDougall Weise, Tatiana V.; Hrabowski, Freeman A.

2012-01-01

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering and mathematics (STEM) PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are five times more likely than comparison students to pursue a STEM PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development and emphasizing the importance of academic skills. Among Meyerhoff students, several pre-college and college factors have emerged as predictors of successful entrance into a PhD program in the STEM fields, including pre-college research excitement, pre-college intrinsic math/science motivation, number of summer research experiences during college, and college GPA. Limitations of the research to date are noted, and directions for future research are proposed. PMID:22976367

Meyerhoff Scholars Program: a strengths-based, institution-wide approach to increasing diversity in science, technology, engineering, and mathematics.

PubMed

Maton, Kenneth I; Pollard, Shauna A; McDougall Weise, Tatiana V; Hrabowski, Freeman A

2012-01-01

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed. © 2012 Mount Sinai School of Medicine.

Experimental Neutrino Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wilkes, Richard Jeffrey

The University of Washington (UW) HEP neutrino group performed experimental research on the physics of neutrinos, using the capabilities offered by the T2K Experiment and the Super-Kamiokande Neutrino Observatory. The UW group included senior investigator R. J. Wilkes, two PhD students, four MS degree students, and a research engineer, all of whom are members of the international scientific collaborations for T2K and Super-Kamiokande. During the period of support, within T2K we pursued new precision studies sensitive to new physics, going beyond the limits of current measurements of the fundamental neutrino oscillation parameters (mass differences and mixing angles). We began effortsmore » to measure (or significantly determine the absence of) 1 the CP-violating phase parameter δCP and determine the neutrino mass hierarchy. Using the Super-Kamiokande (SK) detector we pursued newly increased precision in measurement of neutrino oscillation parameters with atmospheric neutrinos, and extended the current reach in searches for proton decay, in addition to running the most sensitive supernova watch instrument [Scholberg 2012], performing other astrophysical neutrino studies, and analyzing beam-induced events from T2K. Overall, the research addressed central questions in the field of particle physics. It included the training of graduate students (both PhD and professional MS degree students), and postdoctoral researchers. Undergraduate students also participated as laboratory assistants.« less

The Decline of the Myopic American Imperial Project, the "Great Experiment" for Education, and a Conversation beyond the Boundaries

ERIC Educational Resources Information Center

Kachur, Jerrold L.

2008-01-01

This article is a compilation of the views of 16 PhD students and the author on Steven Klees' 2007 article titled, "A quarter century of neoliberal thinking in education: Misleading analyses and failed policies." The students and the author have taken Klees' article as a stimulus to try and explicate the anatomy of the decline of the…

The Impact of Changing Government Policies and Institutional Practices on Master's by Coursework Students in Australia: A Viable Pathway to the PhD?

ERIC Educational Resources Information Center

Kiley, Margaret; Cumming, Jim

2014-01-01

The objective of this paper is to identify the impact of current national policies and emerging curricular practices on master's by coursework students in Australia. It is argued that the rate of top-down policy change, together with bottom-up innovation, is resulting in a high level of complexity that is challenging providers, staff and student…

Do They Enter the Workforce? Career Choices after an Undergrad Research Experience

NASA Astrophysics Data System (ADS)

Greco, S.; Wissel, S.; Zwicker, A.; Ortiz, D.; Dominguez, A.

2015-11-01

Students in undergrad research internships go on to grad school at rates of 50-75% (Lopatto, 2007;Russell, 2005). NSF studied its undergrad program and found that 74% of physics interns (67% for engineering) go to grad school. PPPL undergrad interns were tracked for 10 years. Only 3% of physics PhD candidates are studying plasma physics, but 23% of our alumni that entered grad school did so in plasma. AIP reports that 60% of physics majors go to grad school (AIP, 2012), but 95% of PPPL interns have gone on to grad schools. Several programs track enrollment in grad school. AIP compiles statistics of undergrads who enter grad school and PhD students who work in the field. There has been no study of interns that follows the path from undergrad to grad school and then on to employment. Our tracking shows that most not only complete their advanced degrees but also stay in STEM fields following their academic careers. 88% of them become part of the STEM workforce, higher than the 82% of all physics PhDs employed in physics after obtaining their degree (AIP, 2014). PPPL puts more students in grad school in physics, and specifically plasma physics, and a higher percentage of those grad students stay in the STEM workforce.

Leadership and Creativity in Higher Education

ERIC Educational Resources Information Center

Zacher, Hannes; Johnson, Emily

2015-01-01

Leadership and creativity have received increasing attention from researchers in the field of higher education; however, empirical studies investigating these topics simultaneously are rare. In this study, the authors examined relationships between PhD students' perceptions of their advising professors' passive-avoidant, transactional, and…

Education of Students

Science.gov Websites

Operations Technology Exchange Initiating Partnerships University Partners Government Partners Industry Partnerships University Partners Government Partners Industry Partners Part of the Automotive Research Center's that are relevant to both the Army and industry. We create research opportunities for Ph.D. and M.S

78 FR 60873 - Findings of Research Misconduct

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-02

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Office of the Secretary Findings of Research Misconduct... Research Integrity (ORI) has taken final action in the following case: Nitin Aggarwal, Ph.D., Medical... Graduate Student, MCW, and former Assistant Scientist, UW, engaged in research misconduct in research...

Evaluation of a PhD Program: Paving the Way.

ERIC Educational Resources Information Center

Germain, Carol P.; And Others

1994-01-01

During the evolution of an evaluation process for the University of Pennsylvania's doctoral program in nursing, a task force developed criteria and sources for program evaluation and surveyed students, alumni, and faculty to write a self-study report for external reviewers. (JOW)

KSC-99pp0477

NASA Image and Video Library

1999-04-29

The STS-96 crew pose for a group photo after emergency egress training at Launch Pad 39B. From left are Mission Specialist Ellen Ochoa (Ph.D.); Pilot Rick Douglas Husband; Mission Specialists Julie Payette, Daniel Barry (M.D., Ph.D.), and Tamara E. Jernigan (Ph.D.); Commander Kent V. Rominger; and Mission Specialist Valery Ivanovich Tokarev. Payette is with the Canadian Space Agency, and Ivanovich Tokarev with the Russian Space Agency. Behind them is the tip of the external tank, which is 153.8 feet high. The external tank provides fuel to the three space shuttle main engines in the orbiter during liftoff and ascent. It is eventually jettisoned, entering the Earth's atmosphere, breaking up and impacting a remote ocean area. STS-96, scheduled for liftoff on May 20 at 9:32 a.m., is a logistics and resupply mission for the International Space Station, carrying such payloads as a Russian crane, the Strela; a U.S.-built crane; the Spacehab Oceaneering Space System Box (SHOSS), a logistics items carrier; and STARSHINE, a student-led experiment

Oral biology in middle age: a history of the University at Buffalo Oral Biology PhD Program.

PubMed

Scannapieco, F A

2014-05-01

In 1960, the first Department of Oral Biology in the United States dedicated to the conduct of research, graduate biomedical research education, and the provision of basic oral science education for the DDS curriculum was established at the University at Buffalo. In 1963, the Department organized the first PhD Program in Oral Biology in the United States. This PhD program has produced a large cadre of oral health researchers, many of whom have gone on to make major contributions to dental research and education. This article provides a brief history of the program, the context within which the program was organized and developed, and a description of some of the many faculty, students, and fellows associated with the program. Additionally, to celebrate the 50th anniversary of this program, a symposium, entitled "The Oral Microbiome, Immunity and Chronic Disease", was held on June 12-14, 2013, in Buffalo, New York. The proceedings are published online in Advances in Dental Research (2014, Vol. 26).

STS-96 M.S. Payette and Pilot Husband try on gas masks as part of a TCDT

NASA Technical Reports Server (NTRS)

1999-01-01

At Launch Pad 39B, STS-96 Mission Specialist Julie Payette, with the Canadian Space Agency, and Pilot Rick Douglas Husband practice putting on oxygen gas masks as part of Terminal Countdown Demonstration Test (TCDT) activities. The TCDT provides the crew with emergency egress traiing, simulated countdown exercises and opportunities to inspect the mission payloads in the orbiter's payload bay. Other crew members taking part in the TCDT are Commander Kent V. Rominger and Mission Specialists Tamara E. Jernigan (Ph.D.), Daniel Barry (M.D., Ph.D.), Ellen Ochoa (Ph.D.) and Valery Ivanovich Tokarev, with the Russian Space Agency. Scheduled for liftoff on May 20 at 9:32 a.m., STS- 96 is a logistics and resupply mission for the International Space Station, carrying such payloads as a Russian crane, the Strela; a U.S.-built crane; the Spacehab Oceaneering Space System Box (SHOSS), a logistics items carrier; and STARSHINE, a student- led experiment.

Educating future nursing scientists: Recommendations for integrating omics content in PhD programs.

PubMed

Conley, Yvette P; Heitkemper, Margaret; McCarthy, Donna; Anderson, Cindy M; Corwin, Elizabeth J; Daack-Hirsch, Sandra; Dorsey, Susan G; Gregory, Katherine E; Groer, Maureen W; Henly, Susan J; Landers, Timothy; Lyon, Debra E; Taylor, Jacquelyn Y; Voss, Joachim

2015-01-01

Preparing the next generation of nursing scientists to conduct high-impact, competitive, sustainable, innovative, and interdisciplinary programs of research requires that the curricula for PhD programs keep pace with emerging areas of knowledge and health care/biomedical science. A field of inquiry that holds great potential to influence our understanding of the underlying biology and mechanisms of health and disease is omics. For the purpose of this article, omics refers to genomics, transcriptomics, proteomics, epigenomics, exposomics, microbiomics, and metabolomics. Traditionally, most PhD programs in schools of nursing do not incorporate this content into their core curricula. As part of the Council for the Advancement of Nursing Science's Idea Festival for Nursing Science Education, a work group charged with addressing omics preparation for the next generation of nursing scientists was convened. The purpose of this article is to describe key findings and recommendations from the work group that unanimously and enthusiastically support the incorporation of omics content into the curricula of PhD programs in nursing. The work group also calls to action faculty in schools of nursing to develop strategies to enable students needing immersion in omics science and methods to execute their research goals. Copyright © 2015 Elsevier Inc. All rights reserved.

Elena Guardincerri: Tracking muons to reduce nuclear threats and help preserve architectural treasures

DOE Office of Scientific and Technical Information (OSTI.GOV)

Del Mauro, Diana; Guardincerri, Elena

When Elena Guardincerri was a physics PhD student at the University of Genova, she considered muons a nuisance. She built muon detectors to snare these secondary cosmic rays, which were interfering with her experiments to study elusive neutrinos.

Life at a Teaching University

ERIC Educational Resources Information Center

Marineau, Josiah F.

2018-01-01

Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay…

Teaching Chemical Engineers about Teaching

ERIC Educational Resources Information Center

Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie

2013-01-01

The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

Multi-Band Frequency Selective Surfaces: Analysis

DTIC Science & Technology

2008-08-01

performed by a graduate student from the University of Turin (Italy) in the frame of a six-month internship at TNO, following these steps: la Study the IEMEN...antennas using EBG substrates", Ph.D. dissertation, Departamento de Comunicaciones , Universidad Politecnica de Valencia, Valencia, Spain, 2006. [21

Calvin A. Henard | NREL

Science.gov Websites

years of postdoctoral training at the University of Texas Medical Branch in Galveston, Texas, evaluating transcriptional regulation Redox signaling Education Ph.D., Microbiology, University of Colorado Anschutz Medical Postdoctoral Scholar, University of Texas Medical Branch, 2012-2014 Graduate Student Fellow, University of

Clinical pharmacology of antiepileptic drug use: "clinical pearls about the perils of patty".

PubMed

Schraeder, P L; Lathers, C M

1995-12-01

This Clinical Pharmacology Problem Solving (CPPS) Unit is for use with fourth- or fifth-year pharmacy students and third- or fourth-year medical students during conferences held when they are taking either a rotation in Neurology or Clinical Pharmacology. It may also be used for house staff teaching of residents in Neurology, Pediatrics, Internal Medicine, and Family Practice and fellows in Clinical Pharmacology. This material was prepared for a Teaching Clinic in Clinical Pharmacology taught by Claire M. Lathers, PhD, FCP, Hugh J. Burford, PhD, FCP, and Cedric M. Smith, MD, FCP, and sponsored by the American College of Clinical Pharmacology, September 19-20, 1992, Washington, DC. This workbook includes: (1) an introduction to the Clinical Pharmacology Problem Solving (CPPS) Unit; (2) the learning objectives of the clinical simulation; (3) a pretest; (4) four clinical episodes occurring over many years in the life of a patient; (5) answers to the pretest; (6) a posttest; (7) answers to the posttest.

The LHCb Starterkit

NASA Astrophysics Data System (ADS)

Puig, Albert; LHCb Starterkit Team

2017-10-01

The vast majority of high-energy physicists use and produce software every day. Software skills are usually acquired “on the go” and dedicated training courses are rare. The LHCb Starterkit is a new training format for getting LHCb collaborators started in effectively using software to perform their research. The course focuses on teaching basic skills for research computing. Unlike traditional tutorials we focus on starting with basics, performing all the material live, with a high degree of interactivity, giving priority to understanding the tools as opposed to handing out recipes that work “as if by magic”. The LHCb Starterkit was started by two young members of the collaboration inspired by the principles of Software Carpentry, and the material is created in a collaborative fashion using the tools we teach. Three successful entry-level workshops, as well as an advance one, have taken place since the start of the initiative in 2015, and were taught largely by PhD students to other PhD students.

Cal-Bridge and CAMPARE: Engaging Underrepresented Students in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Cal-Bridge and CAMPARE Teams

2018-01-01

We describe two programs, Cal-Bridge and CAMPARE, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field.In 8 years, the CAMPARE program has sent 112 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. Of the CAMPARE scholars who have graduated with a Bachelor’s degree, almost two-thirds (65%) have completed or are pursuing graduate education in physics, astronomy, or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, Univ. of Rochester, Michigan State Univ., Georgia Tech, Georgia State Univ., Kent State, Indiana Univ., Univ. of Oregon, Syracuse Univ., Montana State Univ., and the Fisk-Vanderbilt Master’s-to-PhD program.Now entering its fourth year, the Cal-Bridge program is a CSU-UC Bridge program comprised of >140 physics and astronomy faculty from 9 University of California (UC), 15 California State University (CSU), and 30 California Community College (CCC) campuses throughout California. In the first four years, 34 Cal-Bridge Scholars have been selected, including 22 Hispanic, 3 African-American and 13 women students, 10 of whom are from URM groups. Thirty (30) of the 34 Cal-Bridge Scholars are first generation college students. In the last two years, 11 of 13 Cal-Bridge Scholars have begun PhD programs in physics or astronomy at top PhD programs nationally. Three (3) of these 11 scholars have won NSF Graduate Research Fellowships; one more received an Honorable Mention. The next cohort applies this fall.Cal-Bridge provides much deeper mentoring and professional development experiences over the last two years of undergraduate and first year of graduate school to students from this diverse network of higher education institutions. Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

Medical students' research productivity and career preferences; a 2-year prospective follow-up study.

PubMed

Möller, Riitta; Shoshan, Maria

2017-03-03

Linking undergraduate medical education to scientific research is necessary for the quality of future health care, and students´ individual research projects are one way to do so. Assessment of the impact of such projects is of interest for both educational and research-oriented segments of medical schools. Here, we examined the scholarly products and medical students' career preferences 2 years after a mandatory research project course. A prospective cross-sectional questionnaire study. All 581 students registered on a 20-week research project course between September 2010 through September 2012 were e-mailed a questionnaire 2 years after completing the course. In total, 392 students (mean age 27 years; 60% females) responded (67% response rate). 59 students (15%) were co-authors on a scientific paper published in an international journal, 6 students had published in a national journal, and 57 students had co-authored a paper submitted for publication. Totally, 122 scientific papers had been submitted. Moreover, 67 (17%) students had given 107 oral or poster presentations nationally or internationally during the follow-up. Career-wise, 36 students (9%) had been registered as PhD students and an additional 127 students (34%) were planning to register. Those who did not plan doctoral studies were significantly older (p = 0.013) than those who did. However, 35% reported that they would in the coming 5 years prefer to work as clinicians only, and this group was significantly younger than those who envisaged participation in research. There were no significant gender differences. Approximately a third of the students had authored papers and/or public presentations, and a similar fraction had career plans involving a PhD degree. The results indicate that the project course had a positive impact on continued supervisor-student collaboration on a professional level, but also that strategies to encourage young doctors to perform clinical research may be needed.

An analysis of reported motivational orientation in students undertaking doctoral studies in the biomedical sciences

PubMed Central

2014-01-01

Background As the source of a sizeable percentage of research output and the future arbiters of science policy, practice and direction, doctoral (Ph.D.) students represent a key demographic in the biomedical research community. Despite this, doctoral learning in the biomedical sciences has, to date, received little research attention. Methods In the present study we aimed to qualitatively describe the motivational orientations present in semi-structured interview transcripts from a cohort of seventeen biomedical Ph.D. students drawn from two research intensive Australian Group of Eight universities. Results Applying elements of self-determination theory, external and introjected control loci (both strongly associated with alienation, disengagement and poor learning outcomes) were identified as common motivational determinants in this cohort. Conclusions The importance of these findings to doctoral learning is discussed in light of previous research undertaken in higher education settings in the United States and the European Union. With motivation accepted as a malleable, context-sensitive factor, these data provide for both a better understanding of doctoral learning and highlight a potential avenue for future research aimed at improving outcomes and promoting meaningful learning processes in the biomedical doctorate. PMID:24571918

Moving through, Moving on: Persistence in Postsecondary Education in Atlantic Canada, Evidence from the PSIS. Culture, Tourism and the Centre for Education Statistics. Research Paper. Catalogue no. 81-595-M no. 072

ERIC Educational Resources Information Center

Finnie, Ross; Qiu, Theresa

2009-01-01

This report provides new and unique empirical evidence on postsecondary education pathways in Atlantic Canada based on the data from the Postsecondary Student Information System (PSIS). This study covers postsecondary students in public institutions at all levels of study--college, bachelor's, master's, Ph.D. and first professional degrees--with…

Uncovering Frank Yerby: Journey to the Ph.D. Leads One Scholar to Madrid, Spain, to Unravel the Complexities of an Expatriate Best-Selling Novelist

ERIC Educational Resources Information Center

Smiles, Robin V.

2004-01-01

While working to finish the first chapter of her dissertation, Robin Smiles was offered the opportunity to travel oversees. As a chaperone for a group of college students to Athens, Greece, she was free to pursue research for the first chapter of her dissertation, once she had successfully accompanied the students to Athens and assisted with their…

Challenge Based Innovation: Translating Fundamental Research into Societal Applications

ERIC Educational Resources Information Center

Kurikka, Joona; Utriainen, Tuuli; Repokari, Lauri

2016-01-01

This paper is based on work done at IdeaSquare, a new innovation experiment at CERN, the European Organization for Nuclear Research. The paper explores the translation of fundamental research into societal applications with the help of multidisciplinary student teams, project- and problem-based learning and design thinking methods. The theme is…

PhD Students in the Entrepreneurial University--Perceived Support for Academic Entrepreneurship

ERIC Educational Resources Information Center

Bienkowska, Dzamila; Klofsten, Magnus; Rasmussen, Einar

2016-01-01

Universities are currently in the process of change and adaptation to shifting expectations that for example include closer engagement with businesses and increased facilitation of entrepreneurship among faculty and graduates. By supporting academic entrepreneurship, universities can address these expectations whilst also becoming more…

Mathematical Modeling of Circadian and Homeostatic Interaction

DTIC Science & Technology

2011-11-16

Currently, Katie is a PhD student in the Department of Mathematics at the University of Arizona. • Michelle Fleshner, 2009-2010. Michelle will be...Berkeley; Heidi E. Kirsch , University of California, San Francisco; James W. Sleigh, University of Auckland, New Zealand; Andrew J. Szeri, University of

Intercultural Qualitative Research and Ph.D. Students

ERIC Educational Resources Information Center

Ditton, Mary

2007-01-01

The educational environment for postgraduate health professionals from developing countries in contemporary western universities is an intermediate zone between home and host culture. In this zone, knowledge is shaped through the development of concepts within the limitations of (often) pre-fluent language capacity. It is characterized by the…

Models for Theory-Based M.A. and Ph.D. Programs.

ERIC Educational Resources Information Center

Botan, Carl; Vasquez, Gabriel

1999-01-01

Presents work accomplished at the 1998 National Communication Association Summer Conference. Outlines reasons for theory-based education in public relations. Presents an integrated model of student outcomes, curriculum, pedagogy, and assessment for theory-based master's and doctoral programs, including assumptions made and rationale for such…

Reef Education Evaluation: Environmental Knowledge and Reef Experience

ERIC Educational Resources Information Center

Stepath, Carl M.

2005-01-01

Background: The Reef education evaluation: environmental knowledge and reef experience report concerns PhD research about marine education, and the investigation of learning with high school students and the effect of coral reef monitoring marine experiential education interventions. The effectiveness of classroom learning and reef trips were…

Knowledge base and functionality of concepts of some Filipino biology teachers in five biology topics

NASA Astrophysics Data System (ADS)

Barquilla, Manuel B.

2018-01-01

This mixed research, is a snapshot of some Filipino Biology teachers' knowledge structure and how their concepts of the five topics in Biology (Photosynthesis, Cellular Respiration, human reproductive system, Mendelian genetics and NonMendelian genetics) functions and develops inside a biology classroom. The study focuses on the six biology teachers and a total of 222 students in their respective classes. Of the Six (6) teachers, three (3) are under the Science curriculum and the other three (3) are under regular curriculum in both public and private schools in Iligan city and Lanao del Norte, Philippines. The study utilized classroom discourses, concept maps, interpretative case-study method, bracketing method, and concept analysis for qualitative part; the quantitative part uses a nonparametric statistical tool, Kendall's tau Coefficient for determining relationship and congruency while measures of central tendencies and dispersion (mean, and standard deviation) for concept maps scores interpretation. Knowledge Base of Biology teachers were evaluated by experts in field of specialization having a doctorate program (e.g. PhD in Genetics) and PhD Biology candidates. The data collection entailed seven (7) months immersion: one (1) month for preliminary phase for the researcher to gain teachers' and students' confidence and the succeeding six (6) months for main observation and data collection. The evaluation of teachers' knowledge base by experts indicated that teachers' knowledge of (65%) is lower than the minimum (75%) recommended by ABD-el-Khalick and Boujaoude (1997). Thus, the experts believe that content knowledge of the teachers is hardly adequate for their teaching assignment. Moreover, the teachers in this study do not systematically use reallife situation to apply the concepts they teach. They can identify concepts too abstract for their student; however, they seldom use innovative ways to bring the discussion to their students' level of readiness and capacity to learn. Kendall's Tau Coefficient of agreement indicated that there is an agreement of the rating by experts and PhD (Biology) candidates. As for recommended level for teaching based on the respondent content knowledge structure, the experts and the PhD (Biology) candidates agree that the content knowledge of the teachers is at the borderline (rating of 6) between elementary and high school. These results imply that biology teachers need in-service training to upgrade their content knowledge in the subject. At the same time, the pre-service curriculum for biology teachers needs upgrading.

Outcomes assessment of science & engineering doctor of philosophy (Ph.D.) programs: An exploratory study of prospective influencers in distinguished graduate placement

NASA Astrophysics Data System (ADS)

Williamson, Louise M.

This exploratory study was an investigation of the mission and emphases of twenty-two science & engineering doctor of philosophy (Ph.D.) programs in ten fields of study at nine public research universities in the United States and the corresponding influence those factors impose on placement of Ph.D. graduates of those programs into academic program settings. Ph.D. program chairs participated via protocol to provide descriptive, statistical, and experiential details of their Ph.D. programs and offered insight on current conditions for academic placement opportunities. The quantitative analysis served as the basis of examination of influencers in graduate placement for those Ph.D. programs that are informed about placement activity of their graduates. Among the nine tested hypotheses there were no statistically significant findings. The qualitative expressions of this study---those found in the confounding variables, the limitations of the study, those questions that elicited opinions and further discussion and follow-up queries with program chairs---added most meaningfully, however, to the study in that they served as a gauge of the implications of neglect for those Ph.D. programs that remain uninformed about their graduate placement activity. Central to the findings of this study was that one compelling fact remains the same. Denecke, Director of Best Practice at the Council of Graduate Schools, pointed out years ago that just as "we know very little about why those who finish and why those who leave do so, we also know surprisingly little about where students go after their degrees...we therefore have little information about how effective doctoral programs are in preparing doctorates for short- and long-term career success." The fact remains that the effectiveness of doctoral programs in the context of career success is just as uncertain today. A serious admonition is that one-half of those programs that participated in this study remain uninformed about the placement activity of their graduates and therefore a more complete understanding of the underlying tenets of effectiveness in those doctoral programs remains elusive.

Extreme Energy Events Project: Construction of the detectors and installation in Italian High Schools

NASA Astrophysics Data System (ADS)

Abbrescia, M.; An, S.; Antolini, R.; Badalà, A.; Baldini Ferroli, R.; Bencivenni, G.; Blanco, F.; Bressan, E.; Chiavassa, A.; Chiri, C.; Cifarelli, L.; Cindolo, F.; Coccia, E.; de Pasquale, S.; di Giovanni, A.; D'Incecco, M.; Fabbri, F. L.; Frolov, V.; Garbini, M.; Gustavino, C.; Hatzifotiadou, D.; Imponente, G.; Kim, J.; La Rocca, P.; Librizzi, F.; Maggiora, A.; Menghetti, H.; Miozzi, S.; Moro, R.; Panareo, M.; Pappalardo, G. S.; Piragino, G.; Riggi, F.; Romano, F.; Sartorelli, G.; Sbarra, C.; Selvi, M.; Serci, S.; Williams, C.; Zichichi, A.; Zuyeuski, R.

2008-04-01

The EEE Project, conceived by its leader Antonino Zichichi, aims to detect Extreme Energy Events of cosmic rays with an array of muon telescopes distributed over the Italian territory. The Project involves Italian High Schools in order to introduce young people to Physics, also countervailing the recent crisis of university scientific classes inscriptions. The detectors for the EEE telescopes are Multigap Resistive Plate Chambers (MRPC) and have been constructed by teams of High School students who went in shift at the CERN laboratories. The mechanics and the electronics were developed by groups of researchers from CERN, the Italian Centro Fermi and INFN. The first group of schools of the EEE Project has inaugurated their telescopes recently. A status report of the Project and the preliminary results are presented.

DOE Office of Scientific and Technical Information (OSTI.GOV)

campbell, myron

To create a research and study abroad program that would allow U.S. undergraduate students access to the world-leading research facilities at the European Organization for Nuclear Research (CERN), the World Health Organization, various operations of the United Nations and other international organizations based in Geneva.The proposal is based on the unique opportunities currently existing in Geneva. The Large Hadron Collider (LHC) is now operational at CERN, data are being collected, and research results are already beginning to emerge. At the same time, a related reduction of activity at U.S. facilities devoted to particle physics is expected. In addition, the U.S.more » higher-education community has an ever-increasing focus on international organizations dealing with world health pandemics, arms control and human rights, a nexus also centered in Geneva.« less

PREFACE: Lectures from the CERN Winter School on Strings, Supergravity and Gauge Theories, CERN, 9-13 February 2009 Lectures from the CERN Winter School on Strings, Supergravity and Gauge Theories, CERN, 9-13 February 2009

NASA Astrophysics Data System (ADS)

Uranga, A. M.

2009-11-01

This special section is devoted to the proceedings of the conference `Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland 9-13 February 2009. This event is part of a yearly series of scientific schools, which represents a well established tradition. Previous events have been held at SISSA, in Trieste, Italy, in February 2005 and at CERN in January 2006, January 2007 and January 2008, and were funded by the European Mobility Research and Training Network `Constituents, Fundamental Forces and Symmetries of the Universe'. The next event will take place again at CERN, in January 2010. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of several general lectures of four hours each, whose notes are published in this special section, and six working group discussion sessions, focused on specific topics of the network research program. It was well attended by over 200 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress, and to the open problems, in string theory. One of the most active areas in string theory in recent years has been the AdS/CFT or gauge/gravity correspondence, which proposes the complete equivalence of string theory on (asymptotically) anti de Sitter spacetimes with certain quantum (gauge) field theories. The duality has recently been applied to understanding the hydrodynamical properties of a hot plasma in gauge theories (like the quark-gluon plasma created in heavy ion collisions at the RHIC experiment at Brookhaven, and soon at the LHC at CERN) in terms of a dual gravitational AdS theory in the presence of a black hole. These developments were reviewed in the lecture notes by M Rangamani. In addition, the AdS/CFT duality has been proposed as a tool to study interesting physical properties in other physical systems described by quantum field theory, for instance in the context of a condensed matter system. The lectures by S Hartnoll provided an introduction to this recent development with an emphasis on the dual holographic description of superconductivity. Finally, ideas inspired by the AdS/CFT correspondence are yielding deep insights into fundamental questions of quantum gravity, like the entropy of black holes and its interpretation in terms of microstates. The lectures by S Mathur reviewed the black hole entropy and information paradox, and the proposal for its resolution in terms of `fuzzball' microstates. Further sets of lectures, not included in this special section, by F Zwirner and V Mukhanov, covered phenomenological aspects of high energy physics beyond the Standard Model and of cosmology. The coming experimental data in these two fields are expected to foster new developments in connecting string theory to the real world. The conference was financially supported by CERN and partially by the Arnold Sommerfeld Center for Theoretical Physics of the Ludwig Maximilians University of Munich. It is a great pleasure for us to warmly thank the Theory Unit of CERN for its very kind hospitality and for the high quality of the assistance and the infrastructures that it has provided. A M Uranga CERN, Switzerland Guest Editor

Experiencing Variation: Learning Opportunities in Doctoral Supervision

ERIC Educational Resources Information Center

Kobayashi, Sofie; Berge, Maria; Grout, Brian W. W.; Rump, Camilla Østerberg

2017-01-01

This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with…