Self-Perceptions of Preparedness for Teaching of Teacher Education Graduates.

ERIC Educational Resources Information Center

Lang, Catherine

This study, currently in progress, explores the perceptions of 75 near graduate primary teacher education students at the University of Waikato in Hamilton, New Zealand, about their preparedness to teach. It investigates the students' views about the areas of teaching for which they feel the 3-year program of teacher education at the School of…

Pre-Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE

ERIC Educational Resources Information Center

Boopathiraj, C.; Chellamani, K.

2015-01-01

The aim of this study is to enlighten and discuss Post Graduate student teachers' first time experiences and their level of satisfaction with the use of Moodle Learning Management System (LMS) during their "Research Methods in Education" course offered online. This study investigated 30 pre-service Post Graduate student teachers' to…

Graduate students' perceptions of contrapower sexual harassment.

PubMed

Mohipp, Charmaine; Senn, Charlene Y

2008-09-01

This study compared the perceptions of 172 graduate students to traditional versus contrapower sexual harassment. Graduate students are a unique sample due to their dual role as a student and a teacher. After controlling for attitudes toward feminism and sexual harassment, participants viewed contrapower sexual harassment as less indicative of sexual harassment than traditional sexual harassment. Those with teaching experience perceived the scenarios provided as more indicative of sexual harassment than participants without teaching experience, and this effect was magnified for males. These findings suggest that people take sexual harassment less seriously in contrapower sexual harassment than in traditional sexual harassment. Furthermore, it is possible that teaching experience makes graduate students more aware of the complicated power differentials involved in classroom settings.

Graduate Students as Middle School Content Experts.

ERIC Educational Resources Information Center

Luedeman, John K.; Leonard, William H.; Horton, Robert M.; Wagner, John R.

2003-01-01

Describes the Graduate K-12 Project, which is funded by the National Science Foundation (NSF) and provides fellowship to graduate and highly qualified undergraduate students in the areas of science, mathematics, engineering, and technology to serve in K-12 schools with teachers. Aims to improve communication and teaching skills of fellows,…

Graduate Students' Understanding of Educational Research in a Master of Education Program

ERIC Educational Resources Information Center

Moulding, Louise R.; Hadley, Kristin M.

2010-01-01

Background: Graduate teacher education programs focus on developing professional teachers' pedagogical skills and professional knowledge, however they may also require a thesis. Completion of the thesis necessitates that graduate students have an understanding of educational research; this is often not well understood by teachers nor is it an…

An Investigation of the Effects of a Graduate Course on the Modification of Teacher Behavior.

ERIC Educational Resources Information Center

Watson, Edward D.

The purpose of this study was to state several desired teacher behaviors relative to the development of cognitive skills in young children and to determine the extent to which those behaviors could be achieved. The study involved 16 students in a graduate course, all of whom were currently or had been teachers. Each graduate student recorded a…

Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching

ERIC Educational Resources Information Center

Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried

2017-01-01

Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…

Psychological Comparisons of Undergraduate and Graduate College of Education Students

ERIC Educational Resources Information Center

Illovsky, Michael E.

2010-01-01

This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education…

Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers

ERIC Educational Resources Information Center

Mansfield, Caroline; Wosnitza, Marold; Beltman, Susan

2012-01-01

Teacher motivation is an important field of research, especially in countries where teacher retention and quality have become prominent concerns. This paper presents a conceptual framework for understanding the stage appropriate "goals for teaching" of graduating teacher education students. Generated from empirical data and grounded in…

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

Strengthening Communication and Scientific Reasoning Skills of Graduate Students Through the INSPIRE Program

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.

2012-10-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Transforming the Teaching of Science Graduate Students through Reflection

ERIC Educational Resources Information Center

Schussler, Elisabeth; Torres, Lisette E.; Rybczynski, Stephen; Gerald, Gary W.; Monroe, Emy; Sarkar, Purbasha; Shahi, Dhan; Osman, Muna A.

2008-01-01

This paper presents an assessment of a biology education seminar for science graduate students. It describes how this seminar emphasized pedagogy "and" reflective assignments to help students identify and explore novel instructional strategies, discover who they are as teachers, focus on student learning, and acknowledge the challenges…

Graduating Physical Education Student Teachers Perceptions of a Critically Oriented HPE Curriculum: (Re)Constructing Constructivist Frameworks in PETE

ERIC Educational Resources Information Center

Fyall, Glenn

2017-01-01

This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared…

Graduate Student Space and Service Needs: A Recommendation for a Cross-Campus Solution

ERIC Educational Resources Information Center

Rempel, Hannah Gascho; Hussong-Christian, Uta; Mellinger, Margaret

2011-01-01

Focus group methodology was used to investigate graduate students' cross-campus technology, space and service needs. Although the library provides valued services and spaces, graduate students need enhanced and more equitable support for their roles as teachers and scholars. Librarians can provide leadership and act as advocates for graduate…

Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

NASA Astrophysics Data System (ADS)

Collins, Anne Wrigley

Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program. In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants' sophisticated views of the nature of science. Furthermore, participants' ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities. These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with

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…

Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

ERIC Educational Resources Information Center

Frazier, Robert Sipplin

2015-01-01

This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…

Students at Risk: The Teachers' Call to Action!

ERIC Educational Resources Information Center

Bonilla, Carlos A., Ed.; Goss, Joyce, Ed.

Written by a team of graduate student teachers, this collection of papers focuses on the challenges of teaching at-risk students and the development of successful classroom strategies. The first chapter, "Kids in Need: The Teachers' Perspective," addresses Hispanic children in poverty, the effects of poverty on academic achievement, and…

Graduate Programs in Education: Impact on Teachers' Careers

ERIC Educational Resources Information Center

Tucker, Janice; Fushell, Marian

2013-01-01

This paper examined teachers' decisions to pursue graduate programs and their career choices following completion of their studies. Based on document analysis and statistical examination of teacher questionnaire responses, this study determined that teachers choose graduate studies for different reasons, their program choice influences future…

Graduate Teacher Education as Inquiry: A Case Study

ERIC Educational Resources Information Center

Shosh, Joseph M.; Zales, Charlotte Rappe

2007-01-01

Responding to the call for reform in American graduate teacher education programs, the authors of this paper examine the design of a teacher action research-based approach in which teacher inquiry lies at the heart of individual courses and the program as a whole. The authors report on the transformation of program graduates from teachers to…

Theory in Teacher Education: Students' Views

ERIC Educational Resources Information Center

Higgs, Leonie G.

2012-01-01

This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and…

Graduate Student Teacher Training: Still Relevant (And Missing?) 20 Years Later

ERIC Educational Resources Information Center

Blouin, David D.; Moss, Alison R.

2015-01-01

Twenty years ago, Pescosolido and Milkie (1995) reported that 50 percent of U.S. and Canadian sociology graduate programs offered formal teacher training. Despite pronouncements that offerings have increased substantially, no similarly thorough and direct investigation has been published since. In this time of dramatic change and increasing…

Students, Parents, and Teachers Say, "Take This Test and Shove It!"

ERIC Educational Resources Information Center

Spritzler, John

2000-01-01

Public school students, parents, and teachers are protesting "high stakes" standardized tests that bar many deserving students from promotion or graduation. A typical high stakes test is a state-mandated 10th-grade test that students must pass to graduate high school. They are called high stakes because a student's entire high school career rides…

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

NASA Astrophysics Data System (ADS)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

A Graduate Student's Perspective on Engaging High School Students in Research Outside of the Classroom

NASA Astrophysics Data System (ADS)

Kaess, A. B.; Horton, R. A., Jr.; Andrews, G. D.

2014-12-01

The southern San Joaquin basin is one of the United States' most prolific oil producing regions but also one facing numerous problems including low high school graduation rates, low college enrollments, high college dropout rates, low wages, and higher than average unemployment. Investment in STEM education experiences for high school students has been emphasized by California State University Bakersfield as a means to improving these metrics with programs such as the Research Experience Vitalizing Science-University Program (REVS-UP). Now in its seventh year, the REVS-UP (funded by Chevron) forms teams of high school students, a high school teacher, a CSUB graduate student, and a CSUB professor to work for four weeks on a research project. For the past two summers student-teacher teams investigated the diagenesis and mineralogy of the Temblor Formation sandstones in the subsurface of the San Joaquin basin oil fields that are potential CO2 sequestration sites. With a graduate student leading the teams in sample preparation and analysis by scanning electron microscope equipped with an energy dispersive x-ray spectrometer (SEM-EDS) and cathode luminescence system (SEM-CL) data was gathered on diagenetic processes, detrital framework grains, and authigenic cements. Typically students are introduced to the project in a series of brief seminars by faculty and are then introduced to the techniques and samples. During the second week the students are usually capable of preparing samples and collecting data independently. The final week is focused on developing student-authored research posters which are independently presented by the students on the final day. This gives high school students the opportunity to learn advanced geologic topics and analytical techniques that they would otherwise not be exposed to as well as to gain research and presentation skills. These types of projects are equally important for the graduate students involved as it allows them the

iUTAH Summer Research Institutes: Supporting the STEM Pipeline Through Engagement of High School, Undergraduate and Graduate Students, Secondary Teachers, and University Faculty in Authentic, Joint Research Experiences

NASA Astrophysics Data System (ADS)

Stark, L. A.; Malone, M.

2015-12-01

Multiple types of programs are needed to support the STEM workforce pipeline from pre-college through graduate school and beyond. Short-term, intensive programs provide opportunities to participate in authentic scientific research for students who may not be sure of their interest in science and for teachers who may be unable to devote an entire summer to a research experience. The iUTAH (innovative Urban Transitions and Aridregion Hydro-Systainability) Summer Research Institute utilizes an innovative approach for a 5-day program that engages high school and undergraduate students as well as middle and high school teachers in conducting research projects led by graduate students and faculty members. Each Institute involves 3-4 half to full-day research projects. Participants collect (usually in the field) and analyze data for use in on-going research or that is related to a current research project. The participants work in groups with the graduate students to create a poster about each research project. They present their posters on the last day of the Institute at the state-wide meeting of all researchers and involved in this EPSCoR-funded program. In addition to introducing participants to research, one of the Institute's goals is to provide opportunities for meaningful near-peer interactions with students along the STEM pipeline from high school to undergraduate to graduate school. On the end-of-Institute evaluations, almost all students have reported that their discussions with other participants and with graduate students and faculty were a "Highly effective" or "Effective" part of the Institute. In response to a question about how the Institute will impact their course choices or their plans to pursue a career in science, many high school and undergraduate students have noted that they plan to take more science courses. Each year several undergraduates who were previously unsure about a career in science have indicated that they now intend to pursue a

A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes

ERIC Educational Resources Information Center

Weeks, Faith; Gong, Ruiyang; Harbor, Jon

2015-01-01

Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes…

[Returning students' perspectives on adjusting to medical graduate school in Korea: an interview study].

PubMed

Park, So Youn; Kwon, Oh Young; Yoon, Tai Young

2015-03-01

The recent trend of switching from medical graduate school to medical school in Korea raises questions about the adjustments that students must make in medical education. We examined the perceptions of medical graduate students with regard to their adaptation in medical education. Sixteen semistructured, in-depth interviews were administered to medical graduate students who received their first degrees in foreign countries. The interviews addressed their perceptions of their experience in medical graduate school and on how well they adjusted to medical education. Students perceived their adaptation to medical graduate school in two dimensions: academic achievement and cultural adjustment. In academic achievement, a limited student-teacher relationship was recognized by students. Students tended to be passive in the classroom due to an uncomfortable atmosphere. They also reported witnessing culture shock in relation to the paucity of information on entrance into medical graduate school. Freshmen voiced many difficulties in adjusting to the unique culture in medical graduate school, in contrast to upper classmen. However, only 32% of students experienced helpful mentoring for their problems. Students' perspectives should guide all decisions made about medical education in an altered educational system.Self-regulated learning and a good mentoring program can help prepare students for medical education and professional life.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Thinking Styles: Teaching and Learning Styles in Graduate Education Students

ERIC Educational Resources Information Center

Clarke, Tricia A.; Lesh, Jennifer J.; Trocchio, Jennie S.; Wolman, Clara

2010-01-01

This study investigated the relationship between two intellectual styles approaches: Sternberg's thinking styles of teachers and Felder and Silverman's learning styles. Ninety-five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching…

Teacher perceptions of high school students underachievement in science

NASA Astrophysics Data System (ADS)

Gopalsingh, Bhagyalakshmi

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates.

Interesting Science and Mathematics Graduate Students in Secondary Teaching

ERIC Educational Resources Information Center

Latterell, Carmen M.

2009-01-01

State and national initiatives attempt to increase the quantity and quality of secondary mathematics and science teachers. Research suggests that if one could appeal to something inside of people or about the process of teaching and learning itself, then one might draw current mathematics and science graduate students into secondary teaching. This…

A Mixed Methods Examination of the Relationship between Teacher and Administrator Perceptions of Their School as a Learning Organization and the Degree to Which Students Graduate "College-Ready"

ERIC Educational Resources Information Center

Inforna, Michael D.

2017-01-01

This study examined teacher and administrator perceptions of their school as a learning organization and the degree to which students graduate "college-ready." The study followed a mixed-methods design to explore the hypothesis that the extent to which teachers and administrators perceive their school as a learning organization is…

Study abroad programs: Using alumni and graduate students as affiliate faculty.

PubMed

Palmer, Sheri; Wing, Debra; Miles, Leslie; Heaston, Sondra; de la Cruz, Karen

2013-01-01

To expand student appreciation of global health and diversity, many schools of nursing offer study abroad programs. However, this type of labor-intensive program can be difficult in light of faculty shortages and constrained resources. The authors discuss how these issues were addressed using alumni and graduate students as affiliate teachers in 3 clinical study abroad settings.

Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

ERIC Educational Resources Information Center

Rots, Isabel; Aelterman, Antonia; Devos, Geert

2014-01-01

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…

Graduate Student Dissonance: Graduate Students of Color in a U. S. Research University

ERIC Educational Resources Information Center

Levin, John S.; Jaeger, Audrey J.; Haley, Karen J.

2013-01-01

This qualitative investigation examined the experiences of a population of graduate students--graduate students of color--in a U. S. research university (a) to indicate reasons for their dilemmas, ambiguities, and decisions about choosing an academic career, and (b) to identify the practices of one research university's graduate programs that have…

L1 vs L2 Writing: ESL Graduate Students' Perceptions.

ERIC Educational Resources Information Center

Silva, Tony

1992-01-01

A classroom-based study is reported that explored English-as-a-Second Language graduate students' perceptions about (1) differences between writing in their native language and writing in English, and (2) how these difference should be reflected in ESL writing teachers' practices. (19 references) (Author/LB)

Graduate Students' Experiences: Developing Self-efficacy.

PubMed

Laurencelle, Francine; Scanlan, Judith

2018-01-09

The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members' experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

When Professors Bully Graduate Students: Effects on Student Interest, Instructional Dissent, and Intentions to Leave Graduate Education

ERIC Educational Resources Information Center

Martin, Matthew M.; Goodboy, Alan K.; Johnson, Zac D.

2015-01-01

Academia can be a hostile place when faculty members and departments mistreat their graduate students. This study used a survey of 272 graduate students enrolled in a variety of programs and investigated bullying from the graduate student perspective. Our results indicated when graduate students viewed that they had been bullied by professors in…

Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning

ERIC Educational Resources Information Center

Hogg, Linda; Yates, Anne

2013-01-01

This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and…

The PRIME Partnership: 9th Graders, Graduate Students and Integrated, Inquiry-Based Science

NASA Astrophysics Data System (ADS)

Gaffney, A. M.; Miguelez, S.

2001-12-01

The PRIME program (Partnership for Research in Inquiry-based Math, science and engineering Education) is a collaboration between the UW Colleges of Education and Engineering and several Seattle-area school districts. This project, funded by the NSF GK-12 program, pairs UW graduate students from math, science and engineering disciplines with local middle school teachers. The graduate student spends a year working with the teacher, on projects designed to meet the needs and interests of the specific partnership and classroom. In the partnership, the graduate student spends 15 hours per week in the classroom, interacting with the students, as well as additional planning time outside of the classroom. Goals of the PRIME program are enriched learning by middle school students, professional development for middle school teachers, improved communication and teaching skills for the graduate students, and strengthened partnerships between the University of Washington and local school districts. The goal of our partnership was to develop an inquiry-based, 9th grade unit that integrates the pre-existing Earth Science and Chemistry units, and to assess the effectiveness of teaching Chemistry in the context of Earth Science. We have observed that students often become engaged and excited when they do hands-on activities that utilize the intrinsic understanding that they have of concepts that draw upon experiences in their daily lives. When science is taught and learned in one such context - in the context of the natural world - the students may gain a more solid fundamental understanding of the science that they learn. The day-to-day activities for this unit vary widely. We started each topic with a question designed to get the students thinking independently and to identify the preconceptions that the students brought into the classroom. Discussions of students' preconceptions served as a justification and springboard for the subsequent activities and experiments. Examples of

Comic Relief: Graduate Students Address Multiple Meanings for Technology Integration with Digital Comic Creation

ERIC Educational Resources Information Center

Sockman, Beth Rajan; Sutton, Rhonda; Herrmann, Michele

2016-01-01

This study determined the usefulness of digital comic creation with 77 graduate students in a teacher technology course. Students completed an assigned reading and created digital comics that addressed technology integration concerns in the schools and society. Using practical action research, 77 student-created comics were analyzed. The findings…

System to outline the graduate students.

PubMed

Schanaider, Alberto

2015-01-01

to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

Student teacher training: participant motivation.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

Graduate Student Characteristics.

ERIC Educational Resources Information Center

Clements, William H.

As a first step in "improving and building up" the graduate program at the Wisconsin State University at Stevens Point, a study of graduate students was initiated in 1967. It examined the interrelationships of their graduate majors, undergraduate majors and colleges, high school deciles and class size, age, sex, level taught, geographic…

Schools and Districts Use Resources Wisely to Increase Achievement and Graduate More Students.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2011

2011-01-01

In a time of reduced funding, schools are meeting the challenge to continue improving classroom practices, student achievement and graduation rates. Many schools and teachers are forming networks to exchange information via the Internet as they tap into free electronic resources. Career/technical (CT) instructors are teaching students about…

Easing the transition for queer student teachers from program to field: implications for teacher education.

PubMed

Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

2014-01-01

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

Prediction of Prospective Mathematics Teachers' Academic Success in Entering Graduate Education by Using Back-Propagation Neural Network

ERIC Educational Resources Information Center

Bahadir, Elif

2016-01-01

The purpose of this study is to examine a neural network based approach to predict achievement in graduate education for Elementary Mathematics prospective teachers. With the help of this study, it can be possible to make an effective prediction regarding the students' achievement in graduate education with Artificial Neural Networks (ANN). Two…

The Effects of Pictures and Prompts on the Writing of Students in Primary Grades: Action-Research by Graduate Students at California State University, Northridge

ERIC Educational Resources Information Center

Joshua, Marilyn

2007-01-01

Nine graduate students (teacher-researchers) with an average of 6 years teaching experience (1-15 years) participated in action research to examine the influence of teacher-chosen visual aids (pictures) on children's writing. A total of 165 elementary students participated in the two phases of the research project: 83 boys and 82 girls in…

A Study of Moral Reasoning Development of Teacher Education Students in Northern Louisiana

ERIC Educational Resources Information Center

Wade, April Mitchell

2015-01-01

This quantitative descriptive study identified the differences in the moral reasoning development levels between undergraduate teacher education students enrolled in methods courses and graduate teacher education students enrolled in an alternative certification education program using the Defining Issues Test-2 instrument. Based on Kohlberg's…

Preparing Teachers of Statistics: A Graduate Course for Future Teachers

ERIC Educational Resources Information Center

Garfield, Joan; Everson, Michelle

2009-01-01

This paper describes a unique graduate-level course that prepares teachers of introductory statistics at the college and high school levels. The course was developed as part of a graduate degree program in statistics education. Although originally taught in a face-to-face setting, the class has been converted to an online course to be accessible…

Graduate and Inservice Education. [SITE 2002 Section].

ERIC Educational Resources Information Center

Crawford, Caroline M., Ed.

This document contains the papers on graduate and inservice education from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: Geographic Information Systems in teacher education; re-certification and accreditation; construction of a Web site by graduate teacher education students; Web-based…

Investigating Student Attitudes toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment

ERIC Educational Resources Information Center

Annetta, Leonard; Murray, Marshall; Gull Laird, Shelby; Bohr, Stephanie; Park, John

2008-01-01

This article describes a graduate distance education course at North Carolina State University, which combined science content and pedagogy with video game design. The course was conducted entirely in a synchronous, online, Virtual Learning Environment (VLE) through the ActiveWorlds[TM] platform. Inservice teachers enrolled as graduate students in…

Coming to Care about Teaching for Social Justice: The Putney Graduate School of Teacher Education (1950-1964)

ERIC Educational Resources Information Center

Rodgers, Carol R.

2013-01-01

This article explores one teacher education program's experiment in "turning the souls" of its students to help them understand and care deeply about issues of race and social justice, as well as issues of environmental sustainability. The Putney Graduate School of Teacher Education, (1950-1964) a small, "reconstructionist" program, was based upon…

Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

ERIC Educational Resources Information Center

Hiebert, James; Berk, Dawn; Miller, Emily

2017-01-01

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

A Comparison of the Importance of Objectives in Foreign Language Instruction as Rated by In-Service Teachers, Student Teachers and Pupils. Research Bulletin, No. 44.

ERIC Educational Resources Information Center

Leino, Anna-Liisa

This paper reports how Finnish student teachers and pupils rate the importance of objectivies in English language instruction, and compares them with ratings of inservice teachers from a previous study. Forty-two teachers from post-graduate teacher-training schools and 131 students, aged approximately 17, from two schools, were involved. Student…

GRADUATE EDUCATION IN THE UNITED STATES.

ERIC Educational Resources Information Center

BERELSON, BERNARD

A BRIEF INTRODUCTORY HISTORY OF GRADUATE STUDY IS FOLLOWED BY AN ANALYSIS OF THE CURRENT STATE OF GRADUATE EDUCATION IN THE UNITED STATES. PURPOSES OF GRADUATE STUDY, INSTITUTIONS, STUDENTS, AND PROGRAMS ARE EXAMINED. ALSO CONSIDERED ARE TEACHER SUPPLY AND DEMAND, INSTITUTIONAL GROWTH AND DECENTRALIZATION, AND STUDENT'S PREPARATION AND BACKGROUND.…

Mentoring Experiences of Latina Graduate Students

ERIC Educational Resources Information Center

García, Irán O.; Henderson, Sheila J.

2015-01-01

In order to contribute to knowledge on the Latina graduate students' experiences and the role of mentoring relationships in their pursuit of higher education, the purpose of this qualitative study was to interview Latina doctoral students about their lived experience. Four Latina graduate students at a graduate university in San Francisco,…

Out of the Mouths of Babes: What Do Secondary Students Believe about Outstanding Teachers?

ERIC Educational Resources Information Center

Williams, Patricia; Sullivan, Sam; Kohn, Lawrence

2012-01-01

Pre-service teachers taking a Human Growth and Learning course and graduate students enrolled in a Classroom Management course wrote letters to secondary students to gather responses on traits of an outstanding educator. A theoretical framework about teacher effectiveness and student voice underpins the study. Findings indicate that suburban and…

How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

ERIC Educational Resources Information Center

Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

2018-01-01

This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

An Attempt to Improve Students' Presentation Skills via Course of Graduation Research and its Educational Effects

NASA Astrophysics Data System (ADS)

Yamaguchi, Kenji; Ohtuka, Sigeru; Morita, Shinichi; Matsumoto, Itaru; Yakabe, Masaki; Hayamizu, Yasutaka; Ohtuka, Kouichi

The importance of presentation skills rapidly increases in engineering education in Japan. The authors have applied various teaching-method of presentation skills to the course of graduation research for the fifth-grade students of the mechanical engineering program in Yonago National College of Technology. The lectures including teachers' demonstration and basic skills in presentation have resulted in improvement of students' skills. The meeting for announcing the results of graduation research has been opened to the public in cooperation with the Yonago Chamber of Commerce and Industry to give the students incentives to graduation research as well as presentation. The students have mutually evaluated their presentation to get good opportunities for even self-evaluation. This paper discusses the effects and problems of our educational practice.

Adjusting an American Teacher Education Program to Meet the Needs of Malaysian Students: A Case Study.

ERIC Educational Resources Information Center

Quisenberry, Nancy L.

Methods of working with foreign students, especially those from Malaysia, have been modified at Southern Illinois University. Problems have arisen in dealing with two different groups of Malaysian students: recent graduates from secondary schools, and graduates of Malaysian teacher training colleges. The first group comprises very young students,…

Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

NASA Astrophysics Data System (ADS)

Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

2014-12-01

Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

Preparing Graduate Students as Science Communicators

NASA Astrophysics Data System (ADS)

Knudson, K.; Gutstein, J.

2012-12-01

Our presentation introduces our interdisciplinary curriculum that teaches graduate students at our R-1 university to translate their research to general audiences. We also discuss the challenges we have faced and strategies we have employed to broaden graduate education at our campus to include preparation in science communication. Our "Translating Research beyond Academia" curriculum consists of three separate thematically based courses taught over the academic year: Education and Community Outreach, Science Communication and Writing, Communicating with Policy- and Decision-makers. Course goals are to provide professional development training so that graduate students become more capable professionals prepared for careers inside and outside academia while increasing the public understanding of science and technology. Open to graduate students of any discipline, each course meets weekly for two hours; students receive academic credit through a co-sponsoring graduate program. Students learn effective strategies for communicating research and academic knowledge with the media, the general public, youth, stakeholders, and decision- and policy-makers. Courses combine presentations from university and regional experts with hands-on work sessions aimed towards creating effective communications, outreach and policy plans, broader impacts statements, press releases, blogs, and policy briefs. A final presentation and reflections are required. Students may opt for further training through seminars tailored to student need. Initial results of our analyses of student evaluations and work indicate that students appreciate the interdisciplinary, problem-based approach and the low-risk opportunities for learning professional development skills and for exploring non-academic employment. Several students have initiated engaged work in their disciplines, and several have secured employment in campus science communication positions. Two have changed career plans as a direct result of

Graduating into Debt: The Burdens of Borrowing for Graduate & Professional Students.

ERIC Educational Resources Information Center

Education Resources Inst., Boston, MA.

A study of the debt levels of graduate and professional students is reported in narrative, data tables, and graphs. Highlights include: total annual borrowing through federal loan programs has accelerated dramatically, with more than a million graduate and professional students now borrowing nearly $8 billion per year; graduate and professional…

The Impact of the Social Environment on the Student Teacher's Agency

ERIC Educational Resources Information Center

Meierdirk, Charlotte

2018-01-01

This paper explores the agency of student teachers during the Post/Professional Graduate Certificate of Education (PGCE) year at a Higher Education Institution in England. It presents part of the findings of a year-long investigation into the reflective practice of student teachers during the PGCE year. The multi-method study includes surveying…

The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement

ERIC Educational Resources Information Center

Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy

2013-01-01

With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

ERIC Educational Resources Information Center

Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

2016-01-01

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

Creating "Good" Graduate Students: A Model for Success.

ERIC Educational Resources Information Center

Hahs, Debbie L.

This study analyzed what graduate student assistants believed they needed to persevere and graduate. Most participants were graduate students serving assistantships at the University of Alabama in 1998. The Graduate Student Services Survey was mailed to 1,150 students, and 144 responded. The survey collected information on demographics, employment…

Scientific Inquiry Competency Perception Scale (The Case of Kazak Post-Graduate Students) Reliability and Validity Study

ERIC Educational Resources Information Center

Gelisli, Yücel; Beisenbayeva, Lyazzat

2017-01-01

The purpose of the current study is to develop a reliable scale to be used to determine the scientific inquiry competency perception of post-graduate students engaged in post-graduate studies in the field of educational sciences and teacher education in Kazakhstan. The study employed the descriptive method. Within the context of the study, a scale…

The Influence of Parents on Undergraduate and Graduate Students' Entering the STEM Disciplines and STEM Careers

ERIC Educational Resources Information Center

Craig, Cheryl J.; Verma, Rakesh; Stokes, Donna; Evans, Paige; Abrol, Bobby

2018-01-01

This research examines the influence of parents on students' studying the STEM disciplines and entering STEM careers. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education programme; the…

The Effect of Teacher Error Feedback on the Accuracy of EFL Student Writing

ERIC Educational Resources Information Center

Pan, Yi-chun

2010-01-01

This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher's grammatical feedback,…

Updated Graduation Requirements Review. A Brief to the Ministry of Education from the British Columbia Teachers' Federation. Revised

ERIC Educational Resources Information Center

British Columbia Teachers' Federation, 2016

2016-01-01

The British Columbia Teachers' Federation (BCTF) is a union of professionals that represents the 41,000 teachers in BC's public-education system. The BCTF is committed to success for every student in a strong and stable public-education system. In reviewing the current BC graduation requirements and plans for the draft curriculum in the fall of…

Do Professional Development Schools Reduce Teacher Attrition? Evidence from a Longitudinal Study of 1,000 Graduates

ERIC Educational Resources Information Center

Latham, Nancy I.; Vogt, W. Paul

2007-01-01

This article describes the findings from a study of professional development schools (PDS) and traditional student teaching elementary education graduates between 1996 and 2004. Specifically, the effects of teacher preparation experiences on persistence in elementary education employment were examined. The study involved mining previously…

A community of educators: professional development for graduate students within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.

Practical science communication strategies for graduate students.

PubMed

Kuehne, Lauren M; Twardochleb, Laura A; Fritschie, Keith J; Mims, Meryl C; Lawrence, David J; Gibson, Polly P; Stewart-Koster, Ben; Olden, Julian D

2014-10-01

Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate-school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors' experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do-it-yourself approach that includes determining students' own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will

Graduate Student Support and Manpower Resources in Graduate Science Education, Fall 1970.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Current data on graduate student support and manpower resources in graduate science education are important to science administrators, educators, and others concerned with the education of highly qualified scientists and engineers and other related manpower issues. They are also of interest to prospective graduate students, vocational counselors,…

Filling the Graduate Student Pipeline

NASA Astrophysics Data System (ADS)

Winey, Karen I.

2003-03-01

As a professor who relies on graduate students to participate in my research program, I work to ensure that the pipeline of graduate students is full. This presentation will discuss a variety of strategies that I have used to advertise the opportunities of graduate school, many of which use existing infrastructure at the University of Pennsylvania. These strategies involve a combination of public speaking, discussion groups, and faculty advising. During these exchanges it's important to both contrast the career opportunities for B.S., M.S. and Ph.D. degree holders and outline the financial facts about graduate school. These modest efforts have increased the number of Penn undergraduates pursuing doctorate degrees.

Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

ERIC Educational Resources Information Center

Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

Graduate Student Diversity. Graduate Focus: Issues in Graduate Education at UCLA.

ERIC Educational Resources Information Center

Hune, Shirley; Benkin, Ellen; Jordan, Patricia

This issue of Graduate Focus provides a brief status report on ethnic diversity at the University of California Los Angeles (UCLA). It includes an overview of relevant institutional data and notes various issues, concerns, and current activities. In graduate programs, UCLA designates as underrepresented minorities domestic students of…

Applied aerodynamics experience for secondary science teachers and students

NASA Technical Reports Server (NTRS)

Abbitt, John D., III; Carroll, Bruce F.

1992-01-01

The Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida in conjunction with the Alachua County, Florida School Board has embarked on a four-year project of university-secondary school collaboration designed to enhance mathematics and science instruction in secondary school classrooms. The goals are to provide teachers with a fundamental knowledge of flight sciences, and to stimulate interest among students, particularly women and minorities, toward careers in engineering, mathematics, and science. In the first year of the project, all thirteen of the eighth grade physical science teachers and all 1200 of the eighth grade physical science students in the county participated. The activities consisted of a three-day seminar taught at the college level for the teachers, several weeks of classroom instruction for all the students, and an airport field trip for a subgroup of about 430 students that included an orientation flight in a Cessna 172 aircraft. The project brought together large numbers of middle school students, teachers, undergraduate and graduate engineering students, school board administrators, and university engineering faculty.

TRIENNIAL REPRODUCTION SYMPOSIUM: American Society of Animal Science L. E. Casida Award for Excellence in Graduate Education: Thoughts on mentoring graduate students in reproductive biology.

PubMed

Smith, M F

2016-07-01

Programs in animal science are particularly well suited for graduate education because students can receive comprehensive training in the laboratory as well as with the whole animal. Furthermore, graduate students in animal science have the opportunity to understand how their research relates to a real world problem. Graduate students need to take ownership of their education by identifying training goals, choosing a mentor who will help them achieve their goals, and becoming engaged in research as soon as possible. In my own graduate program, I emphasize concepts more than techniques and I believe that graduate course work should focus on the basic areas of science that underlie reproductive biology (e.g., endocrinology, biochemistry, physiology, immunology, and statistics). Based on the increase in technology available for scientific investigation and the diversity of expertise required to address important research problems, graduate students need to learn the importance of establishing productive collaborations and begin building a scientific network. Preparation for graduate school frequently begins early with a curiosity and passion for understanding how biology works. Undergraduate courses can facilitate scientific thinking by providing opportunities in lectures and laboratories for students to transition from passive learners to thinking of themselves as animal scientists. There is a profound difference between individuals who view themselves as practitioners of a discipline and those who are simply trying to complete a course requirement. Teachers of undergraduate courses should incorporate experiential learning exercises into their lectures and laboratories to provide undergraduate students the opportunity to function as animal scientists and to embrace their scientific education. Graduate training has been the most enjoyable aspect of my career and it has been a joy to witness the achievements of students following completion of their degree!

Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics

ERIC Educational Resources Information Center

Boman, Jennifer S.

2013-01-01

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and…

A Global Information Exchange (GIE) Project in a Graduate Course

ERIC Educational Resources Information Center

Thirunarayanan, M. O.; Coccaro-Pons, Jennifer

2016-01-01

Graduate students who were enrolled in an introductory educational technology course that met face-to-face completed a Global Information Exchange (GIE) project. The goal of the project was to promote global awareness among the graduate students who were also classroom teachers, and by extension their K-12 students. The graduate students, who also…

The Performance of First-Year Graduate Students on the Graduate Record Examinations. Graduate Record Examinations Special Report Number 68-2.

ERIC Educational Resources Information Center

Marco, Gary L.

Normative data were obtained on the performance of first-year graduate students on the Aptitude Test and Advanced Tests of the Graduate Record Examinations. The population consisted of students enrolled as full-time graduate students for the first time in the fall of 1964 in a college or university belonging to the Council of Graduate Schools…

Teaching Graduate Students The Art of Science

NASA Astrophysics Data System (ADS)

Snieder, Roel; Larner, Ken; Boyd, Tom

2012-08-01

Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

Retention and Graduation of Students with Disabilities: Facilitating Student Success

ERIC Educational Resources Information Center

Wessel, Roger D.; Jones, James A.; Markle, Larry; Westfall, Curt

2009-01-01

In this longitudinal study of 11,317 students, the retention and graduation rates of students with apparent and nonapparent disabilities were compared to students without disabilities. The annual retention and graduation rates (six years after matriculation) were similar for all students, regardless of the presence or absence of a disability…

University of Virginia Graduate Mentoring Institute: A Model Program for Graduate Student Success

ERIC Educational Resources Information Center

Spivey-Mooring, Tazzarae; Apprey, Cheryl Burgan

2014-01-01

This study examines an innovative model program for the mentorship of diverse graduate students entitled the "Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education" (i.e., "Mentoring Institute"), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research…

Helping Students To Persist in a Distance Education Program: The Role of the Teacher.

ERIC Educational Resources Information Center

Care, W. Dean

Teachers can assume different roles in a distance education environment, but teachers should appreciate their importance in helping learners persist in a distance education activity. In order to discover what distance education students regarded as helpful teacher behaviors, a questionnaire was designed and mailed to 334 1993-94 graduates of the…

The Quantitative Preparation of Future Geoscience Graduate Students

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Hancock, G. S.

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways

Developing the Intercultural Competence of Graduate Students

ERIC Educational Resources Information Center

Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

2014-01-01

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

Graduate Student Survey 1982-83. AIP Report.

ERIC Educational Resources Information Center

Ellis, Susanne D.

Results of the 1982-1983 Graduate Student Survey of physics and astronomy graduates in the United States are presented. Information is provided on the educational background, current graduate student status, choice of subfield, and employment prospects. Highlights include the following findings: an increase occurred in the proportion of foreign…

Preparing Future College Instructors: The Role of Graduate Student Teaching Assistants (GTAs) in Successful College Calculus Programs

NASA Astrophysics Data System (ADS)

Ellis, Jessica Fabricant

Graduate student Teaching Assistants (GTAs) contribute to calculus instruction in two ways: as the primary teacher and as recitation leaders. GTAs can also be viewed as the next generation of mathematics instructors. Thus, in addition to their immediate contribution to the landscape of Calculus 1 instruction, GTAs will contribute significantly to the long-term state of calculus in their future occupations. However, their preparation for these roles varies widely and is often minimal. In this study, I first compare the mathematical beliefs, instructional practices, and student success of GTAs to other Calculus 1 instructors. I then provide rich descriptions for three GTA professional development (PD) programs that prepare graduate students as course instructors, as recitation leaders, and as future faculty. I then investigate the instructional practices and mathematical beliefs of graduate students coming from these three PD programs. I conclude this work with a description of a framework for GTA-PD programs. To accomplish this work, I conducted a mixed-method analysis on national survey data and case study data from four doctoral granting institutions. These four institutions were chosen because of their higher-than-expected student success in Calculus 1. The results of these analyses indicate that graduate students teach in more innovative ways than other instructors, though their students were less successful. Among the four case study institutions, I identified three models of GTA-PD, each of which appeared successful in accomplishing their goals. These goals included transitioning graduate students into the role of instructor, preparing graduate students to implement an innovative approach to Calculus 1, and supporting graduate students as recitation leaders. These analyses also led to the development of a framework to be used to characterize, evaluate, and consider the implementation of graduate student professional development programs. This GTA-PD framework

Teacher Training for Secondary Education and Graduates' Entrance into the Teaching Profession

ERIC Educational Resources Information Center

Rots, Isabel; Aelterman, Antonia

2008-01-01

This study focuses on the relationship between teacher education and graduates' intended and actual entrance into teaching. Moreover, it explores how this relationship differs for two types of initial teacher training for secondary education. A hypothetical model of graduates' entrance into the teaching profession comprising empirically grounded…

Graduate student involvement with designing inquiry-based Earth science field projects for the secondary-level classroom

NASA Astrophysics Data System (ADS)

McDermott, J. M.; Scherf, L.; Ward, S.; Cady, P.; Bromley, J.; Varner, R. K.; Froburg, E.

2008-12-01

In a secondary-level Earth System Science (ESS) curriculum, the most authentic learning is achieved through the inquiry-based application of real-world research methods in the context of modern understanding of the interconnected components of the Earth System (e.g. lithosphere, hydrosphere, atmosphere, and biosphere). Following the intensive ESST-1 summer institute at UNH, during which teachers enhance their ESS content knowledge via interactions with UNH faculty, staff, and graduate students, each participating teacher is paired with one graduate student fellow for the duration of the school year. This graduate fellow provides a continuing link between the secondary-level school teaching environment and university resources, facilitating the implementation of new content knowledge and current scientific research methodology into the classroom setting. According to the National Science Education Standards (1), scientific inquiry is the central strategy for teaching science. "In successful science classrooms, teachers and students collaborate in the pursuit of ideas... Students formulate questions and devise ways to answer them, they collect data and decide how to represent it, they organize data to generate knowledge, and they test the reliability of the knowledge they have generated. As they proceed, students explain and justify their work to themselves and to one another, learn to cope with problems such as the limitations of equipment, and react to challenges posed by the teacher and by classmates." To speak to these goals, an ongoing local wetland field study has been conceptualized and implemented in three example classrooms (seventh grade general science, ninth grade physical science and tenth grade biology) in two school systems (Oyster River Middle School in Durham, NH and Berlin High School in Berlin, NH). These field studies were conducted using authentic scientific equipment to collect data, including a Li-Cor 840 infrared CO2 analyzer and handmade

Graduate Student Preferences in Online Environment

ERIC Educational Resources Information Center

Keener, Cheryl P.

2017-01-01

This research explored online graduate students' preferences using the Constructivist Internet-Based Learning Environment Survey (CILES) and how everyday learner attributes affected their preferences. The purpose of this study was to identify graduate students' preferences for various types of learning in order to aid designers with aligning…

Persistence Factors among Online Graduate Students with Disabilities

ERIC Educational Resources Information Center

Verdinelli, Susana; Kutner, Debbi

2016-01-01

Students with disabilities face a number of obstacles to complete graduate education. Adult learners with disabilities are enrolling in online graduate programs at increasing numbers, yet they tend to graduate at lower rates than students without disabilities. Research indicates that students with disabilities tend to prefer and excel in the…

Graduation Rate Watch: Making Minority Student Success a Priority

ERIC Educational Resources Information Center

Carey, Kevin

2008-01-01

College graduation rates for minority students are often shockingly low. Most institutions have significantly lower graduation rates for black students than for white students. This report demonstrates that these high-failure rates are not inevitable: Some institutions are graduating black students at a higher rate than white students. The report…

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

Credentialism among Graduate Students.

ERIC Educational Resources Information Center

Stodt, Martha McGinty; Thielens, Wagner, Jr.

1985-01-01

An exploratory study of students entering four elite fields found that most sought both credentials and competence. Stiff competition within chosen occupations led the majority of students to seek every advantage that graduate education could provide. (Author/MLW)

When Mothers Become Teachers: Effects of the Mothering Experience on Prospective Teachers.

ERIC Educational Resources Information Center

MacDonald, Judith B.

This study identified how mothering knowledge influenced students' development in becoming teachers and explored how becoming a student and prospective teacher affected students' perspectives as parents. Participants were preservice teachers who were also mothers. All participants were undergraduate and graduate students in a New Jersey teacher…

1980-81 Graduate Student Survey. AIP Report.

ERIC Educational Resources Information Center

Ellis, Susanne D.

Results of the 1980-81 Graduate Student Survey of physics and astronomy students are presented. Information is presented on the following: employment offers for new physics masters and doctorate recipients, 1976-81; characteristics of the graduate physics student population, 1980-81, including sex, citizenship, professional society membership,…

Scholars and Pre-Service Teachers: A Comparison of Opinions of Reading Required for High School Graduation.

ERIC Educational Resources Information Center

Leach, Mozelle P.

A study compared the results of a 1986 survey on the opinions of preservice teachers with those of a survey conducted in 1984 by William Bennett (at that time chairman of the National Endowment for the Humanities). Bennett's survey asked respondents to list 30 works that students should be expected to read before high school graduation.…

The Influence of Ecological Citizenship and Political Solidarity on Western Australian Student Teachers' Perceptions of Sustainability Issues

ERIC Educational Resources Information Center

Lummis, Geoffrey W.; Morris, Julia E.; Lock, Graeme; Odgaard, Judith

2017-01-01

This article presents the findings of a qualitative research study on student teachers' perceptions of sustainability, specifically influenced by ecological citizenship and political solidarity. Research was conducted with 18 Graduate Diploma of Education (Primary) student teachers at one university, as they only have one year in which to train as…

Prospective Mathematics Teachers' Perceptions on and Adaptation of Student-Centred Approach to Teaching

ERIC Educational Resources Information Center

Osmanoglu, Aslihan; Dincer, Emrah Oguzhan

2018-01-01

The aim of this study was to investigate prospective secondary mathematics teachers' perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers who were the graduates from mathematics departments from different universities' Science and Literature faculties.…

Implications of Time Adjustments at Micro, Macro and Meso Levels in Undergraduate and Graduate Piano Students' Performance

ERIC Educational Resources Information Center

dos Santos, Regina Antunes Teixeira; Gerling, Cristina Capparelli; de Bortoli, Álvaro Luiz

2017-01-01

A short piano piece was prepared by undergraduate and graduate piano students (N = 15) without guidance from their piano teachers. Temporal parameters were analyzed in several time frames, from a phrase-to-phrase level to an interonset interval. At a macro level, local tempo was shown to be a crucial parameter that divided the students into two…

Increasing the graduation rates of minority medical students.

PubMed

Payne, J L; Nowacki, C M; Girotti, J A; Townsel, J; Plagge, J C; Beckham, T W

1986-05-01

The University of Illinois College of Medicine has operated a program since 1969 to recruit minority students into the college and to increase the graduation rates of these students once they enroll. Known as the Medical Opportunities Program (MOP) until 1978, the program was expanded in 1978 and renamed the Urban Health Program (UHP). The authors of the present paper discuss the results of these programs, particularly the effect of granting minority students delays in completing graduation requirements. The MOP (1969 through 1978) increased graduation rates for minority students from 55 percent for those who graduated on time to 81 percent for both on-time and delayed graduates. Under the first seven years of the UHP (1979 through 1985), more minority students have been offered places, and more have enrolled than in the 10 years of the MOP. The retention rate under the UHP, if it holds, will be higher than that under the MOP. For the combined MOP-UHP period, the retention rate for minority students was 88 percent; 69.8 percent of the graduates were on time, and 30.2 were delayed.

Professional Development Workshops for Student Teachers: An Issue of Concern

ERIC Educational Resources Information Center

Hsu, Amy; Malkin, Fran

2013-01-01

Professional development programs are critical in addressing the needs of teacher education students and graduates. In an effort to best meet the desired needs and wants of these new educators, professional development opportunities must target essential issues. This study examines topics including classroom management, exceptional children,…

A "CASE" Study on Developing Science Communication and Outreach Skills of University Graduate Student Researchers in Alaska

NASA Astrophysics Data System (ADS)

Tedesche, M. E.; Conner, L.

2015-12-01

Well rounded scientific researchers are not only experts in their field, but can also communicate their work to a multitude of various audiences, including the general public and undergraduate university students. Training in these areas should ideally start during graduate school, but many programs are not preparing students to effectively communicate their work. Here, we present results from the NSF-funded CASE (Changing Alaska Science Education) program, which was funded by NSF under the auspices of the GK-12 program. CASE placed science graduate students (fellows) in K-12 classrooms to teach alongside of K-12 teachers with the goal of enhancing communication and teaching skills among graduate students. CASE trained fellows in inquiry-based and experiential techniques and emphasized the integration of art, writing, and traditional Alaska Native knowledge in the classroom. Such techniques are especially effective in engaging students from underrepresented groups. As a result of participation, many CASE fellows have reported increased skills in communication and teaching, as well as in time management. These skills may prove directly applicable to higher education when teaching undergraduate students.

Using Action Research to Examine Teacher Strategy Effectiveness

ERIC Educational Resources Information Center

Cox, Becky J.; Cox, Betty J.; Vann, Martha

2012-01-01

Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects…

Dearth of American Engineering Graduate Students Concerns Academicians.

ERIC Educational Resources Information Center

Farrell, Charles S.

1989-01-01

A shortage of American engineering graduate students, particularly minorities and women, has resulted in the increasing award of research and graduate assistantships to foreign students. The National Consortium for Graduate Degrees for Minorities in Engineering (GEM) and the National Science Foundation (NSF) are offering financial encouragement…

Authoring Teacher Development in a Graduate Seminar in Vietnam

ERIC Educational Resources Information Center

Baurain, Bradley

2013-01-01

The purpose of this narrative inquiry is to explore stories of teacher development experienced by English as a Foreign Language (EFL) teachers in a graduate seminar in Vietnam. The author was the instructor for the course, entitled "Literature and Language Teaching." Three types of data were collected: course documents, a professional…

Portfolio Assessment in Teacher Education Courses: Impact on Students' Beliefs, Attitudes and Habits.

ERIC Educational Resources Information Center

Ford, Michael P.; Ohlhausen, Marilyn M.

A study surveyed teacher education students' attitudes, beliefs, and habits concerning portfolio assessment. Subjects were 230 students in 10 different graduate courses on literacy education at two colleges: the University of Wisconsin and the University of Nevada. One hundred fifteen subjects (a 50% response) responded to a questionnaire. Results…

New Graduate Entry: Students' Transition to an Adapted Physical Education Graduate Program

ERIC Educational Resources Information Center

Sato, Takahiro; Samalot-Rivera, Amaury; Kozub, Francis M.

2016-01-01

The purpose of this study was to describe and explain master of arts students' academic and social experiences during the transition to an adapted physical education (APE) graduate program. In this study, we used the theory of transition, which allowed us to understand students' transition to graduate studies and to assist them in connecting to…

The 1993/1994 NASA Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

1992-01-01

The NASA Graduate Student Researchers Program (GSRP) attempts to reach a culturally diverse group of promising U.S. graduate students whose research interests are compatible with NASA's programs in space science and aerospace technology. Each year we select approximately 100 new awardees based on competitive evaluation of their academic qualifications, their proposed research plan and/or plan of study, and their planned utilization of NASA research facilities. Fellowships of up to $22,000 are awarded for one year and are renewable, based on satisfactory progress, for a total of three years. Approximately 300 graduate students are, thus, supported by this program at any one time. Students may apply any time during their graduate career or prior to receiving their baccalaureate degree. An applicant must be sponsored by his/her graduate department chair or faculty advisor; this book discusses the GSRP in great detail.

Housing for Single Graduate Students: A Status Report.

ERIC Educational Resources Information Center

Sullivan, Kathleen; And Others

Residence communities which were designed to house graduate students have become facilities for all students aged 21 or older. This study surveyed 25 colleges that offer housing to older students, examining the areas of programming, facilities, relationship with the graduate school, student or community governance, and the population itself. The…

Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

PubMed

Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

2018-03-08

The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all

Student Engagement and the Use of Volunteer Teachers in Alternative Urban Middle Schools

ERIC Educational Resources Information Center

Fenzel, L. Mickey; Flippen, Gerivonni M.

2006-01-01

The use of recent college graduates as volunteer teachers has increased in recent years with the growth of the Teach for America program and alternative middle schools for at-risk children from low income homes. Very few studies to date have investigated the effects of the use of such teachers on student learning and engagement in school. The…

Using Interactions among In-Service Music Teachers in a Graduate Programme for Teacher Support

ERIC Educational Resources Information Center

Shin, Jihae

2018-01-01

The purpose of this study was to examine interactions among in-service music teachers in a graduate music teacher education programme using Wenger, McDermott, and Snyder's [2002. "Cultivating Communities of Practice: A Guide to Managing Knowledge." Boston, MA: Harvard Business School Press] Communities of Practice (CoPs) framework. The…

Developing Reflective Practice in Pre-Service Student Teachers: What Does Art Have to Do with It?

ERIC Educational Resources Information Center

Davis, Sara McCormick

2005-01-01

Developing reflective practice in pre-service student teachers is a goal of many teacher education programs. This article describes three activities used in a graduate teacher education program that were designed to use an arts focus to provoke deeper reflection about teaching and learning. Clay tiles were used for illustrating personal metaphors…

International Student Perspectives on Graduate Advising Relationships

ERIC Educational Resources Information Center

Rice, Kenneth G.; Choi, Chun-Chung; Zhang, Yanmei; Ye, Huan Jacqueline; Nesic, Aleksandra; Bigler, Monica; Anderson, Debra; Villegas, Jorge

2009-01-01

International graduate students experience a number of unique challenges as they transition through their training programs. Surprisingly, relatively little research has been conducted on perhaps one of the most crucial predictors of international students' retention and success within their graduate programs: the advising relationship. Using a…

Counseling Graduate Students.

ERIC Educational Resources Information Center

Caple, Richard B.

1995-01-01

Explores how the understanding of graduate students' special needs and circumstances enhances counseling of this population. Looks at stress factors, educational preparation, delayed gratification, achieving autonomy, intellectual development, and the counseling process. Emphasizes the importance of establishing trust in the therapeutic dialog so…

The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper 2012-4

ERIC Educational Resources Information Center

Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy

2012-01-01

With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…

The African American Student's Guide to Surviving Graduate School. Graduate Survival Skills, Volume 5.

ERIC Educational Resources Information Center

Isaac, Alicia

This book offers African American graduate students practical advice concerning all aspects of graduate study. It is organized into 11 chapters which address the following topics: (1) what graduate school is, advanced degrees, and the importance for African Americans of obtaining graduate degrees; (2) choosing a graduate school and financing…

Theory to Practice through Teacher Inquiry Courses in a Graduate Program: Two Teachers' Perspectives

ERIC Educational Resources Information Center

Keat, Jane Blakely

2005-01-01

Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher…

Action Research in Graduate Teacher Education: A Review of the Literature 2000-2015

ERIC Educational Resources Information Center

Vaughan, Michelle; Burnaford, Gail

2016-01-01

This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in…

Graduate Programs and Faculty in Reading. Fourth Edition.

ERIC Educational Resources Information Center

Blomenberg, Paula, Ed.

Intended for reading teachers and consultants, students, and others who want information about the nature of graduate training programs in the field of reading, this book lists over 300 graduate reading programs offered in the United States and Canada. Institutions offering graduate programs are listed alphabetically by province for Canadian…

Teaching ethical aptitude to graduate student researchers.

PubMed

Weyrich, Laura S; Harvill, Eric T

2013-01-01

Limited time dedicated to each training areas, irrelevant case-studies, and ethics "checklists" have resulted in bare-bones Responsible Conduct of Research (RCR) training for present biomedical graduate student researchers. Here, we argue that science graduate students be taught classical ethical theory, such as virtue ethics, consequentialist theory, and deontological theory, to provide a basic framework to guide researchers through ethically complex situations and examine the applicability, implications, and societal ramifications of their research. Using a relevant biomedical research example to illustrate this point, we argue that proper ethics training for graduate student researchers not only will enhance current RCR training, but train more creative, responsible scientists.

Online Graduate Students' Perceptions of Best Learning Experiences

ERIC Educational Resources Information Center

Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

2014-01-01

The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…

Balancing the Scholarship Demands of Forensics and Graduate Study.

ERIC Educational Resources Information Center

Kuper, Glenn

It is difficult to strike a balance between the demands placed on graduate students and those placed on graduate forensics assistants. The combination of duties as Graduate Forensics Assistants (GFAs)--baby sitters, confidants, teachers, travel agents, administrators, clerical workers, psychologists, proofreaders, authority figures, and finally,…

Technological Pedagogical Content Knowledge Preparedness of Student-Teachers of the Department of Arts and Social Sciences Education of University of Cape Coast

ERIC Educational Resources Information Center

Apau, Stephen Kwakye

2017-01-01

The proliferation of digital technology in the 21st century in teaching and learning requires that teachers and students constantly interact with instructional technologies. This places a herculean task on the door step of teacher educators to ensure that student-teachers graduate from their institutions of training with some knowledge domains…

Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program

ERIC Educational Resources Information Center

Gibbs, Yvonne Duncan

2012-01-01

Research on writing proficiency from elementary students through undergraduates is prevalent; however, few focused on students in graduate school. Few teacher education programs require specific coursework in writing for teacher certification. Yet, teacher educators express concern about teacher candidates' writing proficiencies. Writing may…

Graduate Statistics: Student Attitudes

ERIC Educational Resources Information Center

Kennedy, Robert L.; Broadston, Pamela M.

2004-01-01

This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instruction, which allowed for an individualized, self-paced, student-centered, activity-based course. The twelve sections involved in this study were offered in the spring and fall 2001, spring and fall 2002, spring and fall…

Towards an Integrated Graduate Student (Training Program)

ERIC Educational Resources Information Center

Shapiro, Elliot

2015-01-01

This article argues that teaching writing can help graduate students become better writers. Each year, more than 100 graduate students from more than thirty departments participate in one of two training courses offered through Cornell's John S. Knight Institute for Writing in the Disciplines. This article describes some of how these courses…

Research Skills and Ethics--A Graduate Course Empowering Graduate Students for Productive Research Careers in Graduate School and Beyond

NASA Astrophysics Data System (ADS)

Mabrouk, Patricia Ann

2001-12-01

This paper describes a course for first-year graduate students that teaches the fundamental so-called "soft skills" required for success in graduate school and beyond. Topics covered are ethics, laboratory safety and waste management, chemical information retrieval and literacy, experimental design, scientific record keeping, statistics, career development, and communications, including technical writing and oral presentation. Whenever possible students are put in direct contact with local technical experts and available resources. The course, well regarded by both students and faculty, has now been taught at Northeastern University for five years in the summer academic quarter to graduate students in chemistry and related departments (pharmacy and chemical engineering) who have successfully completed their first-year course work.

The Development of Pedagogical Content Knowledge in First-Year Graduate Teaching Assistants

ERIC Educational Resources Information Center

Judson, Thomas W.; Leingang, Matthew

2016-01-01

Our investigation is concerned with new teachers developing their ability to understand student thinking. We conducted individual interviews with graduate students teaching calculus for the first time, interviewing a representative sample of graduate students before and after their first teaching assignment. The interviews were transcribed and…

TA Professional Development: A Graduate Student's Perspective

NASA Astrophysics Data System (ADS)

Alicea-Munoz, Emily

Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

A Leadership Elective Course Developed and Taught by Graduate Students

PubMed Central

Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

2013-01-01

Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

ERIC Educational Resources Information Center

Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

2013-01-01

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

Graduate Student Needs in Relation to Library Research Skills

ERIC Educational Resources Information Center

Young, Shawna; Jacobs, Warren

2013-01-01

Traditionally, graduate study includes a research component, requiring library skills to locate relevant literature. Upon matriculation into graduate programs, many students are underprepared in library research skills, making library instruction a priority for the success of graduate students. This qualitative study, utilizing emergent design,…

Graduate Teacher Preparation for Rural Schools in Victoria and Queensland

ERIC Educational Resources Information Center

Kline, Jodie; Walker-Gibbs, Bernadette

2015-01-01

Graduate teachers' preparedness for working in rural settings are mediated by the development of pedagogical expertise, professional engagement with parents and the community, and broader notions of preparation to teach in rural contexts. The Studying the Effectiveness of Teacher Education (SETE) project is a four-year longitudinal study tracking…

Teaching concept analysis to graduate nursing students.

PubMed

Schiller, Catharine J

2018-04-01

To provide guidance to educators who use the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011), in their graduate nursing curriculum BACKGROUND: While graduate nursing curricula often include a concept analysis assignment, there is a paucity of literature to assist educators in guiding students through this challenging process. This article details one way for educators to assist graduate nursing students in learning how to undertake each step of the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Using examples, this article walks the reader through the Walker and Avant (2011) concept analysis process and addresses those issues commonly encountered by educators during this process. This article presented one way of walking students through a Walker and Avant (2011) concept analysis. Having clear information about the steps involved in developing a concept analysis will make it easier for educators to incorporate it into their graduate nursing curriculum and to effectively guide students on their journey through this process. © 2018 Wiley Periodicals, Inc.

Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception

ERIC Educational Resources Information Center

Geerdink, Gerda; Bergen, Theo; Dekkers, Hetty

2011-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the…

Supporting Graduate Student Writers with VoiceThread

ERIC Educational Resources Information Center

Gonzalez, Michelle; Moore, Noreen S.

2018-01-01

This qualitative case study examined the influence of the use of VoiceThread technology on the feedback process for thesis writing in two online asynchronous graduate courses. The influence on instructor feedback process and graduate student writers' perceptions of the use of VoiceThread were the foci of the study. Master's-level students (n = 18)…

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…

A Delphi Study of Agriculture Teacher Perceptions of Problems in Student Retention.

ERIC Educational Resources Information Center

Dyer, James E.; Breja, Lisa M.; Ball, Anna L.

2003-01-01

A four-round Delphi study of secondary agriculture teachers (17, 17, 22, and 21 responses) identified and rated student retention problems. Consensus was reached on these items: scheduling difficulties, lack of counselor support, image, increased graduation requirements, college entrance requirements, competition from other activities, block…

Faculty-Graduate Student Mentoring Relationships: Mentors' Perceived Roles and Responsibilities

ERIC Educational Resources Information Center

Lechuga, Vicente M.

2011-01-01

Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has provided valuable insights about effective practices that foster the success of graduate students.…

Detecting changes in student teachers' conceptions of teaching science to adolescent English language learners

NASA Astrophysics Data System (ADS)

Pomeroy, Jonathon Richard

2000-10-01

This research study investigated the changes that occurred in six student teachers' conceptions of teaching science to adolescent English language learners over the duration of their participation in a one-year, graduate level, science teacher education program. Cases were created for each of the student teachers based on their concept maps, writing samples, interviews, lesson plans, informal interviews with cooperating teachers, and observation notes collected on biweekly visitations. The cases were divided into three dyads each consisting of two student teachers with similar preprogram and student teaching experiences. Cross case analysis revealed the existence of seven themes related to teaching science to adolescent English language learners. Further analysis suggested that student teachers that worked with experienced cooperating teachers and who had achieved a sense of autonomy over their student teaching demonstrated broad and sophisticated growth across all seven themes. Student teachers who had not achieved a sense of autonomy, demonstrated growth in two to three themes. Student teachers who demonstrated broad and sophisticated growth were able to clearly articulate their conceptions of teaching science to English language learners where as those who demonstrated limited growth were not. This research establishes the use of concept maps as a tool for detecting changes in student teachers' conceptions of teaching science to adolescent English language learners as well as the sensitivity of concept maps to detect the types of changes historically detected by writing samples and interviews. Recommendations based on the implications from are included.

Grassroots Engagement: Securing Support for Science Communication Training Programs Created by Graduate Students for Graduate Students

NASA Astrophysics Data System (ADS)

Rohde, J. A.

2016-12-01

The need for science communication and outreach is widely recognized throughout the scientific community. Yet, at present, graduate students and early career scientists have, at best, widely variable access to opportunities to train in science communication techniques and to hone their outreach skills. In 2010, a small group of graduate students at the University of Washington led a grassroots effort to increase their own access to communication and outreach training by creating "The Engage Program." They developed a novel, interdisciplinary curriculum focused on storytelling, public speaking and improvisation, design, and the distillation of complex topics to clear and accessible forms. These entrepreneurial students faced (real or perceived) barriers to building this program, including the pressure to hide or dampen their enthusiasm from advisors and mentors, ignorance of university structures, and lack of institutional support. They overcame these barriers and secured institutional champions and funding, partnered with Town Hall Seattle to create a science speaker series, and developed a student leadership structure to ensure long-term sustainability of the program. Additionally, they crowdfunded an evaluation of the program's effectiveness in order demonstrate the benefits of such training to the scientific careers of the students. Here we present our key strategies for overcoming barriers to support, and compare them with several similar grassroots graduate-student led public communication programs from other institutions.

Making Space for Graduate Student Parents: Practice and Politics

ERIC Educational Resources Information Center

Springer, Kristen W.; Parker, Brenda K.; Leviten-Reid, Catherine

2009-01-01

Work-family issues of graduate students are nearly invisible, despite record numbers of men and women in graduate school during their peak childbearing years. Furthermore, very little is known about what, if any, services are available for graduate student parents. In this article we describe the theoretical and practical tensions between…

Where do Foreign Student STEM graduates work after they graduate?

NASA Astrophysics Data System (ADS)

Ruiz, Neil

2017-01-01

Foreign students and entrepreneurs add path-breaking innovative ideas and billions of dollars to the United States economy. This presentation takes a look at where foreign students originate, what degrees and subjects they are pursuing in the U.S., and where they work after they graduate from U.S. universities. With a special focus on STEM degrees and physics, Dr. Ruiz will show how foreign students open up markets in their hometown cities which facilitates trade, foreign direct investment and knowledge transfer. In addition, they infuse revenue into local communities, and they help fill demand for jobs requiring specific skills in local U.S. labor markets. He argues that America's business, educational, and community leaders need to develop better strategies that retain their talents after they graduate. Invited speaker number 44869.

Students' and teachers' cognitions about good teachers.

PubMed

Beishuizen, J J; Hof, E; van Putten, C M; Bouwmeester, S; Asscher, J J

2001-06-01

Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. The study reported here attempted to deepen our understanding of what students think about good teachers. Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the

Graduate Business Students Perceptions of Online Learning: A Five Year Comparison

ERIC Educational Resources Information Center

Perreault, Heidi; Waldman, Lila; Alexander, Melody; Zhao, Jensen

2008-01-01

This study compared graduate business students' access to online graduate programs and their perceptions relating to online learning over a five-year period. Student input was provided during 2001 and 2006. Students in 2006 had greater access to entire graduate programs being offered online than did the 2001 students. The students in 2006 felt…

Attitudes and values expected of public health nursing students at graduation: A delphi study.

PubMed

Okura, Mika; Takizawa, Hiroko

2018-06-01

The skills and knowledge of the competencies expected of public health nursing (PHN) students at graduation have been clarified; however, the attitudes and values have not yet been studied in Japan. The objective of this study was to identify and reach a consensus among experts on the attitudes and values expected of PHN students at graduation. This survey was conducted as a two-stage Delphi study. We selected the following experts: 248 teachers in the faculty of public health nursing at a university as academic experts, and 250 public health nurses who were also experienced clinical instructors as clinical experts. The round 1 mailed survey was conducted using a questionnaire about the necessity and importance of attitudes and values, and 211 experts responded (42.4%, clinical; n = 124, academic; n = 87). In the Round 2 survey, the experts consisted of 60.2% of the round 1 participants (clinical; n = 73, academic; n = 54). Descriptive statistics were used for multiple imputation. We identified a total of 13 attitudes and values expected of PHN students, and reached ≥90% consensus for most items (except for one). Regarding the expected achievement level at graduation, there was no difference between clinical and academic experts except for one item. Consensus was clearly achieved for 13 attitudes and values expected of PHN students, as well as importance and expected achievement level at graduation. In the future, it is important to examine strategies that can effectively develop these attitudes and values through basic and continuous education. Copyright © 2018 Elsevier Ltd. All rights reserved.

What makes a good clinical student and teacher? An exploratory study.

PubMed

Goldie, John; Dowie, Al; Goldie, Anne; Cotton, Phil; Morrison, Jill

2015-03-10

What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a "framework" technique. Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. Good clinical teachers are effective role models. The importance of teachers' non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher's enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a

Graduate Students Unite! Building an Outreach Program From Scratch

NASA Astrophysics Data System (ADS)

Reif, C.; Labonte, A.

2005-12-01

In the spring of 2000, a group of graduate students at Scripps Institution of Oceanography (SIO) gathered and declared the need to facilitate participation in science education outreach. The result was the formation of the Scripps Community Outreach Program for Education (SCOPE, http://sioscope.ucsd.edu). SCOPE has been connecting SIO graduate students, faculty, and staff with existing outreach programs in the San Diego area ever since. While many scientists would like to commit some time to helping the general public understand the world around them, they often do not know where to begin. To make this connection, SCOPE holds meetings and operates an email listserv to announce upcoming outreach opportunities and sign up volunteers. Over the years, SCOPE has developed relationships with local science outreach groups, outreach events, schools, and teachers. There are usually at least two volunteer opportunities a month, some of which take place on the SIO campus itself. These opportunities include speaking to senior citizens, participating in a school career day, mentoring National Ocean Science Bowl teams, providing tours of SIO to minority middle and high school students, and just about anything else one can imagine. The opportunities are coordinated by one or two graduate students who graciously volunteer their time to make sure that community's and the scientist's needs are met. To keep such an organization running requires not only networking with the community but also networking within the university as well. It is necessary to keep in contact with other outreach groups on campus as well as the communication and development offices. In addition we have worked closely with the Birch Aquarium at Scripps and have played an important part of the California Center for Ocean Science Education Excellence (COSEE, http://www.cacosee.net). We believe that SCOPE has been very successful and would like to share the lessons we have learned with interested members of the

Development of a Scale to Assess the Demand for Specific Competences in Teachers after Graduation from University

ERIC Educational Resources Information Center

Landmann, Mareike

2013-01-01

Universities in Germany show an increasing need for specific information on professional demands encountered and addressed by graduates training to become teachers. To provide information on demands and abilities in teaching graduates, a specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer…

Marital Adjustment of Graduate Student Couples.

ERIC Educational Resources Information Center

McRoy, Sue; Fisher, Virginia L.

1982-01-01

Comparisons of graduate student couples indicated lower levels of marital adjustment (consensus and affection) for couples where only the husband was a student. Suggests variables other than student status may relate to marital adjustment. When only the wife was a student, family income was higher and couples were older. (Author)

Recruiting, Funding, and Hiring of Doctoral Students in Physical Education Teacher Education

ERIC Educational Resources Information Center

Boyce, Barbara Ann; Curtner-Smith, Matt; Sinelnikov, Oleg

2016-01-01

This article examines trends and issues surrounding recruiting, funding, and hiring of doctoral physical education teacher education (D-PETE) students and graduates. Sources for this examination were background data collected by Boyce and her colleagues, the existing literature on these topics, and qualitative data gathered from 30 sport…

Graduate Student-Run Course Framework for Comprehensive Professional Development

ERIC Educational Resources Information Center

Needelman, Brian A.; Ruppert, David E.

2006-01-01

Comprehensive professional development is rarely offered to graduate students, yet would assist students to obtain employment and prosper in their careers. Our objective was to design a course framework to provide professional development training to graduate students that is comprehensive, minimizes faculty workload, and provides enculturation…

Reasoning the Need: Graduate Education and Basic Writing

ERIC Educational Resources Information Center

Gleason, Barbara

2006-01-01

While college composition theory/pedagogy courses are standard offerings in composition and rhetoric graduate programs, specialized basic writing graduate courses lag behind. At the same time, there is a pressing need for highly qualified teachers of nontraditional adult students, especially in community college and adult literacy education…

Mentoring Graduate Students in Teaching: The FCCIC Model

ERIC Educational Resources Information Center

Finch, Jessie K.; Fernández, Celestino

2014-01-01

Research has consistently shown the high value of mentorship for graduate students in various areas--program satisfaction, professional self-image, confidence, productivity, and so on. However, specific templates of how to best mentor graduate students, especially in the vital area of teaching, are lacking. This article outlines the mentoring…

Nursing education: training evaluation by graduates, employers and teachers.

PubMed

Meira, Maria Dyrce Dias; Kurcgant, Paulina

2016-01-01

to support the assessment and the necessary changes in the curriculum of an undergraduate degree in Nursing. it is a descriptive study developed in two stages as an action research. In the first stage, the speeches of 19 graduates and 15 employers were interviewed and analyzed; in the second stage, five teachers participated in the focus group. For processing the data, the content analysis was adopted. based on the assessment of the actors, an action plan was created with suggestions regarding the curriculum flexibility, content resizing, continuing education, practice enhancement, active methodologies and autonomy of the student. the participation of actors participants of the training process and performance of professional nurses in the evaluation of a curriculum pointed aspects to realignment and provided concrete benefits to improving the quality of undergraduate course curriculum, scenario of this study.

The MetLife Survey of the American Teacher: Preparing Students for College and Careers

ERIC Educational Resources Information Center

MetLife, Inc., 2011

2011-01-01

"The MetLife Survey of the American Teacher: Preparing Students for College and Careers" was conducted by Harris Interactive and is the twenty-seventh in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This MetLife Survey examines the priority that all students graduate from high school prepared…

Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

ERIC Educational Resources Information Center

Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

2003-01-01

Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

Beyond the Classroom: Religious Stressors and Adjustment among Indonesian Muslim Graduate Students in an American Graduate School

ERIC Educational Resources Information Center

Mukminin, Amirul; Yanto, Fridi; Yanto, Hadi

2013-01-01

This paper was to report some of findings from a larger phenomenological study on the lived experience of Indonesian graduate students in a US higher education. Particularly, this paper was to discuss the Indonesian Muslim graduate students' religious life experiences attending an American graduate school. The primary data sources were a…

Graduate-entry medical students: older and wiser but not less distressed.

PubMed

Casey, Dion; Thomas, Susan; Hocking, Darren R; Kemp-Casey, Anna

2016-02-01

Australia has a growing number of graduate-entry medical courses. It is known that undergraduate medical students have high levels of psychological distress; however, little is known about graduate-entry medical students. We examined whether graduate-entry medical students had higher levels of psychological distress than the same-age general population. Psychological distress was assessed in 122 graduate-entry medical students in an Australian graduate-entry medical school using the 21-item Depression Anxiety and Stress Scale. Mean scores and the proportion of students with scores in the highly distressed range were compared with non-clinical population norms. Scores were also compared across demographic characteristics. Medical students reported higher mean depression, anxiety and stress scores than the general population and were more likely to score in the moderate to extremely high range for anxiety (45% vs. 13%; p<0.001) and stress (17% vs. 13%; p=0.003). Anxiety and stress were higher in students aged ≥30 years than in younger students. Despite their maturity, graduate-entry students experienced high psychological distress. Anxiety and stress were higher, not lower, with increasing age. Our results suggest that graduate-entry medical students warrant the same level of concern as their school-leaving counterparts. Further interventions to support these students during medical school are warranted. © The Royal Australian and New Zealand College of Psychiatrists 2015.

The Social Support for International Graduate Students to Obtain Academic Success

ERIC Educational Resources Information Center

He, Ping

2013-01-01

Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

Challenges and Opportunities for International Students in Graduate Education

ERIC Educational Resources Information Center

Liang, Xinya

2015-01-01

International students pursuing graduate education in U.S. institutes have been rapidly increasing in recent years. Students from all over the world remarkably contribute to the advancement of U.S. economy and technology. This article addresses the challenges and opportunities international students face during and after graduate education. The…

The Academic Ethics of Graduate Business Students: A Survey.

ERIC Educational Resources Information Center

Brown, Bob S.

1995-01-01

Survey responses from 207 of 313 graduate business students revealed that 80% had engaged in at least 1 of 15 unethical practices. No relationship appeared between ethical behavior/attitudes and student characteristics. Despite their self-perception as more ethical than undergraduates, graduate students had similar frequency of unethical behavior…

Teaching graduate students The Art of Being a Scientist

NASA Astrophysics Data System (ADS)

Snieder, Roel

2011-03-01

Graduate education in the classroom traditionally focuses on disciplinary topics, with non-disciplinary skills only marginally discussed, if at all, between graduate student and adviser. Given the wide range of advisers with different types and quality of communication skill (or lack thereof), the professional coaching delivered to students often is restricted to just the technical aspects of research. Yet graduate students have a great need to receive professional training aimed at, among other things, helping their graduate career be more efficient, less frustrating and less needlessly time-consuming. We have addressed this gap in graduate education by developing the one-credit course ``The Art of Being a Scientist.'' This course covers a diverse range of topics of importance to being an effective and creative researcher. Topics covered include the following: What is science? Choosing a research topic, department, and adviser. The adviser and thesis committee. Making a work plan. Setting goals. Ethics of research. Using the scientific literature. Perfecting oral and written communication. Publishing papers and writing proposals. Managing time effectively. Planning a scientific career. Applying for jobs in academia or industry. In evaluations of the course, students invariably comment that they could have avoided significant problems in their graduate study and saved valuable time if they would have taken the course earlier on. This is an indication that the course not only useful for students, but also that it is best taken early in a their graduate career. The material covered in the course is captured in the book ``The Art of Being a Scientist: A Guide for Graduate Students and Their Mentors,'' published by Cambridge University Press; more information can be found at: www.mines.edu/~rsnieder/Art_of_Science.html From this website one can download a description of the curriculum used in the class, including homework exercises. Currently we are expanding of

Graduate Diversity Officers and Efforts to Retain Students of Color

ERIC Educational Resources Information Center

Griffin, Kimberly A.; Muniz, Marcela; Smith, Edward J.

2016-01-01

This qualitative study explores how 14 institutional agents (graduate diversity officers or GDOs) work towards improving retention for graduate students of Color. Consistent with Lovitt's framework of graduate student retention, findings reveal GDOs implement diverse strategies that promote opportunities for academic integration, social…

Do Graduate Student Teacher Training Courses Affect Placement Rates?

ERIC Educational Resources Information Center

Ishiyama, John; Balarezo, Christine; Miles, Tom

2014-01-01

We investigate whether the existence of a required graduate course on "Teaching in Political Science" is related to overall job placement rates reported by graduate political science programs. We examine this in light of evidence from 73 public PhD-granting political science departments across the country. We find that the existence of…

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

NASA Technical Reports Server (NTRS)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

2017-01-01

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…

Student Loan Debt Implications for Hispanic Students Who Have Graduated from College

ERIC Educational Resources Information Center

Rodriguez, Eric

2016-01-01

This quantitative correlational non-experimental study examines some major implications of student loan debt that Hispanics face upon graduation from institutions of higher learning. It provides both descriptive and correlational statistics to help view how Hispanics differ from non-Hispanics graduate students in their plight to live the American…

Angst about Academic Writing: Graduate Students at the Brink

ERIC Educational Resources Information Center

Holmes, Barbara; Waterbury, Theresa; Baltrinic, Eric; Davis, Arielle

2018-01-01

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify…

Succeeding in Graduate School Online: Tips from Successful Students

ERIC Educational Resources Information Center

Payne, Denise A.; Johnson, Julie M.

2005-01-01

The purpose of this project was to provide a resource for distance education graduate students or their instructors to help students excel in their online programs. The researchers interviewed 15 people, consisting of current students and recent graduates. Participants provided information about the nature of online courses, why these courses were…

Graduate Student Support and Manpower Resources in Graduate Science Education, Fall 1969.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

This report summarized statistical data on graduate student support, postdoctorals, and graduate faculty as of fall 1969 in 224 doctorate granting institutions applying for traineeship grants from the National Science Foundation for 1970. These 224 include virtually all U.S. doctoral granting institutions. Information is presented on: (1) graduate…

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

Helping Students Adapt to Graduate School: Making the Grade.

ERIC Educational Resources Information Center

Silber, Earle; Arnstein, Robert L.; Backus, Varda; Eddy, Harrison P.; Liptzin, Myron B.; Notman, Malkah Tolpin; Reich, Peter; Reid, Elizabeth Aub; Siggins, Lorraine D.; Silverman, Morton; Stauffer, Tom G.; Wenger, Robert E.

This book, formulated by the Group for the Advancement of Psychiatry (GAP) Committee on the College Student, describes the complexity of graduate student lives and advocates providing students with mental health services and other support to help them cope more successfully with the challenges of graduate school. It provides a view of students…

Information Literacy in the Lab: Graduate Teaching Experiences in First-Year Biology

ERIC Educational Resources Information Center

Lantz, Catherine

2016-01-01

The author interviewed 10 graduate teaching assistants leading lab sessions for first-year biology about how they introduce students to scientific literature. Qualitative data analysis of the interview transcripts revealed that both first-year students and graduate teaching assistants (many of whom are first-year teachers) struggle with…

Language plus for international graduate students in nursing.

PubMed

Julian, M A; Keane, A; Davidson, K

1999-01-01

To provide information about an English-language support program that focuses on the needs of international graduate nursing students. The growing presence of these students coincides with the increasing numbers of universities committed to world health. Crucial social and language competence affect the success and progress of international students in graduate nursing programs. Reviewed literature was 1980 to 1998, in nursing and applied linguistic research including second-language acquisition, phonology, discourse analysis, and language pragmatics to identify social and language phenomena. Investigators suggest essential elements such as conventions of academic writing, reading comprehension, vocabulary, and pronunciation skills be included in the supportive Language Plus program. Ongoing development of the Language Plus program can promote collaboration between nurses and linguists and increase the success of international graduate nursing students.

Attitude towards statistics and performance among post-graduate students

NASA Astrophysics Data System (ADS)

Rosli, Mira Khalisa; Maat, Siti Mistima

2017-05-01

For student to master Statistics is a necessity, especially for those post-graduates that are involved in the research field. The purpose of this research was to identify the attitude towards Statistics among the post-graduates and to determine the relationship between the attitude towards Statistics and post-graduates' of Faculty of Education, UKM, Bangi performance. 173 post-graduate students were chosen randomly to participate in the study. These students registered in Research Methodology II course that was introduced by faculty. A survey of attitude toward Statistics using 5-points Likert scale was used for data collection purposes. The instrument consists of four components such as affective, cognitive competency, value and difficulty. The data was analyzed using the SPSS version 22 in producing the descriptive and inferential Statistics output. The result of this research showed that there is a medium and positive relation between attitude towards statistics and students' performance. As a conclusion, educators need to access students' attitude towards the course to accomplish the learning outcomes.

Student Attitudes toward Information Systems Graduate Program Design and Delivery

ERIC Educational Resources Information Center

Thouin, Mark F.; Hefley, William E.; Raghunathan, Srinivasan

2018-01-01

This study examines student preferences regarding graduate management information systems (MIS) education. One hundred and eighty four graduate students responded to a survey exploring student attitudes towards degree program content, delivery format, and peer group interaction. Study results indicate that students prefer a program with an even…

Speaking in Tongues: Can International Graduate Students Read International Graduate Admissions Materials?

ERIC Educational Resources Information Center

Taylor, Zachary W.

2017-01-01

A recent Educational Testing Services report (2016) found that international graduate students with a TOEFL score of 80--the minimum average TOEFL score for graduate admission in the United States--usually possess reading subscores of 20, equating to a 12th-grade reading comprehension level. However, one public flagship university's international…

The influence of parents on undergraduate and graduate students' entering the STEM disciplines and STEM careers

NASA Astrophysics Data System (ADS)

Craig, Cheryl J.; Verma, Rakesh; Stokes, Donna; Evans, Paige; Abrol, Bobby

2018-04-01

This research examines the influence of parents on students' studying the STEM disciplines and entering STEM careers. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education programme; the third is enrolled in computer science. The narrative inquiry research method is used to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data was serially interpreted. Other themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. Nurtured by their mothers and/or fathers, students enter STEM disciplines and STEM-related careers through multiple pathways in addition to the anticipated pipeline.

Science Cafes: Engaging graduate students one drink at a time!

NASA Astrophysics Data System (ADS)

Schiebel, H.; Chen, R. F.

2016-02-01

Science Cafes are events that take place in casual settings (pubs, coffeehouses) that are typically open to a broad audience and feature engaging conversations with scientists about particular topics. Science Cafes are a grassroots movement and exist on an international scale with a common goal of engaging broad audiences in informal scientific discussions. Graduate Students for Ocean Education (GrOE), funded by COSEE OCEAN (Center for Ocean Science Education Excellence—Ocean Communities in Science Education And social Networks), has taken this model and honed in on a specific audience: graduate students. Through monthly Science Cafes with varying themes (ocean acidification to remote sensing), GrOE has engaged over two hundred graduate students throughout New England. While attendance at the Science Cafes is consistent, the presence and engagement of graduate students on the GrOE Facebook page is now growing, a trend attributed to having face-to-face contact with scientists and other graduate students.

Resistance to "Developmentally Appropriate Practice": Teachers, Graduate Students, and Parents Speak Out.

ERIC Educational Resources Information Center

O'Brien, Leigh M.

Although developmentally appropriate practice (DAP) has gained widespread acceptance within early childhood education, it is not accepted by all. This study examined resistance to the DAP concept among: (1) Head Start and other early childhood teachers; (2) child caregivers; (3) African-American mothers; and (4) masters students in early childhood…

Graduating pharmacy students' perspectives on e-professionalism and social media.

PubMed

Ness, Genevieve Lynn; Sheehan, Amy Heck; Snyder, Margie E; Jordan, Joseph; Cunningham, Jean E; Gettig, Jacob P

2013-09-12

To determine the use patterns of social media among graduating pharmacy students, characterize students' views and opinions of professionalism on popular social media sites, and compare responses about social media behavior among students seeking different types of employment. All graduating pharmacy students (n=516) at Purdue University, The University of Findlay, Butler University, and Midwestern University were invited to complete a survey instrument during the fall semester of 2011. Of 212 (41%) students who responded to the survey, 93% (194/209) had a social media profile. Seventy-four percent (120/162) of participants felt they should edit their social media profiles prior to applying for a job. Many graduating pharmacy students use social media; however, there appears to be a growing awareness of the importance of presenting a more professional image online as they near graduation and begin seeking employment as pharmacists.

A Fresh Look at Graduate Programs in Teacher Leadership in the United States

ERIC Educational Resources Information Center

Leonard, Jack; Petta, Katherine; Porter, Christina

2012-01-01

Teacher leadership has been studied in the United States for 30 years, but less is known about American graduate programs that purport to prepare teacher leaders. Furthermore, the federal No Child Left Behind Act of 2001 prompted a closer look at teacher effectiveness, which then shifted the definition of teacher leadership and caused some…

Acclimating international graduate students to professional engineering ethics.

PubMed

Newberry, Byron; Austin, Katherine; Lawson, William; Gorsuch, Greta; Darwin, Thomas

2011-03-01

This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have sought to develop a larger role for professional ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further, research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge and skills--non-technical as well as technical--required in today's engineering profession. In becoming acculturated to professional norms in a host country, international students face challenges that domestic students do not encounter; such as cultural competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development of any effective education materials. The present article discusses the project rationale and describes the development of on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering ethics standards in the United States. Finally, a brief data summary of students' perceptions

A Seventeen-Year Study of Graduate Student Authorship in Advertising Journals

ERIC Educational Resources Information Center

Wang, Ye; Rodgers, Shelly; Wang, Zongyuan; Thorson, Esther

2016-01-01

An examination of five leading advertising journals over seventeen years revealed that the number of graduate student "authors" increased over time. However, there was no increase in the total number of "articles" with graduate student authors. More than 70 percent of graduate students who authored or co-authored the published…

Graduation and Attrition of Engineering Students in Greece

ERIC Educational Resources Information Center

Caroni, C.

2011-01-01

Greek engineering Schools have a high status and attract good students. However, we show that in the leading institution, the National Technical University of Athens, only 27% of the students admitted in 1992-2003 graduated after the nominal five years study: the median graduation time was 73 months (reaching 93 months in one School) and 12% are…

Can Graduate Students Re-Energize the Labor Movement?

ERIC Educational Resources Information Center

Kitchen, Deeb-Paul, II

2014-01-01

In recent years, issues pertaining to graduate student union organizing have been at the center of several political battles and court cases. This attention is, at least in part, due to the growth of graduate student unions at a time when organized labor's influence is receding in other, more traditionally unionized sectors of the labor force. As…

Academic Librarians and Graduate Students: An Exploratory Study

ERIC Educational Resources Information Center

Baruzzi, Andrea; Calcagno, Theresa

2015-01-01

Graduate students are a significant part of a university's research population who may begin their studies without all of the skills they need to be successful. The authors conducted a convenience survey, sent to five library e-mail lists, to explore if librarians interact with graduate students and what methods they use to do so. Results show…

Student Portfolios. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In the Teacher-to-Teacher series of the National Education Association's Professional Library, teachers speak directly to other teachers about school restructuring issues. This volume covers issues in student assessment, focusing on student portfolios and their uses in reflecting student processes, collaboration, and literacy. Various portfolios…

Enrolment Management in Graduate Business Programs: Predicting Student Retention

ERIC Educational Resources Information Center

Eshghi, Abdoloreza; Haughton, Dominique; Li, Mingfei; Senne, Linda; Skaletsky, Maria; Woolford, Sam

2011-01-01

The increasing competition for graduate students among business schools has resulted in a greater emphasis on graduate business student retention. In an effort to address this issue, the current article uses survival analysis, decision trees and TreeNet® to identify factors that can be used to identify students who are at risk of dropping out of a…

Examining Graduate Students' Perceptions of and Preferences for Online Courses

ERIC Educational Resources Information Center

Kim, Taesung; Welch, Steven; Nam, Seungwan

2016-01-01

The purpose of this research was to: (a) explore graduate students' perceptions of and preferences for online credit courses; (b) analyze and compare this study's findings to those from previous research; and (c), based on findings, recommend further improvements to graduate online courses. Analysis of survey data from graduate students enrolled…

Factors Influencing Student Selection of Marriage and Family Therapy Graduate Programs

ERIC Educational Resources Information Center

Hertlein, Katherine M.; Lambert-Shute, Jennifer

2007-01-01

To understand which factors students consider most important in choosing a marriage and family therapy (MFT) graduate program and how programs met or did not meet these expectations of students over the course of graduate study, we conducted an online mixed-method investigation. One hundred twelve graduate students in Commission on Accreditation…

The Influence of Cultural Social Identity on Graduate Student Career Choice

ERIC Educational Resources Information Center

Haley, Karen J.; Jaeger, Audrey J.; Levin, John S.

2014-01-01

This study examines and enriches understanding of the career choice process for graduate students of color. Social identity theory (SIT) is used as a framework to expand our understanding of how and why graduate students choose (or do not choose) faculty careers. Graduate students' cultural social identities influenced their career choice…

Are Graduating Students Ready for Financial Aspects of Social Work Practice?

ERIC Educational Resources Information Center

Birkenmaier, Julie M.; Loke, Vernon; Hageman, Sally A.

2016-01-01

Graduating students must be prepared with knowledge and skills for the financial aspects of social work practice. This study examines graduating students' attitudes and perceptions about client finances, as well as their financial knowledge. Internet survey results (n = 116) of BSW and MSW graduating students indicate that respondents (a) perceive…

Using Student Surveys to Monitor Teacher Effectiveness: Q&A with Dr. Ronald Ferguson. REL Mid-Atlantic Teacher Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this webinar, Dr. Ronald Ferguson, creator of the Tripod Project and Senior Lecturer at Harvard University Graduate School of Education, discussed the use of student surveys as an approach to measuring teacher effectiveness. This Q&A addressed the questions participants had for Dr. Ferguson following the webinar. The webinar recording and…

Listen Up! Be Responsible! What Graduate Students Hear about University Teaching, Graduate Education and Employment

ERIC Educational Resources Information Center

Aspenlieder, Erin; Kloet, Marie Vander

2014-01-01

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in…

Graduate Training and Potential Employment for Political Scientists: The MIT Perspective.

ERIC Educational Resources Information Center

Altshuler, Alan

This paper presents ideas on ways to help graduate students in political science to become more marketable for nonacademic positions. It also includes background information on the changing employment market for Ph.D.'s. These ideas were discussed at a 1980 meeting of teachers, graduate students, and recent Ph.D.'s at MIT. The purpose of the…

Graduate students and Mental Health: what we know and what we can do

NASA Astrophysics Data System (ADS)

Schwartz, Victor

There is scant but growing data about the mental health challenges and problems specific to graduate students. Nevertheless, the experience of graduate education can be extremely demanding and stressful and data suggest that graduate students are at higher risk for suicide than undergraduates and that when graduate students die by suicide it is more often related to academic stresses. This presentation will review what we know about the mental health of higher ed students in general and the growing body information about graduate student mental health. Finally, strategies that may be implemented to support the mental health of graduate students will be reviewed. none.

Scholarly Use of Information: Graduate Students' Information Seeking Behaviour

ERIC Educational Resources Information Center

George, Carole; Bright, Alice; Hurlbert, Terry; Linke, Erika C.; St. Clair, Gloriana; Stein, Joan

2006-01-01

Introduction: This study explored graduate students' information behaviour related to their process of inquiry and scholarly activities. Method: In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University. Analysis: Working in pairs, we coded…

Student-Development Preparation and Placement: A Longitudinal Study of Graduate Students' and New Professionals' Experiences.

ERIC Educational Resources Information Center

Richmond, Jayne; Sherman, Karen J.

1991-01-01

Examined graduate students' and new professionals' choices and satisfaction with careers, preparation programs, and mentor relationships. Findings from four phases of longitudinal study begun in 1983 with graduate students in student development field suggest that entering students need to be adequately informed about changing career options in…

Does a Spouse Slow You down?: Marriage and Graduate Student Outcomes

ERIC Educational Resources Information Center

Price, Joseph

2006-01-01

Using data on 11,000 graduate students from 100 departments over a 20 year period, I test whether graduate student outcomes (graduation rates, time to degree, publication success, and initial job placement) differ based on a student's gender and marital status. I find that married men have better outcomes across every measure than single men.…

Ranking Workplace Competencies: Student and Graduate Perceptions.

ERIC Educational Resources Information Center

Rainsbury, Elizabeth; Hodges, Dave; Burchell, Noel; Lay, Mark

2002-01-01

New Zealand business students and graduates made similar rankings of the five most important workplace competencies: computer literacy, customer service orientation, teamwork and cooperation, self-confidence, and willingness to learn. Graduates placed greater importance on most of the 24 competencies, resulting in a statistically significant…

Directory of Graduate Programs in the Speech Communication Arts and Sciences 1975-1976.

ERIC Educational Resources Information Center

Hall, Robert N., Ed.

The primary function of this directory is to serve prospective graduate students, teachers, administrators and counselors who desire current information about graduate programs in speech communication. A secondary function is to provide a comparative analysis of the information presented. Many of the fundamental questions that a student might ask…

Mental health and suicidal behavior among graduate students.

PubMed

Garcia-Williams, Amanda G; Moffitt, Lauren; Kaslow, Nadine J

2014-10-01

The objective of this paper is to describe the mental health and service utilization of graduate students at a large southeastern university and identify psychological factors associated with their student suicidal behavior. E-mail invitations to complete the Interactive Screening Program, an online anonymous mental health questionnaire, were sent to graduate students. The questionnaire included the Patient Health Questionnaire (PHQ-9) as well as items assessing suicide behavior, anxiety, negative emotion, substance use, eating behavior, and service utilization. A total of 301 graduate students responded to the questionnaires between 14 July 2010 and 24 January 2012. With regards to suicide, 7.3 % of the sample reported thoughts of suicide, 2.3 % reported having plans for suicide, and 1.7 % had hurt themselves in the past 2 weeks; while 9.9 % had ever made a suicide attempt in their lifetime. Graduate students had PHQ-9 scores indicating mild depression, and more than half endorsed feeling nervous, irritable, stressed, anxious, lonely, or having fights/arguments. In terms of service utilization, 22.2 % of the sample was currently taking some type of medication, and 18.5 % currently in counseling/therapy are females and those with higher PHQ-9 scores more likely to be using services. Those endorsing suicidal behavior in the past 2 weeks had significantly higher depression scores than those without such behavior and were characterized by more anxiety, negative emotions (such as loneliness, anger, hopelessness, desperation, and being out of control), substance use, and eating problems. Graduate students experience significant amounts of stress and anxiety, and their suicidal behavior is strongly characterized by depression, hopelessness, desperation, lack of control, and eating problems. Future work with this population should focus on the development and evaluation of mental health and wellness interventions and on ways to promote help-seeking, especially among male

Engaging Research Groups: Rethinking Information Literacy for Graduate Students

ERIC Educational Resources Information Center

Fong, Bonnie L.; Hansen, Darren B.

2012-01-01

Librarians have traditionally taught information literacy skills to science graduate students in separate courses dedicated to information-seeking, during assignment(s)-based library sessions for other courses, or through workshops. There is little mention in the professional literature of teaching graduate students within their research groups.…

Using Survival Analysis to Understand Graduation of Students with Disabilities

ERIC Educational Resources Information Center

Schifter, Laura A.

2016-01-01

This study examined when students with disabilities graduated high school and how graduation patterns differed for students based on selected demographic and educational factors. Utilizing statewide data on students with disabilities from Massachusetts from 2005 through 2012, the author conducted discrete-time survival analysis to estimate the…

The Influence of Persistence Factors on American Indian Graduate Students

ERIC Educational Resources Information Center

Heavy Runner-Rioux, Aislinn; O'Reilly, Frances L.; Matt, John

2018-01-01

The underrepresentation of American Indian students continues to exist at the undergraduate and graduate levels of postsecondary education despite increases of American Indian student enrollment. The purpose of this quantitative study is to identify correlations between academic factors and graduate student persistence, as well as to understand…

Graduate Students on Campus: Needs and Implications for College Counselors

ERIC Educational Resources Information Center

Benshoff, James M.; Cashwell, Craig S.; Rowell, P. Clay

2015-01-01

Graduate students compose an important segment of university and college populations. However, institutions of higher education often have not addressed adequately their status as adult students with different developmental and life issues and concerns. This article defines and describes the needs of graduate students, discusses implications, and…

Social and Emotional Learning and Teacher-Student Relationships: Preschool Teachers' and Students' Perceptions

ERIC Educational Resources Information Center

Poulou, Maria S.

2017-01-01

The study aimed to investigate how teachers' perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher-student relationships. Teachers' perceptions of teacher-student relationships and the degree of agreement with students' perceptions was also investigated. Preschool teachers from 92 public schools in…

1997 Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

1996-01-01

In 1980, NASA initiated the Graduate Student Research Program (GSRP) to cultivate additional research ties to the academic community and to support a culturally diverse group of students pursuing advanced degrees in science and engineering. Eligibility requirements for this program are described, and program administrators are listed. Research areas are detailed for NASA Headquarters and all Research and Flight Centers.

Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

PubMed

Markowitz, Dina G; DuPré, Michael J

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

PubMed Central

DuPré, Michael J.

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. PMID:17785406

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

ERIC Educational Resources Information Center

Geng, Gretchen; Midford, Richard; Buckworth, Jenny

2016-01-01

In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels…

Teacher Feedback and Student Academic Achievement: Teacher Use of Student Information Systems

ERIC Educational Resources Information Center

Bishop, Daniel J.

2013-01-01

In an era of professional standards for educators and teacher evaluations linked to measures of student achievement, researchers use data from student information systems to address research questions linking teacher feedback to student achievement. A quantitative study of teacher use of the Skyward student information system (SIS) was conducted…

Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

ERIC Educational Resources Information Center

Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela

2016-01-01

While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…

The Association between a Community College's Teacher Education Program and the 4-Year Graduation Rates of Black and Hispanic Teacher Education Students

ERIC Educational Resources Information Center

Perkins, Britine; Arvidson, Cody

2017-01-01

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation's classrooms. We examined one CC's effectiveness in transferring Black and Hispanic students to university teacher…

Faculty Expectations of Graduate Students

NASA Astrophysics Data System (ADS)

Hartel, Richard W.

When looking for a new student a few years ago, I considered an international student who wasn't available for me to interview personally—something I've come to require before I accept a student into my research group. After some preliminary discussion, I asked her my "behavioral" questions by email to give her an opportunity to provide me with some insight into her qualifications and character. I asked her to describe experiences where she had to resolve a conflict with someone else, where she had faced and overcome a hurdle, and to describe her motivation for graduate school. In her response, which started by noting a particular interaction she had had with her father, she presented me with a well-written documentary of her skills, into which her responses to my three questions were woven. Being the sort of person myself who would have bullet-pointed a response and detailed specific activities to document those skills, I was greatly impressed with her ability to think more broadly than my specific request, yet get at the heart of my questions in a creative approach. I accepted her as a student immediately because those are the attributes in a graduate student I value most highly.

School Improvement Grants in Georgia: A Quantitative Analysis of the Relationship between the College and Career Ready Performance Index, Students' Proficiency, and Graduation Rates

ERIC Educational Resources Information Center

Covington, Char-Shenda D.

2016-01-01

There are a myriad of factors that contribute to the lowest performing schools in Georgia that School Improvement Grants (SIGs) are designed to ameliorate. Declining graduation rates, dwindling student achievement, high teacher turnover rates, and students leaving high school at an alarming rate ill-prepared for college and/or the workforce…

New graduate students' baseline knowledge of the responsible conduct of research.

PubMed

Heitman, Elizabeth; Olsen, Cara H; Anestidou, Lida; Bulger, Ruth Ellen

2007-09-01

To assess (1) new biomedical science graduate students' baseline knowledge of core concepts and standards in responsible conduct of research (RCR), (2) differences in graduate students' baseline knowledge overall and across the Office of Research Integrity's nine core areas, and (3) demographic and educational factors in these differences. A 30-question, computer-scored multiple-choice test on core concepts and standards of RCR was developed following content analysis of 20 United States-published RCR texts, and combined with demographic questions on undergraduate experience with RCR developed from graduate student focus groups. Four hundred two new graduate students at three health science universities were recruited for Scantron and online testing before beginning RCR instruction. Two hundred fifty-one of 402 eligible trainees (62%) at three universities completed the test; scores ranged from 26.7% to 83.3%, with a mean of 59.5%. Only seven (3%) participants scored 80% or above. Students who received their undergraduate education outside the United States scored significantly lower (mean 52.0%) than those with U.S. bachelor's degrees (mean 60.5%, P < .001). Participants with prior graduate biomedical or health professions education scored marginally higher than new students, but both groups' mean scores were well below 80%. The mean score of 16 participants who reported previous graduate-level RCR instruction was 67.7%. Participants' specific knowledge varied, but overall scores were universally low. New graduate biomedical sciences students have inadequate and inconsistent knowledge of RCR, irrespective of their prior education or experience. Incoming trainees with previous graduate RCR education may also have gaps in core knowledge.

An Innovative Seminar Course in Business Etiquette for Pharmacy Graduate Students

PubMed Central

2012-01-01

Objectives. To develop and implement a seminar course for graduate students in the social and administrative pharmaceutical sciences to enhance knowledge and confidence with respect their abilities to demonstrate appropriate business etiquette. Design. A 1-credit graduate seminar course was designed based on learner-centered constructivist theory and application of Fink’s Taxonomy for Significant Learning. Assessment. Eleven students participated in the spring 2011 seminar course presentations and activities. Students completed pre- and post-assessment instruments, which included knowledge and attitudinal questions. Formative and summative assessments showed gains in student knowledge, perceived skills, and confidence based on observation and student-reported outcomes. Conclusion. Graduate student reaction to the course was overwhelmingly positive. The etiquette course has potential application in doctor of pharmacy education, other graduate disciplines, undergraduate education, and continuing professional development. PMID:23193341

An innovative seminar course in business etiquette for pharmacy graduate students.

PubMed

Crawford, Stephanie Y

2012-11-12

To develop and implement a seminar course for graduate students in the social and administrative pharmaceutical sciences to enhance knowledge and confidence with respect their abilities to demonstrate appropriate business etiquette. A 1-credit graduate seminar course was designed based on learner-centered constructivist theory and application of Fink's Taxonomy for Significant Learning.Assessment. Eleven students participated in the spring 2011 seminar course presentations and activities. Students completed pre- and post-assessment instruments, which included knowledge and attitudinal questions. Formative and summative assessments showed gains in student knowledge, perceived skills, and confidence based on observation and student-reported outcomes. Graduate student reaction to the course was overwhelmingly positive. The etiquette course has potential application in doctor of pharmacy education, other graduate disciplines, undergraduate education, and continuing professional development.

The Best and Worst of Graduate School: Graduate Students' Self-Report Narratives of What Helps and Hurts Their Success

ERIC Educational Resources Information Center

Hardré, Patricia L.; Pan, Rui

2017-01-01

Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…

Fostering Higher Order Critical Thinking in 21st Century Teachers

ERIC Educational Resources Information Center

Taft, Mary Miller

2012-01-01

Teachers working with increasingly diverse student populations are expected, for the first time in American history, to bring all students to high levels of proficiency. American graduates must compete with graduates from other nations, given the realities of the 21st century global economy. American teachers must possess 21st century skills in…

A Course in... Technical Communications for Graduate Students.

ERIC Educational Resources Information Center

Briedis, Daina M.

1988-01-01

Describes a course which has been designed to develop oral and written communication skills appropriate for engineering graduate students and for the demands of their post-graduate careers. Provides course strategy and content. (MVL)

Teacher Education Graduates' Entrance into the Teaching Profession: Development and Test of a Model

ERIC Educational Resources Information Center

Rots, Isabel; Aelterman, Antonia

2009-01-01

This study aims to advance insight into the relationship between teacher education and graduates' intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e., programs for class teachers-to-be) and teacher training for secondary education (i.e.,…

Grassroots Engagement and the University of Washington: Evaluating Science Communication Training Created by Graduate Students for Graduate Students

NASA Astrophysics Data System (ADS)

Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.

2016-12-01

Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.

Online Research Behaviors of Engineering Graduate Students in Taiwan

ERIC Educational Resources Information Center

Cheng, Ying-Hsueh; Tsai, Chin-Chung

2017-01-01

Previous studies have examined the online research behaviors of graduate students in terms of how they seek and retrieve research-related information on the Web across diverse disciplines. However, few have focused on graduate students' searching activities, and particularly for their research tasks. Drawing on Kuiper, Volman, and Terwel's (2008)…

Wide-Bandgap MOSFET Research with Virginia Tech Graduate Students |

Science.gov Websites

Advanced Manufacturing Research | NREL Wide Bandgap MOSFET Research with Virginia Tech Wide -Bandgap MOSFET Research with Virginia Tech Graduate Students Along with graduate student fellows from Virginia Tech, NREL is researching aspects related to the reliability and prognostics of power electronic

Graduate Student Library Research Skills: Is Online Instruction Effective?

ERIC Educational Resources Information Center

Shaffer, Barbara A.

2011-01-01

Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…

National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes

NASA Astrophysics Data System (ADS)

Pickering, Sharon Durham

The purpose of this qualitative case study was to examine the perceptions of partner teachers and graduate fellows in 1 school regarding the barriers and successes made during their participation in a National Science Foundation Grant. This study included 9 partner teachers and 7 graduate fellows who participated in the Science First! NSF GK-12 Grant. There were 16 participants in this study. This study was conducted at North Side Elementary and East Tennessee State University. Partner teachers and graduate fellows were interviewed to gain perceptions of the barriers and successes of their participation in the implementation of the Science First! grant at North Side and East Tennessee State University from 2008-2013. A list of possible participants in the study was provided from the grant leadership team. The 16 participants in the study were chosen through purposeful sampling. During data analysis, 4 themes arose as successes and 4 themes arose as barriers. The success themes were (a) relationships, (b) mutual appreciation, (c) increased academic depth, and (d) professional growth. The barriers were (a) communication, (b) time, (c) expectations, and (d) preparation. Based on the research, the following conclusions were presented. The coordination of a major NSF-GK12 grant can provide STEM support and academic rigor for a high poverty school with leadership. Positive relationships between the graduate fellows and partner teachers as well as the 2 participating institutions are critical in fostering successful grant implementation. Professional growth through the grant partnerships was obtained. The participants gained a mutual appreciation for the roles and responsibilities of each other. There are ups and downs in implementing a large grant at 1 elementary school with a university, but the rewards of the potential to influence teacher practices in STEM and student learning are great. Recommendations from the study findings may assist future grant award winners or

Looking into the Teaching Crystal: Graduate Teaching and the Future of Political Science

ERIC Educational Resources Information Center

Buehler, Melissa J.; Marcum, Anthony S.

2007-01-01

Few studies address what graduate students actually learn in teacher training courses, or how graduate instructors implement their knowledge of teaching in their classrooms. Our research addresses the apparent divergence among advocacy, training, and actual practice through a comparative analysis of graduate instructor teaching philosophies and…

Graduate Student Project: Employer Operations Management Analysis

ERIC Educational Resources Information Center

Fish, Lynn A.

2008-01-01

Part-time graduate students at an Association to Advance Collegiate Schools of Business-accredited college complete a unique project by applying operations management concepts to their current employer. More than 92% of 368 graduates indicated that this experiential project was a positive learning experience, and results show a positive impact on…

[Work activity of medical graduates at the University of Chile: Analysis per campus and graduation year].

PubMed

Vargas, Patricia; López, Nancy; Urrutia, Leonardo; Acevedo, Jhonny; Sandoval, Daniela; Cortés, Belén

2015-10-01

The University promotes practices and values that influence their students in the pursuit of their occupational interests. To determine working activity features of medical graduates from the University of Chile and their relationship with undergraduate characteristics. Medical graduates of the University of Chile were invited to complete a survey using a virtual server. The survey collected demographic, socioeconomic, work and guild characteristics. Undergraduate data, as campus and graduation years were obtained. The survey was completed by 333 physicians (167 men) aged 29 ± 2 years, graduated from 2007 to 2010. Ninety four percent had a paid work, 59% were employed in public hospitals and 28% in primary care health centers. The predominant type of work activity was performed in the public health service (55%), while 17% worked in private health services. Activity in public health services or primary care were significantly associated with the pursuit of undergraduate clinical activities in specific campuses of the University. The employment rate of medical graduates was high. Differences observed by graduation campus and type of work may be due to the modeling that students receive from teachers.

Academic Entitlement and Academic Performance in Graduating Pharmacy Students

PubMed Central

Barclay, Sean M.; Stolte, Scott K.

2014-01-01

Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

Teachers of Students with Emotional and Behavioral Disorders' Perceptions of the Importance of Selected Professional Standards of Practice

ERIC Educational Resources Information Center

Lusk, Mandy E.; Bullock, Lyndal M.

2013-01-01

Utilizing the Council for Exceptional Children's (CEC) standards delineated for preparation programs in teaching students with emotional and behavioral disorders (EBD), the present study sought to determine how graduates of one teacher preparation program perceived the importance of the standards in their work with students with EBD. Results…

Death Anxiety and Education: A Comparison Among Undergraduate and Graduate Students.

PubMed

Nienaber, Kristie; Goedereis, Eric

2015-01-01

The present study investigated the association between level of education and self-reported levels of anxiety regarding death of self and others among undergraduate students (n = 149) and graduate students (n = 92). Participants completed the Multidimensional Fear of Death Scale (MFODS) and the Revised Death Anxiety Scale (RDAS). Although undergraduate and graduate students did not differ on Fear of Being Destroyed, graduate students reported lower levels of death anxiety on all remaining measures. Suggestions for future research and implications are discussed.

Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

ERIC Educational Resources Information Center

Troop, Meagan; Wallar, Lauren; Aspenlieder, Erin

2015-01-01

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students'…

The Handbook on the Placement of Foreign Graduate Students (Graduate Handbook, Part III).

ERIC Educational Resources Information Center

National Association for Foreign Student Affairs, Washington, DC.

Information on schooling in 50 countries is provided in the third volume of a handbook on the placement of foreign graduate students. For each country, guidelines concerning placement in U.S. graduate programs are provided. In addition, country profiles cover: years of study included at the primary, secondary, and tertiary levels; diplomas,…

Case Study of Characteristics of Effective Leadership in Graduate Student Collaborative Work

ERIC Educational Resources Information Center

Duemer, Lee S.; Christopher, Mary; Hardin, Fred; Olibas, Lezlie; Rodgers, Terry; Spiller, Kevin

2004-01-01

The purpose of the study was to determine the effective leadership characteristics of graduate students working in a collaborative setting. A secondary goal was to develop recommendations that will help faculty better utilize group collaboration as a learning experience for graduate students. Data consisted of interviews of graduate students who…

The prevalence and effect of burnout on graduate healthcare students.

PubMed

Bullock, Garrett; Kraft, Lynnea; Amsden, Katherine; Gore, Whitney; Prengle, Bobby; Wimsatt, Jeffrey; Ledbetter, Leila; Covington, Kyle; Goode, Adam

2017-06-01

Burnout is a growing epidemic among professional healthcare students. Unaddressed burnout has been shown to have psychological and performance related detriments. The purpose of this scoping literature review was to investigate the prevalence of burnout and its effects on the psychological, professional, empathetic ability, and academic acuity of graduate healthcare students. Inclusion criteria included English language papers published within the last 10 years and subjects in graduate healthcare professional programs. This search encompassed 8,214 articles. After title and abstract screening, 127 articles remained and were sorted into five domains of interest: etiology, professionalism, mental health, empathy, and academic performance. After duplicates were removed, 27 articles remained for the scoping review. Graduate level healthcare students had higher levels of burnout than age matched peers and the general population. The high prevalence of burnout within graduate healthcare students can have an effect on their mental health, empathy, and professional conduct. Understanding the occurrence and effects of burnout within graduate healthcare programs allows faculty and administration to plan curriculum, and provide information to students to understand, recognize, and create opportunities to decrease burnout in order to create long lasting quality clinicians.

The prevalence and effect of burnout on graduate healthcare students

PubMed Central

Bullock, Garrett; Kraft, Lynnea; Amsden, Katherine; Gore, Whitney; Prengle, Bobby; Wimsatt, Jeffrey; Ledbetter, Leila; Covington, Kyle; Goode, Adam

2017-01-01

Burnout is a growing epidemic among professional healthcare students. Unaddressed burnout has been shown to have psychological and performance related detriments. The purpose of this scoping literature review was to investigate the prevalence of burnout and its effects on the psychological, professional, empathetic ability, and academic acuity of graduate healthcare students. Inclusion criteria included English language papers published within the last 10 years and subjects in graduate healthcare professional programs. This search encompassed 8,214 articles. After title and abstract screening, 127 articles remained and were sorted into five domains of interest: etiology, professionalism, mental health, empathy, and academic performance. After duplicates were removed, 27 articles remained for the scoping review. Graduate level healthcare students had higher levels of burnout than age matched peers and the general population. The high prevalence of burnout within graduate healthcare students can have an effect on their mental health, empathy, and professional conduct. Understanding the occurrence and effects of burnout within graduate healthcare programs allows faculty and administration to plan curriculum, and provide information to students to understand, recognize, and create opportunities to decrease burnout in order to create long lasting quality clinicians. PMID:29098051

Graduate Student Blues: The Situation in Japan

ERIC Educational Resources Information Center

Pallos, Henrik; Yamada, Naoto; Okawa, Masako

2005-01-01

The aim of this study was to investigate the presence of emotional disturbance among Japanese graduate students and the underlying factors of their emotional disturbance. We conducted a cross sectional survey using the Japanese version of the 30-item General Health Questionnaire at 31 graduate schools from 12 university campuses in and around…

Assessing the Research Needs of Graduate Students at Georgetown University

ERIC Educational Resources Information Center

Gibbs, David; Boettcher, Jennifer; Hollingsworth, Jill; Slania, Heather

2012-01-01

Describes a two-part study of the research needs of graduate students at Georgetown University. The first part, conducted in May 2010, consisted of an online survey about students' research practices and opinions about the library. The second part, conducted in May 2011, consisted of focus groups with particular subsets of graduate students. The…

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

PubMed Central

Hughes, Jan N.

2010-01-01

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

Graduate Students, Study of Environmental Literacy and Sustainable Development

ERIC Educational Resources Information Center

Özgurler, Safa; Cansaran, Arzu

2014-01-01

The aim of this study is to explore the level of environmental literacy of the graduate students in Amasya University; their approach to environment and environmental issues; and to investigate their beliefs about the sustainable development. The sample of the study is 5 graduate students studying at Amasya University, 3 female and 2 male, in…

Referencing and Citation for Graduate Students: Gain without Pain

ERIC Educational Resources Information Center

Krol, Ed S.; Krol, Lisa M.

2012-01-01

The objective of this paper is to share with other educators a teaching method that was developed to help graduate students, and potentially undergraduate students, understand how to properly reference and cite academic papers. In an attempt to teach rather than reprimand, a new teaching practice was developed for a graduate class at the…

High School Graduation of Students with Disabilities: How Long Does It Take?

ERIC Educational Resources Information Center

Schifter, Laura

2011-01-01

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with…

Graduation and attrition of engineering students in Greece

NASA Astrophysics Data System (ADS)

Caroni, C.

2011-03-01

Greek engineering Schools have a high status and attract good students. However, we show that in the leading institution, the National Technical University of Athens, only 27% of the students admitted in 1992-2003 graduated after the nominal five years study: the median graduation time was 73 months (reaching 93 months in one School) and 12% are predicted never to graduate at all, most without withdrawing officially. Results differ between Schools, between routes of admission and by gender (females being better than males). Systematic study of reasons for not completing or delay in completing studies is urgently needed. Overall, 4% of the students withdraw officially during their first year. The percentage of withdrawals by School is negatively correlated with the percentage that gave that School as first choice in the entrance procedure, indicating problems in the admission system.

Retention in Art Teacher Education Programs.

ERIC Educational Resources Information Center

Even, Robert

1988-01-01

Discusses the demand for K-12 art teachers, the college admission criteria for art teacher education, and whether the best students are those who graduate and enter the field as teachers. Describes the qualities that characterize the best students, stating that talent and love of subject are important teaching success indicators. (GEA)

Los padres como maestros de los ninos. Los padres como recursos para los maestros. Serie E: [E1] logro de la participacion de los padres. cuadernos 1 y 2. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Their Children's Teachers. Parents as Resources for Teachers. Series E: Parent Participation, Book 1 and 2. Teacher Edition. Bilingual Education Teacher Training Packets).

ERIC Educational Resources Information Center

Lazos, Hector, Comp.

This guide on training bilingual education teachers focuses on parent participation in school activities. The guide addresses three groups of people: paraprofessionals and non-graduate students, bilingual teachers, and graduate students. Two units are presented, one dealing with the important influence parents have on their child's language…

Issues Affecting Cross-Cultural Adaptation of International Graduate Students

ERIC Educational Resources Information Center

Hartshorne, Richard; Baucom, Jennifer

2007-01-01

The purpose of this study was to identify and analyze the adjustment problems encountered by international graduate students enrolled in American universities. Issues of interest included motives for attending graduate school, factors involved in facilitating and constraining the graduate school experience, personality traits that contribute to…

Adult Graduate Student Voices: Good and Bad Learning Experiences

ERIC Educational Resources Information Center

Reiff, Marianne; Ballin, Amy

2016-01-01

During their master's degree work, cohorts of adult graduate students participated in a common learning task in which they listed their factors of good and bad learning experiences. The lead author collected these factors from students over the course of 3 years. The purpose of our inquiry was to examine and document what adult graduate students…

Graduate Students' Perceptions of Online Learning

ERIC Educational Resources Information Center

Fedynich, LaVonne; Bradley, Karen Sue; Bradley, Jack

2015-01-01

Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions…

A course on professional development for astronomy graduate students

NASA Astrophysics Data System (ADS)

Friel, Eileen D.

2014-01-01

There is increasingly wide-spread recognition in astronomy that professional training must broaden beyond its traditional approaches to academic classes and research. Many recent community advisory reports, including the National Academy of Sciences Decadal survey, Astro2010, recommend that graduate education accommodate the variety of career paths taken by graduates, taking into account the wide range of activities scientists engage in and the skills necessary to succeed in career options both inside and outside academia and specific scientific disciplines. In response to this need, Indiana University has recently offered a new graduate seminar in astronomy to provide this broader perspective and to prepare students for a variety of career paths after graduate school. The course uses a mixture of class discussion on selected topics supplemented by short readings, activities that prepare students for seeking employment and practice some necessary skills, and discussions with astronomers who have followed a variety of career paths. An important part of the seminar is the practical preparation of complete applications for typical positions students are likely to pursue following graduation, and the revision of these applications to be appropriate for a non-traditional career path. The goal of the course is to make students aware of the many options for careers that will be available to them and the skills that will be important for their success, and to equip students with strategies for following a personally satisfying career path.

Perceptions of medical school graduates and students regarding their academic preparation to teach.

PubMed

Henry, B W; Haworth, J G; Hering, P

2006-09-01

How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (p<0.002) than residents rated themselves. The residents and students in this study viewed academic preparation for teaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

Suggestions from Student Teachers.

ERIC Educational Resources Information Center

Womack, Sid T.

Teachers and administrators can help simplify the adjustment of student teachers to the classroom by being aware of student teacher concerns and problem areas. Asked to voice concerns and suggestions for future students, two groups of students at a Texas university and an Oklahoma university cited discipline, stress and fatigue, and relations with…

Preparing Graduate Students To Teach. A Guide to Programs That Improve Undergraduate Education and Develop Tomorrow's Faculty. From a Comprehensive National Survey of Teaching Assistant Training Programs and Practices.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; Tice, Stacey Lane, Ed.

This report describes and documents the state of affairs in preparing graduate students for college and university teaching responsibilities. Chapter 1 summarizes the results of a survey on teacher assistant training and publishing and provides a review of the centrality of the teaching assistantship in graduate education. The publication's two…

The Pygmalion Principle: The Practicum Expectations and Experiences of Mature Aged Student Teachers

ERIC Educational Resources Information Center

Etherington, Matthew

2011-01-01

This study was part of a larger on-going study that is examining the Pygmalion Principle for the practicum experiences of six mature-age student-teachers. The participants are former graduates with university degrees and aged from 36 to 49. They have extensive career backgrounds unrelated to classroom teaching. For this part of the larger study,…

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.

2005-12-01

The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research

Assessment of computer-related health problems among post-graduate nursing students.

PubMed

Khan, Shaheen Akhtar; Sharma, Veena

2013-01-01

The study was conducted to assess computer-related health problems among post-graduate nursing students and to develop a Self Instructional Module for prevention of computer-related health problems in a selected university situated in Delhi. A descriptive survey with co-relational design was adopted. A total of 97 samples were selected from different faculties of Jamia Hamdard by multi stage sampling with systematic random sampling technique. Among post-graduate students, majority of sample subjects had average compliance with computer-related ergonomics principles. As regards computer related health problems, majority of post graduate students had moderate computer-related health problems, Self Instructional Module developed for prevention of computer-related health problems was found to be acceptable by the post-graduate students.

Transformative Learning Experiences of International Graduate Students from Asian Countries

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; James, Waynne

2014-01-01

This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

Integrating Professional Development into STEM Graduate Programs: Student-Centered Programs for Career Preparation

NASA Astrophysics Data System (ADS)

Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.

2017-12-01

Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.

Student Satisfaction and Graduate Part-Time Students

ERIC Educational Resources Information Center

Moore, Monica Moody

2011-01-01

The Advanced Academic Programs (AAP) of the Zanvyl Krieger School of Arts and Sciences at Johns Hopkins University (JHU) enrolls approximately 2,700 part-time graduate students across three physical locations. It is a complex organization whose target audience is a sophisticated consumer of higher education. With the support of Eduventures, AAP…

Nursing students plan after graduation: A qualitative study.

PubMed

Gunawan, Joko; Aungsuroch, Yupin; Sukarna, Ade; Wahab, Nurasnih

2018-01-01

Identifying nursing students' plan after graduation is necessary to maintain the profession in line with their nursing education. This study was conducted to explore the career plans of diploma nursing students after graduation and factors influencing their plans. This was a qualitative descriptive study using focus group discussion, conducted in Academy of Nursing of Belitung, Indonesia. Twenty diploma nursing students at the beginning of their 1 st year of study were recruited. Data were analyzed using content analysis model. The plan of diploma nursing students after graduation: becoming a civil servant and its influencing factors (fixed and higher salary, fair remuneration and incentives, and retirement fund); becoming a bedside nurse and its influencing factors (helping others and gaining experiences); and continuing higher education in nursing and its influencing factors (recognition as professional nurse, financial support, family responsibilities, and location of nursing schools). It is suggested that nurse educators should change the mindset of the students not to focus only becoming a civil servant, and the government should open bachelor program in nursing in Belitung and provide educational support for those who would like to continue studying nursing.

NASA LeRC/Akron University Graduate Cooperative Fellowship Program and Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

Fertis, D. G.

1983-01-01

On June 1, 1980, the University of Akron and the NASA Lewis Research Center (LERC) established a Graduate Cooperative Fellowship Program in the specialized areas of Engine Structural Analysis and Dynamics, Computational Mechanics, Mechanics of Composite Materials, and Structural Optimization, in order to promote and develop requisite technologies in these areas of engine technology. The objectives of this program are consistent with those of the NASA Engine Structure Program in which graduate students of the University of Akron participate by conducting research at Lewis. This report is the second on this grant and summarizes the second and third year research effort, which includes the participation of five graduate students where each student selects one of the above areas as his special field of interest. Each student is required to spend 30 percent of his educational training time at the NASA Lewis Research Center and the balance at the University of Akron. His course work is judiciously selected and tailored to prepare him for research work in his field of interest. A research topic is selected for each student while in residence at the NASA Lewis Research Center, which is also approved by the faculty of the University of Akron as his thesis topic for a Master's and/or a Ph.D. degree.

Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education)

ERIC Educational Resources Information Center

Miller, Andrew Frederic

2017-01-01

Beginning in 2000, a number of new graduate schools of education (nGSEs) have been established in the U.S. in response to increasing calls for more effective teachers. Among these are programs affiliated with "No Excuses"-style charter schools, which are focused on closing the achievement gap in urban K-12 schools. Teacher education…

EERE Resources for Graduate Students

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

None

The Office of Energy Efficiency and Renewable Energy (EERE) at the U.S. Department of Energy (DOE) has a number of resources available for graduate students, including research positions, internships, and career-planning information to help you navigate the education-to-employment pathway in energy.

Preparing the Senior or Graduating Student for Graduate Research

ERIC Educational Resources Information Center

Tang, Bor Luen; Gan, Yunn Hwen

2005-01-01

Senior undergraduates in the honors or graduation year with an intention to further their career in science would soon face the real world of scientific research as a junior scientist. It is important to acquaint these students with and adequately prepare them for the key aspects of a scientist's professional life. These include technical…

Educational trajectories of graduate students in physics education research

NASA Astrophysics Data System (ADS)

Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles

2014-12-01

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 PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.

Teachers as Mentors: Models for Promoting Achievement with Disadvantaged and Underrepresented Students by Creating Community

ERIC Educational Resources Information Center

Ayalon, Aram

2011-01-01

The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods--based upon extensive observation, and interviews with teachers, students, administrators, and parents--this book makes a…

Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

ERIC Educational Resources Information Center

Korur, Fikret; Eryilmaz, Ali

2012-01-01

Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

Teaching Graduate Students How To Do Informal Science Education

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Crone, W.; Dunwoody, S. L.; Zenner, G.

2011-12-01

One of the most important skills a student needs to develop during their graduate days is the skill of communicating their scientific work with a wide array of audiences. That facility will serve them across audiences, from scientific peers to students to neighbors and the general public. Increasingly, graduate students express a need for training in skills needed to manage diverse communicative environments. In response to that need we have created a course for graduate students in STEM-related fields which provides a structured framework and experiential learning about informal science education. This course seeks to familiarize students with concepts and processes important to communicating science successfully to a variety of audiences. A semester-long course, "Informal Science Education for Scientists: A Practicum," has been co-taught by a scientist/engineer and a social scientist/humanist over several years through the Delta Program in Research, Teaching, & Learning at the University of Wisconsin-Madison. The course is project based and understanding audience is stressed throughout the class. Through development and exhibition of the group project, students experience front end, formative and summative evaluation methods. The disciplines of the participating students is broad, but includes students in the geosciences each year. After a brief description of the course and its evolution, we will present assessment and evaluation results from seven different iterations of the course showing significant gains in how informed students felt about evaluation as a tool to determine the effectiveness of their science outreach activities. Significant gains were found in the graduate students' perceptions that they were better qualified to explain a research topic to a lay audience, and in the students' confidence in using and understanding evaluation techniques to determine the effectiveness of communication strategies. There were also increases in the students

An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education

ERIC Educational Resources Information Center

Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan

2016-01-01

In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the…

Higher Education Support Services and Graduation Rates of Structured Education Program Students

ERIC Educational Resources Information Center

Hepner, Seth

2017-01-01

The 1st-year retention rate of the Structured Education Program (SEP) is 90%, yet the 6-year graduation rate of SEP students is 29%. The gap between SEP 1st-year retention and graduation rates is the problem that this study addressed. The low graduation rate of SEP students is an important issue because graduation rates are used to measure the…

Joining a discourse community: How graduate students learn to speak like astronomers

NASA Astrophysics Data System (ADS)

Baleisis, Audra

Almost half of all graduate students leave their doctoral programs without finishing. Who leaves, taking which skills and strengths with them, is still poorly understood, however, because it is hard to measure exactly what graduate students learn in their doctoral programs. Since the expertise required of a PhD holder is highly dependent on discipline, the development of a better understanding of graduate education and attrition requires studying the process at the departmental level. This is a qualitative study of the cultural values and norms of academic astronomy, as transmitted through the socialization of graduate students in to giving talks, asking questions, and participating in departmental speaking events. This study also looks at the conflicts that arise when implicit cultural norms, which are practiced but remain unacknowledged, are inconsistent with the official, explicit values and norms for speaking in astronomy. Doctoral students and faculty members in a single astronomy department, at a large western university, filled out a short survey about the stakes involved in astronomy speaking events. A subset of these individuals was interviewed in- depth about the goals of, and their experiences with, five departmental speaking events: Coffee Hour, Journal Club, research talks, Thesis defense talks, and Colloquia. These interviewees were: (1) graduate students who had given a verbal presentation at one of these events, and (2) graduate students and faculty members who were in the audience at a graduate student's presentation. The desired outcomes which were expressed for these speaking events included: (1) lively, informal discussion among all participants, (2) increasing graduate student verbal participation in these events as they "learn to speak like astronomers," and (3) the utility of these events in helping graduate students learn and practice their speaking and reasoning skills related to astronomy research. In practice these goals were not achieved

The Graduate Student Experience at a Research-Oriented University in Taiwan

ERIC Educational Resources Information Center

Lin, Yii-Nii

2014-01-01

This paper describes the life experiences of graduate students who were satisfied with their graduate careers at a research-oriented university in Taiwan. A qualitative phenomenological method was used, with in-depth interviews for data collection. Participants included 17 master's students and eight doctoral students. Four themes emerged as…

Educational and career goals of pharmacy students upon graduation.

PubMed

Migliore, Mattia M; Costantino, Ryan C; Campagna, Nicholas A; Albers, David S

2013-11-12

To assess the doctor of pharmacy (PharmD) students' desire to obtain additional degrees after graduation. During the spring 2011 semester, an anonymous 14-question survey instrument was administered to students across all 6 years of the PharmD program to evaluate their interest in obtaining an additional degree after graduation. Demographic data was also collected and analyzed from this convenience sample. Approximately 34% of the respondents (n=1,239) indicated a desire to seek an additional degree. Of the additional degrees offered in the survey instrument, more than one-third of the students expressed interest in the master of business administration (MBA). Also, 79% of those respondents were willing to take summer courses to achieve a dual or additional degree. Pharmacy students are interested in obtaining an additional degree(s) after graduation and are willing to complete summer courses to achieve their career goals.

Preparing Graduate Students for Non-Academic Careers

NASA Astrophysics Data System (ADS)

Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

Master of Science Teaching: Encouraging Teachers and their Students in Research

NASA Astrophysics Data System (ADS)

Reiff, P. H.

2010-12-01

The Master of Science Teaching program is designed to encourage more content knowledge among teachers. Thirty credit hours are required, chosen from 12 hours of Earth science courses, 12 hours of space science courses, a chemistry course, a math course, and research or education credits. A thesis is not required but each teacher must have a special project (either research or curriculum). A number of students chose as their project using ground penetrating radar to look for buried graves in an African-American cemetery. Others became Heliospheric Ambassadors, Messenger Ambassadors, or PolarTrec teachers. Nineteen teachers have graduated as of 2010 with six presently in the program. A survey of the participants has fifteen responses so far, with a good mixture of responses from early in the program to present students. Many (69%) were grade 6-8 teachers when they entered the program. After earning their MST, many had increased their teaching level: (93% reported that it helped their career path, 39% have upgraded to administration or science supervision, and 53% reported receiving a better or higher level job position as a result). Only one student no longer teaches (completing a PhD in Administration). Given that 20% of the respondents are still in the program, two thirds of the alumni (8 of 12) have earned better jobs. All respondents said that they learned from both the Earth and space science courses, and all respondents (except the person no longer in the classroom) say they use the earth and space science material in the classrooms, with 80% "frequently" and 13% "sometimes". They also report that they are more likely to encourage their students to become scientists (80%), more likely to encourage their students to support NASA (93%), and think that their students are getting better scores on the state standardized tests (60%). It is certainly not easy for teachers to perform publishable research (although some have), and it is even more difficult for students

Nontraditional Student Graduation Rate Benchmarks

ERIC Educational Resources Information Center

Miller, Nathan B.

2014-01-01

The prominence of discourse on postsecondary degree completion, student persistence, and retention has increased in the national dialogue. Heightened attention to college completion rates by the federal government and pressure to tie state funding to performance metrics associated with graduation rates are catalysts for the discussion.…

University Teaching: A Guide for Graduate Students.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; And Others

This book for graduate teaching assistants (TAs) presents 15 essays regarding the place of teaching in the lives of those teaching at the university level, and the responsibilities of teachers at all points in their careers. The book offers practical classroom strategies as well as selections from current research on teaching and learning. The 15…

Teachers' and Students' Perceptions of Gender-Differentiated Reading Instruction at the High School Level

ERIC Educational Resources Information Center

Taylor, Luke N., III

2014-01-01

In a rural Alabama school district, 38.46% of the students failed the reading portion of the high school graduation examination. While the teachers in the school district were trained to differentiate instruction according to ability and gender, the impact of gender-differentiated reading instruction was unknown. The purpose of this case study was…

Linking Teacher Quality, Student Attendance, and Student Achievement

ERIC Educational Resources Information Center

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

Reasoning About Nature: Graduate students and teachers integrating historic and modern science in high school math and science classes

NASA Astrophysics Data System (ADS)

Davis, J. B.; Rigsby, C. A.; Muston, C.; Robinson, Z.; Morehead, A.; Stellwag, E. J.; Shinpaugh, J.; Thompson, A.; Teller, J.

2010-12-01

Graduate students and faculty at East Carolina University are working with area high schools to address the common science and mathematics deficiencies of many high school students. Project RaN (Reasoning about Nature), an interdisciplinary science/math/education research project, addresses these deficiencies by focusing on the history of science and the relationship between that history and modern scientific thought and practice. The geological sciences portion of project RaN has three specific goals: (1) to elucidate the relationships among the history of scientific discovery, the geological sciences, and modern scientific thought; (2) to develop, and utilize in the classroom, instructional modules that are relevant to the modern geological sciences curriculum and that relate fundamental scientific discoveries and principles to multiple disciplines and to modern societal issues; and (3) to use these activity-based modules to heighten students’ interest in science disciplines and to generate enthusiasm for doing science in both students and instructors. The educational modules that result from this linkage of modern and historical scientific thought are activity-based, directly related to the National Science Standards for the high school sciences curriculum, and adaptable to fit each state’s standard course of study for the sciences and math. They integrate historic sciences and mathematics with modern science, contain relevant background information on both the concept(s) and scientist(s) involved, present questions that compel students to think more deeply (both qualitatively and quantitatively) about the subject matter, and include threads that branch off to related topics. Modules on topics ranging from the density to cladistics to Kepler’s laws of planetary motion have been developed and tested. Pre- and post-module data suggest that both students and teachers benefit from these interdisciplinary historically based classroom experiences.

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Growing a Global Perspective: Utilizing Graduate Students as Scientists in the Classroom

NASA Astrophysics Data System (ADS)

Martinez, A.; Prouhet, T.; Kincaid, J.; Williams, N.; Simms, M.; Evans, R.

2006-12-01

Advancing Geospatial Skills in Science and Social Sciences (AGSSS) is a NSF GK12 program designed to produce scientists with an interest in and skills related to education by bringing graduate students (termed Fellows) into science and social science classrooms. The AGSSS program is unique in the GK-12 program because of its emphasis on spatial thinking with and through geospatial technologies. Spatial thinking is defined as the knowledge, skills, and habits of mind to use concepts of space, tools of representation, and processes of reasoning to structure problems, find answers and express solutions to these problems. Working collaboratively, Fellows assist teachers in using technologies (many freely available) such as virtual globes, GIS, GPS, NASA's ISSEarthKAM, and online databases. Fellows also customize existing curricula based on teacher requests to focus on spatial thinking and skill development. Preliminary results of the program reveal that students' use of geospatial technologies in interactive lessons that highlight real world processes and global perspectives encourages the development of higher order thinking skills. Fellows perceive three primary benefits: developing collaboration and communication skills, solidifying their own understandings of spatial thinking and becoming more aware and skilled in working in educational settings.

Predictors of Graduation among College Students with Disabilities

ERIC Educational Resources Information Center

Pingry O'Neill, Laura N.; Markward, Martha J.; French, Joshua P.

2012-01-01

This exploratory study determined which set of student characteristics and disability-related services explained graduation success among college students with disabilities. The archived records of 1,289 unidentified students with disabilities in three public universities were examined ex-post-facto to collect demographic data on the students, the…

Advanced Degrees of Debt: Analyzing the Patterns and Determinants of Graduate Student Borrowing

ERIC Educational Resources Information Center

Belasco, Andrew S.; Trivette, Michael J.; Webber, Karen L.

2014-01-01

Despite record student debt and the growing importance of graduate education, little is known about what drives graduate student borrowing. In response to that research gap, this study draws on several national data sources to analyze the patterns and predictors of education-related debt among graduate students specifically. Adjusted Wald tests…

Medical students' and teachers' perceptions of sexual misconduct in the student-teacher relationship.

PubMed

Dekker, Hanke; Snoek, Jos W; Schönrock-Adema, Johanna; van der Molen, Thys; Cohen-Schotanus, Janke

2013-11-01

Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student-teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed-with a reference group-five written vignettes describing inappropriate behaviours in the student-teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson's correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers' and students' perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.

Virtually Stress Free: Keeping Online Graduate Management Students Healthy from Afar

ERIC Educational Resources Information Center

Martinak, M. Linda

2012-01-01

This article examines stress experienced by graduate management students in an online learning environment. I use qualitative methodology to examine data collected from 32 students in 2 sections of a graduate online course. Findings identify 6 categories of stressors experienced by the students as well as 6 categories of stress relief agents.…

Professional development and teacher impacts: The NSF GK-12 experience

NASA Astrophysics Data System (ADS)

Camasta, Susan Fullett

Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

The Power of Continuity in Graduate Teacher Education Master's Programmes

ERIC Educational Resources Information Center

Molseed, Timothy R.

2009-01-01

The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will…

The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

ERIC Educational Resources Information Center

Berkant, Hasan Güner; Baysal, Seda

2017-01-01

One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

Evaluating a Psychology Graduate Student Peer Mentoring Program

ERIC Educational Resources Information Center

Fleck, Christina; Mullins, Morell E.

2012-01-01

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to

Relations of Student Perceptions of Teacher Oral Feedback with Teacher Expectancies and Student Self-Concept

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.; Kromrey, Jeffrey D.; Chang, George H.

2011-01-01

In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for…

Developing Teachers' Cultural Competence: Application of Appreciative Inquiry in ESL Teacher Education

ERIC Educational Resources Information Center

He, Ye

2013-01-01

This study described the application of Appreciative Inquiry (AI) in a graduate-level teacher education course to guide teacher candidates' interactions with culturally and linguistically diverse student populations. Through the process of "Discover," "Dream," "Design," and "Delivery," teacher…

Cooperative Education and Employment Outcomes for Post-Graduation Business Students

ERIC Educational Resources Information Center

Sprandel, Heather

2009-01-01

This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of…

Library Research Skills: A Needs Assessment for Graduate Student Workshops

ERIC Educational Resources Information Center

Hoffmann, Kristin; Antwi-Nsiah, Fred; Feng, Vivian; Stanley, Meagan

2008-01-01

Information literacy instruction programs for graduate students can be challenging to develop. One solution is to develop non-course-based, non-mandatory library instruction programs, in order to meet the information literacy needs of as many graduate students as possible. This was the approach taken by the Taylor Library at the University of…

Place-Making and Its Impact on International Graduate Student Persistence

ERIC Educational Resources Information Center

Terrazas-Carrillo, Elizabeth; Hong, Ji Y.; McWhirter, Paula T.; Robbins, Rockey; Pace, Terry M.

2017-01-01

This study explored the impact of place-making activities on the persistence of graduate international students at an American university. Sixteen international graduate students over the age of 18, attending an American university and living in the community for at least 1 year, participated in an in-depth interview about their experiences of…

Graduate Students Gain Hands-On PV Experience from NREL Researchers | News

Science.gov Websites

PV Experience (HOPE) Workshop, learning from top solar scientists at the U.S. Department of Energy's | NREL Graduate Students Gain Hands-On PV Experience from NREL Researchers Graduate Students Gain Hands-On PV Experience from NREL Researchers August 10, 2017 Two students, one standing, one

Persistence to Graduation for Students with Disabilities: Implications for Performance-Based Outcomes

ERIC Educational Resources Information Center

Knight, William; Wessel, Roger D.; Markle, Larry

2018-01-01

The study sought to determine whether students with disabilities are disadvantaged because of state and institutional performance-based policies providing incentives for 4-year graduation. In a longitudinal study of 32,187 students at a Midwestern Research University, the retention and graduation rates, and mean years to graduation, of students…

Research Experiences for Teachers: The Impacts on Their Students and the Economy

NASA Astrophysics Data System (ADS)

Dubner, J.

2006-12-01

In contrast to most other professions, schools require no real apprenticeship training of science teachers. Imagine the evolution of the career of a modern scientist who was required to undertake an independent research position immediately on completion of his/her Ph.D. Or imagine the quality of United States medical care if physicians began practicing medicine and surgery immediately upon graduation from medical school. This is the situation for teachers. Overall, only 38% of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Research shows that teacher expertise is one of the most important factors in raising student achievement. A review of 60 studies found that investing in support for teacher expertise was the most cost-effective way to increase student achievement. Seeking ways to address these matters, scientists and educators throughout the United States developed a variety of intensive professional development programs for science teachers. Data derived from Columbia University's Summer Research Program for Science Teachers will be presented showing strong evidence that Research Experiences for Teachers (RET) are one of the most effective forms of professional development yet identified for secondary school science teachers. The economic benefits to city, state and federal government of teacher participation in an RET are very large, both in absolute terms and in comparison to program costs.

Measuring What Matters: A Stronger Accountability Model for Teacher Education [Executive Summary

ERIC Educational Resources Information Center

Crowe, Edward

2010-01-01

Our current system for holding U.S. teacher education programs accountable doesn't guarantee program quality or serve the needs of schools and students. State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they…

Medical student satisfaction, coping and burnout in direct-entry versus graduate-entry programmes.

PubMed

DeWitt, Dawn; Canny, Benedict J; Nitzberg, Michael; Choudri, Jennifer; Porter, Sarah

2016-06-01

There is ongoing debate regarding the optimal length of medical training, with concern about the cost of prolonged training. Two simultaneous tracks currently exist in Australia: direct entry from high school and graduate entry for students with a bachelor degree. Medical schools are switching to graduate entry based on maturity, academic preparedness and career-choice surety. We tested the assumption that graduate entry is better by exploring student preferences, coping, burnout, empathy and alcohol use. From a potential pool of 2188 participants, enrolled at five Australian medical schools, a convenience sample of 688 (31%) first and second year students completed a survey in the middle of the academic year. Participants answered questions about demographics, satisfaction and coping and completed three validated instruments. Over 90% of students preferred their own entry-type, though more graduate-entry students were satisfied with their programme (82.4% versus 65.3%, p < 0.001). There was no difference between graduate-entry and direct-entry students in self-reported coping or in the proportion of students meeting criteria for burnout (50.7% versus 51.2%). Direct-entry students rated significantly higher for empathy (concern, p = 0.022; personal distress, p = 0.031). Graduate-entry students reported significantly more alcohol use and hazardous drinking (30.0% versus 22.8%; p = 0.017). Our multi-institution data confirm that students are generally satisfied with their choice of entry pathway and do not confirm significant psychosocial benefits of graduate entry. Overall, our data suggest that direct-entry students cope with the workload and psychosocial challenges of medical school, in the first 2 years, as well as graduate-entry students. Burnout and alcohol use should be addressed in both pathways. Despite studies showing similar academic outcomes, and higher total costs, more programmes in Australia are becoming graduate entry. Further research on

Results from the Longitudinal Study of Astronomy Graduate Students

NASA Astrophysics Data System (ADS)

Ivie, Rachel

2014-01-01

The Longitudinal Study of Astronomy Graduate Students (LSAGS), an ongoing, joint project of the American Astronomical Society (AAS) and the American Institute of Physics (AIP), first collected survey data from astronomy and astrophysics graduate students in 2007-08. The LSAGS follows the same people, all of whom were in graduate school in 2006-07, over time as they start their careers. Most of the respondents are currently working as postdocs. There have been two rounds of the survey so far, and we have recently received funding for a third round from the National Science Foundation (AST-1347723). Results from the first round showed the importance of mentoring for graduate students. Data collection for the second round has been completed, and AIP has just begun analysis of these data. At this talk, I will present the results of the second survey. Ultimately, the LSAGS will *provide detailed data on trends in employment over 10+ years for a single cohort, *collect data on people who leave the field of astronomy during or after graduate school, *determine whether there are sex differences in attrition from astronomy and reasons for this, and *examine factors that precede decisions to persist in, or leave, the field of astronomy.

Improving Writing: Comparing the Responses of Eighth-Graders, Preservice Teachers and Experienced Teachers

ERIC Educational Resources Information Center

Grisham, Dana L.; Wolsey, Thomas D.

2005-01-01

This study investigates how middle school students and teachers in preservice and master of arts classes analyze writing samples. Three sets of participants analyzed and scored a common set of writings. Findings indicate that several intact classroom groups of eighth-graders, preservice teachers, and veteran teachers in a graduate reading program…

Health-Related Barriers to Learning among Graduate Students

ERIC Educational Resources Information Center

Kernan, William; Bogart, Jane; Wheat, Mary E.

2011-01-01

Purpose: The purpose of this paper is to report the perceived impact of various health concerns on the academic performance of health sciences graduate students. Design/methodology/approach: The American College Health Association's National College Health Assessment (ACHA-NCHA), a 58-item anonymous survey, was distributed to all graduate health…

The Effective and Evolving Role of Graduate Students in the SURFO REU Program

NASA Astrophysics Data System (ADS)

Pockalny, R. A.

2005-12-01

The Summer Undergraduate Research Fellowships in Oceanography (SURFO) program is a 10-week research/educational program designed to expose 9 undergraduates per year to cutting-edge, authentic oceanographic research at the Graduate School of Oceanography/University of Rhode Island. The SURFO program primarily focuses on the more quantitative aspects of oceanography (e.g., physical oceanography, geophysical fluid dynamics and marine geophysics), which closely parallel the strengths of GSO/URI. Thus, the primary undergraduate population targeted by the program includes students from various disciplines, but with strong backgrounds in math, physics, computer science, and engineering. Over its 20-year existence, the SURFO program has continuously evolved; however, three basics goals of the program have been maintained: 1) expose students to the breadth and depth of oceanography, 2) provide students with an authentic research experience, and 3) integrate/assimilate students into the lifestyle and community of a graduate research institution. An integral component for achieving these goals has been the inclusion of graduate students as workshop leaders/instructors, research mentors, and social directors. In these roles the graduate students act as a 'big brother/sister' to transition the undergraduates into the academic and research community. The graduate students also initially behave as liaisons between the senior researcher and the SURFO participant by fielding questions and concerns the undergraduate may be too intimidated to voice. As the summer progresses, the graduate students typically evolve into a lead research advisor and begin to learn effective techniques for advising students. Responses from SURFO participants on exit questionnaires frequently comment on how their experience and research project were directly affected by the extent of graduate student participation during the summer. Anecdotal evidence also indicates the participating graduate students gain

Student and recent graduate employment opportunities

USGS Publications Warehouse

,

2016-08-30

As an unbiased, multidisciplinary science organization, the U.S. Geological Survey (USGS) is dedicated to the timely, relevant, and impartial study of the health of our ecosystems and environment, our natural resources, the impacts of climate and land-use change, and the natural hazards that affect our lives. Opportunities for undergraduate and graduate students, as well as recent graduates, to participate in USGS science are available in the selected programs described in this publication. Please note: U.S. citizenship is required for all government positions.

Demographic attributes and knowledge acquisition among graduate-entry medical students.

PubMed

Finucane, Paul; Flannery, Denise; McGrath, Deirdre; Saunders, Jean

2013-01-01

Recent changes to undergraduate (basic) medical education in Ireland have linked an expansion of student numbers with wide-ranging reforms. Medical schools have broadened access by admitting more mature students from diverse backgrounds and have increased their international student numbers. This has resulted in major changes to the demographic profile of students at Irish medical schools. To determine whether the demographic characteristics of students impact on their academic performance and specifically on their rate of knowledge acquisition. As a formative assessment exercise, we administered a progress test to all students twice each year during a 4 year graduate-entry medical programme. We compared scores over time between students from different age cohorts, of different gender, of different nationalities and from different academic backgrounds. In the 1143 tests taken by 285 students to date, there were no significant differences in the rate of knowledge acquisition between the various groups. Early in the course, students from a non-biological science background performed less well than others but outperformed their peers by the time of graduation. Neither age, gender, nationality nor academic background impacts on the rate of knowledge acquisition among graduate-entry medical students.

Relationships Matter: Supporting Aboriginal Graduate Students in British Columbia, Canada

ERIC Educational Resources Information Center

Pidgeon, Michelle; Archibald, Jo-ann; Hawkey, Colleen

2014-01-01

The current Canadian landscape of graduate education has pockets of presence of Indigenous faculty, students, and staff. The reality is that all too often, Aboriginal graduate students are either among the few, or is the sole Aboriginal person in an entire faculty. They usually do not have mentorship or guidance from an Indigenous faculty member…

How to Find a Job: Exit Booklet for Graduate Students.

ERIC Educational Resources Information Center

Bibb, Sharon; And Others

This booklet is prepared for the graduate community with the intent of helping students find employment at the end of their studies. Some information is specific to the University of Washington, but much could be used by graduate students of any institution. Resources within the community as well as within the university are outlined, and…

Teachers engaging in Authentic Education Research as They Engage Students in Authentic Science Research: A Collaboration Among Scientists, Education Researchers and Practitioners

NASA Astrophysics Data System (ADS)

Schielack, J. F.; Herbert, B. E.

2004-12-01

The ITS Center for Teaching and Learning (http://its.tamu.edu) is a five-year NSF-funded collaborative effort to engage scientists, educational researchers, and educators in the use of information technology to enhance science teaching and learning at Grades 7 - 16. The ITS program combines graduate courses in science and science education leadership for both science and education graduate students with professional development experiences for classroom teachers. The design of the ITS professional development experience is based upon the assumption that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology to support inquiry in science classrooms has been shown to help achieve this objective. In particular, the professional development for teachers centers around support for implementing educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. As a design study that is "working toward a greater understanding of the "learning ecology," the research related to the creation and refinement of the ITS Center's collaborative environment for integrating professional development for faculty, graduate students, and classroom teachers is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, science education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. In this presentation, we will discuss the results of the formative

Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program.

PubMed

Cepanec, Diane; Humphries, Amanda; Rieger, Kendra L; Marshall, Shelley; Londono, Yenly; Clarke, Diana

2016-05-01

With the global shortage of doctor of philosophy-prepared nursing faculty and an aging nursing professorate, the nursing profession is at risk of having fewer nurses doing research and fewer faculty to supervise the next generation of nurse researchers. A research training award for graduate nursing students was piloted with the intent of providing a research-intensive experiential learning opportunity that would contribute to graduate students' future roles as nurse researchers. This article describes the program design, implementation, and evaluation. The Graduate Student Research Training Awards afforded students an opportunity to develop research and methodologic skills and achieve student-centered outcomes. These awards build their capacity as future researchers by both empowering them and increasing their confidence in research. The input and evaluation from graduate students was integral to the success of the program. Graduate student research training awards can be a valuable experiential learning opportunity in research intensive graduate programs. [J Nurs Educ. 2016;55(5):284-287.]. Copyright 2016, SLACK Incorporated.

Career Preparation: An Often Omitted Element of the Advisor-Graduate Student Relationship

NASA Astrophysics Data System (ADS)

McManus, D. A.

2001-05-01

Most graduate research advisors care about the education of their graduate students. However, they often define "graduate education" so narrowly that it consists only of solving a research problem. This narrow definition is consistent with their principal goal as geoscientists, to understand the Earth better, and with the reward system typical of research universities, with its emphasis on research. As a result, most advisors usually well prepare students to be researchers in research universities. Research, however, is only part of a faculty member's duties. Commonly omitted is mentoring in the teaching and service duties of a faculty member. Students interested in teaching, in positions in other academic institutions, or in careers outside of academia may be perceived as questioning the advisors' career values and may not be encouraged in these interests. Graduate students should take an active role in their education. In addition to seeking information on career preparation from the campus career center and teaching center and from books, newsmagazines, newspapers, and seminars, students should also seek mentors who have demonstrated an interest in what the student is interested in: teaching and service, as well as research, or in careers outside academia. These mentors may be the students' committee members, other faculty members, or other professional geoscientists. With a broad base of information and some personal decisions, students will have a rationale for exploring careers. The questions students ask can now be more specific: How do they gain the requisite breadth in knowledge and the beneficial skills, beyond the depth of the research experience, and how do they gain opportunities to practice these skills? In short, how can they experience, and preferably practice, what professional geoscientists do in particular careers? If necessary, graduate students can work together to answer these questions by inviting experts to offer workshops in the department

A Metaphor Analysis of Elementary Student Teachers' Conceptions of Teachers in Student- and Teacher-Centered Contexts

ERIC Educational Resources Information Center

Duru, Sibel

2015-01-01

Problem Statement: Student teachers' beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers' beliefs and conceptions is therefore crucial to improving their professional preparation and…

Teacher Wellbeing: The Importance of Teacher-Student Relationships

ERIC Educational Resources Information Center

Spilt, Jantine L.; Koomen, Helma M. Y.; Thijs, Jochem T.

2011-01-01

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the…

Bringing Space Scientists, Teachers, and Students Together With The CINDI E/PO Program

NASA Astrophysics Data System (ADS)

Urquhart, M.; Hairston, M.

2007-12-01

We will report on the activities, challenges, and successes of the ongoing collaboration between the William B. Hanson Center for Space Sciences (CSS) and the Department of Science/Mathematics Education (SME) at the University of Texas at Dallas. At the core of our partnership is the Education and Public Outreach program for the Coupled Ion / Neutral Dynamics Investigation (CINDI) instrument. CINDI is a NASA-funded program on the Air Force's Communication / Navigation Outage Forecast Satellite (C/NOFS) which will be launched in summer 2008. The CSS faculty and research scientists and the SME faculty and students have created a dynamic program that brings scientists and K-12 teachers together. Our activities include middle and high school curriculum development, teachers workshops, graduate course work for teachers, creation of the popular "Cindi in Space" educational comic book, and bringing K-12 teachers and students to work and/or visit with the CINDI scientists. We will present the outcomes of this collaborative effort as well as our recent experience of having a physics teacher from a local high school as our Teacher in Residence at CSS in summer 2007.

[Current states and future aspects of graduate schools for adult graduate students: experiences of the master's course as a medical technologist].

PubMed

Obara, Takehiro; Suwabe, Akira

2012-12-01

The educational system for medical technologists (MTs) has gradually shifted from a three-year technical school system to a four-year university system. It is worthwhile for MTs to advance to a graduate school, in order to improve their routine-work skills, performances, and also to advance their own research as well as to learn how to direct younger MTs. Recently, MTs who advance to the graduate school as adult graduate students are increasing. In this article, the current states and future aspects of the graduate school of Iwate Medical University are reported. In our Department of Central Clinical Laboratory in Iwate Medical University Hospital, three of my colleagues have completed the master's course of the graduate school as adult graduate students, and three are currently attending the school. Nevertheless, none of them has advanced to the doctor's course yet. The primary reason why they do not advance is the heavy burden on any adult graduate students physically, mentally, and financially to study in the graduate school and carry out routine duties at the same time. Thus, in order to encourage MTs to go or to graduate school education, it is important to arrange systems which will enable MTs to advance to the graduate school as adult graduate students. I believe there are three key elements to make this possible. Firstly, prepare easier access to curriculums for MTs to study special fields and learn special skills. Secondly, arrange an increase in the salary scheme depending on the degree attained from the graduate school. Thirdly, provide financial support for graduate school expenses. In conclusion, it is expected that a large number of MTs will advance to the graduate school if these changes for a better educational environment are made.

Navigating graduate school and beyond: A career guide for graduate students and a must read for every advisor

NASA Astrophysics Data System (ADS)

Schultz, Colin

2012-05-01

Beginning his scientific career as an engineering student at PSG College of Technology, in Coimbatore, India, Sundar A. Christopher has negotiated and navigated the higher-education system to become the chairman of the Department of Atmospheric Sciences at the University of Alabama in Huntsville. Drawing on his own experiences and on insights gleaned from the students who have passed through his graduate-level professional development course, Christopher takes a lighthearted look at peer review, proposal writing, managing budgets, and making the most of conferences in the AGU bookNavigating Graduate School and Beyond: A Career Guide for Graduate Students and a Must Read for Every Advisor. In this interview, Eos speaks to Christopher about overcoming the bureaucratic, logistical, and personal hurdles that too often lead students to disillusionment and conflict.

Graduate students in oceanography: Recruitment, success, and career prospects

NASA Astrophysics Data System (ADS)

Nowell, Arthur R. M.; Hollister, Charles D.

Graduate education, student quality, stipend support, and subsequent employment form a triad of concern to many oceanographers. While the number of graduate degree programs in oceanography in the U.S. exceeds 50, remarkably few data are available on numbers of student applications, student survival rates, the quality of the applicants and accepted students, and their subsequent employment.Consequently, most discussions within an institution are based on data from a single school, while most statements made to federal government program managers by scientists are based on personal perceptions and feelings. With the emerging global initiatives, which are very labor intensive, it appears appropriate to ask, “Is there an impending crisis in graduate education in oceanography?” Widespread concern about availability of new talent, the quality of incoming students, and the overall national crisis in science and engineering student recruitment has led many scientists to state that oceanography has widespread problems in terms of student numbers and, more importantly, quality. Often, when a scientist does not find a student in the spring application rites, the scientist declares there is a national shortage of well-qualified students. Moreover, in certain subdisciplines of the field (e.g., physical oceanography) the crisis is perceived as severe and immediate, though as we shall see, physical oceanography is in an improving mode and is also experiencing an interesting increase in the numbers of well-qualified women applicants.

Self-Perceptions of Pre-Service Mathematics Teachers Completing a Graduate Diploma of Secondary Education

ERIC Educational Resources Information Center

Hine, Gregory S. C.

2015-01-01

This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on…

Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

ERIC Educational Resources Information Center

Jansen, Amanda; Berk, Dawn; Meikle, Erin

2017-01-01

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

Visual Literacy (VL) in Teacher Preparation: Measurement to Direction

ERIC Educational Resources Information Center

Farrell, Teresa A.

2015-01-01

An abridgment of the dissertation "Measuring Visual Literacy Ability in Graduate Level Pre-Service Teachers" by Teresa A. Farrell, this quantitative descriptive study was designed to establish a baseline of VL ability within this population using a national pool of graduate level students enrolled in teacher preparation programs.…

Mini-Thesis Writing Course for International Graduate Students.

ERIC Educational Resources Information Center

Wyatt-Brown, Anne M.

An approach to teaching academic writing to foreign graduate students at the University of Florida is described. The course combines general and technical writing assignments to sharpen students' critical thinking skills while improving their organizational techniques and editing strategies. Assignments are designed to help students discover the…

Investigation of Elementary Teacher Capacity to Implement Environmental Literacy Requirements

ERIC Educational Resources Information Center

Parker, Melanie Denise

2017-01-01

To uphold Maryland's environmental literacy high school graduation requirement and curricular standards, local school districts must develop programs that graduate environmentally literate students and provide effective teacher professional development. This study focused on assessing the confidence and ability of elementary teachers in a Maryland…

The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of "Teacher" and "Teacher Training"

ERIC Educational Resources Information Center

Sener, Zehra Taspinar; Bulut, Ahsen Seda; Ünal, Hasan

2017-01-01

Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the "pedagogical formation certification…

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

NASA Astrophysics Data System (ADS)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

A New Curriculum for Physics Graduate Students

NASA Astrophysics Data System (ADS)

Griesshammer, Harald W.

2012-03-01

Effective Fall 2008, GW Physics implemented a new graduate curriculum, addressing nation-wide problems: (1) wide gap between 50-year-old curricula and the proficiencies expected to start research; (2) high attrition rates and long times to degree; (3) limited resources in small departments to cover all topics deemed essential. The new curriculum: (1) extends each course to 4 hours weekly for better in-depth coverage and cautious additions; (2) decreases the number of core-courses per semester to 2, with less ``parallel-processing'' of only loosely correlated lectures; (3) increases synergies by stricter logical ordering and synchronisation of courses; (4) frees faculty to regularly offer advanced courses; (5) integrates examples tied to ongoing research in our department; (6) integrates computational methods into core-lectures; (7) encourages focusing on concepts and ``meta-cognitive skills'' in studio-like settings. The new curriculum and qualifying exam, its rationale and assessment criteria will be discussed. This concept is tailored to the needs of small departments with only a few research fields and a close student-teacher relationship.

Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

ERIC Educational Resources Information Center

Thon, Sarah; Hansen, Pamela

2015-01-01

Context: Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective: To determine the preferred learning style of professional undergraduate and graduate athletic training students…

Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

ERIC Educational Resources Information Center

Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…

Culturing Reality: How Organic Chemistry Graduate Students Develop into Practitioners

ERIC Educational Resources Information Center

Bhattacharyya, Gautam; Bodner, George M.

2014-01-01

Although one of the presumed aims of graduate training programs is to help students develop into practitioners of their chosen fields, very little is known about how this transition occurs. In the course of studying how graduate students learn to solve organic synthesis problems, we were able to identify some of the key factors in the epistemic…

Reasons of Teachers for Applying for Graduate Programs and Their Expectations from Programs

ERIC Educational Resources Information Center

Burgaz, Berrin; Kocak, Seval

2015-01-01

This study aims to find out teachers' motivation for applying for graduate programs and to explore their expectations from the programs and their ideas regarding the necessity of such programs for teachers. The paper is based on a qualitative research method and draws its data from focus group interviews. The study used the criterion sampling…

Graduate Student Support and Manpower Resources in Graduate Science Education.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

This study reports the characteristics of the graduated science student population as well as of science faculty and post doctoral appointees, and examines trends of certain key factors over a three-year period. Information was analyzed from 2,990 doctoral science departments reporting for 1971 and was machine matched with similar data reported…

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution

PubMed Central

2011-01-01

Background Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. Method In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. Results There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges. Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns. The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Conclusion Graduate entry students appear to be motivated to enter dentistry by a range of

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution.

PubMed

Newton, Paul; Cabot, Lyndon; Wilson, Nairn H F; Gallagher, Jennifer E

2011-09-24

Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges.Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns.The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and

Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?

ERIC Educational Resources Information Center

Morris, Anne K.; Hiebert, James

2017-01-01

We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when…

A survey of graduate students' knowledge, views, and behavior with respect to reproductive health.

PubMed

Zheng, X

1997-01-01

This study examines knowledge, attitude, and reproductive health behavior among unmarried and married graduate students from 18 universities and colleges in eight Chinese cities (Beijing, Shanghai, Tianjin, Dalian, Changchun, Suzhou, Wuhan, and Nanjing). Data were obtained from a 1994 survey conducted among 2730 graduate students, who account for about 2.56% of the graduate students nationwide. Most married graduate students were aged 25-30 years, but only 60.6% of unmarried graduate students were similarly aged. 50% of students had parents who were intellectuals or professionals. The next highest proportion were students who had parents who were farmers. Single students tended to live in dormitories. 16.4% of married students lived at home with their parents or independently. 45.3% of married students had at least one child. Graduate students are not allowed to marry while in school. Romantic involvement of any kind is discouraged. Most graduate students valued chastity as a Chinese cultural virtue, but 25% did not respond to this question. Chastity was not as favored among unmarried students. Male students were more likely to favor premarital sex under all circumstances. Both genders similarly accepted premarital sex based on love and commitment. Over 50% (more women than men) were aware of safe abortion within the first 2 months of pregnancy; only 25% of unmarried students were aware of the safe abortion period. 16.5% of married students and 50% of unmarried students did not know the impregnation-prone period. Few students learned about reproductive health from their parents. Married students were more likely to read about reproductive health. 72.9% of married student used contraception, usually obtained from pharmacies. 38.6% of married students had an abortion. 10.9% of unmarried students had premarital sex. Most favored college courses in reproductive health.

Restorative Practices: Graduate Students' Perspectives Seen through a Transformative Learning Lens

ERIC Educational Resources Information Center

Adamson, Craig W.

2012-01-01

This dissertation explores students' learning experiences in a newly accredited graduate school focused on Restorative Practices Theory, which enables people to restore and build community collectively. This exploration was conducted using a Transformative Adult Learning Theory lens in order to understand graduate students' perspectives regarding…

A Community of Practice Focused on Resiliency in Graduate Nursing Students

ERIC Educational Resources Information Center

Wildes, Megan

2016-01-01

The purpose of this project was to create a Community of Practice (CoP) focused on resiliency in graduate nursing students. CoPs are networks of people who collectively learn and share in learning as a social experience. By engaging a CoP that focused on resiliency in graduate nursing students, the aim was to positively support students' sense of…

Teacher Evaluation and Student Achievement. Student Assessment Series.

ERIC Educational Resources Information Center

Stronge, James H.; Tucker, Pamela D.

This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and…

Minimum competency: a comparison of reactions of southern black high school students, their parents and black teachers.

PubMed

Schab, F

1984-01-01

A questionnaire was administered to 300 black high school students, 77 parents and 79 black teachers to determine their reactions to minimum competency requirements being suggested for high school graduation. Black parents were strongest in their approval of such requirements, followed by black teachers and to a lesser degree by the students. In some areas all were essentially in agreement. Being able to communicate, handle money matters, stay healthy, recognize dishonest merchandising and make simple home repairs were agreed upon as necessary for survival as adults in our society. Minimal and necessary competencies were thus equated.

Using iPad2 for a Graduate Practicum Course

ERIC Educational Resources Information Center

Sachs, Lindsey; Bull, Prince Hycy

2012-01-01

iPads and iPhones continue to impact academia, but the iPad2 provides features that could enhance teacher education programs. This paper addresses how eight graduate students and a faculty used iPad2 to support a graduate practicum course. Participants were asked to report how they used their iPad2 each week in the form of a written log and…

Rating Teacher-Preparation Programs

ERIC Educational Resources Information Center

Von Hippel, Paul T.; Bellows, Laura

2018-01-01

Recent policies intended to improve teacher quality have focused on the preparation that teachers receive before entering the classroom. A short-lived federal rule would have required every state to assess and rank teacher-preparation programs by their graduates' impact on student learning. Though the federal rule was repealed, last year some 21…

Student Perceptions of School Efforts to Facilitate Student Involvement, School Commitment, Self-Determination, and High School Graduation

ERIC Educational Resources Information Center

Cavendish, Wendy

2013-01-01

This study examined the relationship between student perceptions of school efforts to facilitate student involvement, school commitment, self-determination skills, and on track indicators for graduation in 10th grade and actual graduation outcomes two years later. The participants were 154 primarily minority students in a large, urban school…

Teacher Ethnicity, Student Ethnicity, and Student Outcomes

ERIC Educational Resources Information Center

Driessen, Geert

2015-01-01

A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…

A Comparison of Graduate and Professional Students: Their Daily Stressors.

ERIC Educational Resources Information Center

Smith, M. Shelton; And Others

The stressful effects of advanced academic training were examined in a comparison of six graduate and professional programs at Vanderbilt University. The focus was on the nonacademic, daily stressors and negative mood states of 152 students in medicine, business, divinity, graduate department of religion, and two graduate psychology departments.…

Effectiveness of the Sexual Attitude Restructuring Curriculum amongst Taiwanese Graduate Students

ERIC Educational Resources Information Center

Lin, Yi-Li; Lin, Yen-Chin

2018-01-01

This article discusses the effectiveness of the Sexual Attitude Restructuring (SAR) curriculum in developing positive sexual attitudes amongst Taiwanese graduate students in human sexuality. Through purposive sampling, 32 graduate students in human sexuality were selected to participate in the study. Before and after providing participants with a…

A Behavior Management Seminar for Special or General Education Graduate Students

ERIC Educational Resources Information Center

Schindelheim, Franklin D.

2010-01-01

The purpose of this qualitative study was to identify the classroom management needs of graduate education students in one college, and develop a seminar that emerged from the research. Researchers have shown that professional development provided for graduate education students typically deals with curriculum and instructional methodologies…

Predictors of Persistence in Online Graduate Nursing Students

ERIC Educational Resources Information Center

Cauble, Denise

2015-01-01

Persistence is an important measure of success for individual students and institutions of higher learning. The purpose of this study was to explore personal and academic factors that influence persistence in online graduate nursing students. A predictive correlational study design was used. Data were extracted from existing student records in two…

Upper extremity pain and computer use among engineering graduate students.

PubMed

Schlossberg, Eric B; Morrow, Sandra; Llosa, Augusto E; Mamary, Edward; Dietrich, Peter; Rempel, David M

2004-09-01

The objective of this study was to investigate risk factors associated with persistent or recurrent upper extremity and neck pain among engineering graduate students. A random sample of 206 Electrical Engineering and Computer Science (EECS) graduate students at a large public university completed an online questionnaire. Approximately 60% of respondents reported upper extremity or neck pain attributed to computer use and reported a mean pain severity score of 4.5 (+/-2.2; scale 0-10). In a final logistic regression model, female gender, years of computer use, and hours of computer use per week were significantly associated with pain. The high prevalence of upper extremity pain reported by graduate students suggests a public health need to identify interventions that will reduce symptom severity and prevent impairment.

Re-Conceptualizing Student Success in Higher Education: Reflections from Graduate Student Affairs Educators Using Anti-Deficit Achievement Framework

ERIC Educational Resources Information Center

Pérez, David, II.; Ashlee, Kyle C.; Do, Virginia H.; Karikari, Shamika N.; Sim, Colby

2017-01-01

Fostering student success in higher education requires a paradigm shift. Instead of "fixing" students, efforts must center on preparing college educators. In this study, journal entries from a graduate-level course were used to explore how exposing Graduate Student Affairs Educators to anti-deficit perspectives on student success…

In Search of the Active Site of PMMO Enzyme: Partnership between a K-12 Teacher, a Graduate K-12 Teaching Fellow, and a Research Mentor

ERIC Educational Resources Information Center

Bearden, Katherine K.; Mainardi, Daniela S.; Culligan, Tanya

2009-01-01

The partnership between a K-12 teacher (Culligan), an NSF GK-12 Teaching Fellow graduate student (Bearden), and a Louisiana Tech faculty member (Mainardi) collaborating in a research and education project is described in this work. The unique grouping of these three researchers allows for maximum dissemination of developed modules. By the end of…

Veteran teachers' use of recommended practices in deaf education.

PubMed

Easterbrooks, Susan R; Stephenson, Brenda H; Gale, Elaine

2009-01-01

Deaf education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms.

Disparities in American Graduate Students' Tendency to Borrow: "Race, Family Background, and Major"

ERIC Educational Resources Information Center

Niu, Lian

2016-01-01

This study uses National Postsecondary Student Aid Study of 2012 data to examine disparities in graduate students' borrowing tendency. Results show Black and Hispanic students, students in education, humanities, and social sciences, and students of parents with lower education level are more likely to borrow for graduate education, even after…

Mathematics education graduate students' understanding of trigonometric ratios

NASA Astrophysics Data System (ADS)

Yiǧit Koyunkaya, Melike

2016-10-01

This study describes mathematics education graduate students' understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students' understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept definition was developed. Nine students volunteered to complete three paper and pencil tasks designed to elicit evidence of understanding and three students among these nine students volunteered for semi-structured interviews. As a result of fine-grained analysis of the students' responses to the tasks, the evidence of concept image and concept definition as well as instrumental and relational understanding of trigonometric ratios was found. The unit circle and a right triangle were identified as students' concept images, and the mnemonic was determined as their concept definition for trigonometry, specifically for trigonometric ratios. It is also suggested that students had instrumental understanding of trigonometric ratios while they were less flexible to act on trigonometric ratio tasks and had limited relational understanding. Additionally, the results indicate that graduate students' understanding of the concept of angle mediated their understanding of trigonometry, specifically trigonometric ratios.

Towards Graduateness: Exploring Academic Intellectual Development in University Master's Students

ERIC Educational Resources Information Center

Steur, Jessica; Jansen, Ellen; Hofman, Adriaan

2016-01-01

Our research aims to contribute to the body of knowledge on graduateness by proposing a model that explicates the expected level performance of graduates. In this study, the model is elaborated for 3 graduateness domains: reflective thinking, scholarship, and moral citizenship. We used data on students' perceived abilities in these domains that…

Successful Graduate Students: The Roles of Personality Traits and Emotional Intelligence

ERIC Educational Resources Information Center

Grehan, Patrick M.; Flanagan, Rosemary; Malgady, Robert G.

2011-01-01

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance…

Factors Predicting Online Graduate Students' Responsiveness to Feedback from Their Professors

ERIC Educational Resources Information Center

Breslin, Mary R.

2012-01-01

College students act on their professors' feedback less often and less completely than their professors would like. The problem this study addressed is that the relative predictive value of factors concerning graduate students in online courses acting on their professors' feedback is unknown. By focusing on graduate students in…

Social Treatment of Graduate Students in Kenya: A Case of One University

ERIC Educational Resources Information Center

Muchemwa, Stella

2016-01-01

There is intensive enrolment of postgraduate students in order to sustain national capacity for university teaching and research. However, this development is no challenge-free for the graduate students face a number of problems which varies from economic to social. This research investigated the social treatment of Graduate Students in one…

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

PubMed

2016-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. The 2016 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2015 Board of Professional Affairs (BPA) and the 2015 APAGS Scholarship and Awards Selection Committee. Members of the 2015 BPA were Patricia Arredondo, EdD; Helen L. Coons, PhD, ABPP; Vickie Mays, PhD, MSPH; Linda A. Reddy, PhD; Lois O. Condi, PhD; Antonette M. Zeiss, PhD; Timothy A. Cavell, PhD; Robert T. Kinscherff, PhD, JD; and Jared L. Skillings, PhD, ABPP. Members of the 2015 APAGS Scholarship and Awards Selection Committee were Emily Voelkel, PhD; Blaire Schembari; and Yolanda Perkins-Volk. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Personality Similarity between Teachers and Their Students Influences Teacher Judgement of Student Achievement

ERIC Educational Resources Information Center

Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula

2016-01-01

This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…

The transition into veterinary practice: Opinions of recent graduates and final year students

PubMed Central

2011-01-01

Background The transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition. Methods The study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A) or on paper (schools B and C). Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A) or electronically from database records (school B and school C). Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples. Results Response rates for final year students were 34% (school A), 36% (school B) and 40% (school C). Response rates for recent graduates were 56% (school A), 20% (school B) and 11% (school C). There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p < 0.05) ranking between the cohorts. Final year students ranked veterinary clinical knowledge, knowledge of veterinary public health and

The transition into veterinary practice: opinions of recent graduates and final year students.

PubMed

Rhind, Susan M; Baillie, Sarah; Kinnison, Tierney; Shaw, Darren J; Bell, Catriona E; Mellanby, Richard J; Hammond, Jenny; Hudson, Neil P H; Whittington, Rachel E; Donnelly, Ruth

2011-09-22

The transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition. The study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A) or on paper (schools B and C). Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A) or electronically from database records (school B and school C). Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples. Response rates for final year students were 34% (school A), 36% (school B) and 40% (school C). Response rates for recent graduates were 56% (school A), 20% (school B) and 11% (school C). There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p < 0.05) ranking between the cohorts. Final year students ranked veterinary clinical knowledge, knowledge of veterinary public health and zoonotic issues, veterinary

Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

ERIC Educational Resources Information Center

Bayazit, Nermin; Clarke, Pier Angeli Junor; Vidakovic, Draga

2018-01-01

The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' (a) geometry autobiography and (b) discussion board posts (both comments and…

Students' Attitudes in a Graduate Statistics Class.

ERIC Educational Resources Information Center

Kennedy, Robert L.; Broadston, Pamela M.

This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instructional effort, which allowed for an individualized, self-paced, student-centered activity-based course. The 9 sections involved in the study were offered in 2001 through 2003, and there were 75 participants for whom there…

Empowering Graduate Students to Lead on Interdisciplinary Societal Issues

NASA Astrophysics Data System (ADS)

Grubert, E.

2015-12-01

Challenging societal problems that cannot be solved by one method or one discipline alone, like epidemic preparedness, mental health, and climate change, demand leadership and the ability to work across disciplines from those with specialized expertise. Teaching leadership at the graduate school level is a challenge that many schools are striving to meet, through mechanisms like project-based courses, leadership skill development workshops, and others. We argue that some of the most valuable but most difficult leadership skills to learn are those that require cultural norms that are fundamentally different from those traditionally encountered in graduate school. These include the ability to make informed decisions based on limited knowledge and resources, the need to make choices in the face of uncertainty, and the recognition that one ultimately bears responsibility for the outcomes. These skills are also among the most important for students planning on nonacademic careers. Acquiring such skills requires a focus on learning-by-doing and a culture of graduate student empowerment. This submission focuses on the experience of students in a student-centered, interdisciplinary, cross-campus leadership program called Emerging Leaders in Science and Society (ELISS), hosted by the American Association for the Advancement of Science (AAAS). ELISS establishes the expectation that students act as leaders, which in itself reframes leadership as an achievable goal. A major finding from two years of experience with ELISS is the critical importance of establishing cultures of trust and empowerment at the graduate level in order to foster development of transferable skills. ELISS graduate students specifically focus on interdisciplinary collaboration (the 13 2015 fellows come from 13 academic disciplines); stakeholder engagement, primarily focused on outreach to both traditional and nontraditional experts in our communities outside of academia; and solution-generating rather

Reaching Graduate Students at Risk for Suicidal Behavior through the Interactive Screening Program