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Relevant bibliographies by topics / Duquesne University Graduate students

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Academic literature on the topic 'Duquesne University Graduate students'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Duquesne University Graduate students"

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Staltari, Caterina F., Annette Baft-Neff, Lori J. Marra, and Gary J. Rentschler. "Supervision: Formative Feedback for Clinical Documentation in a University Speech-Language Pathology Program." Perspectives on Administration and Supervision 20, no. 3 (2010): 117–23. http://dx.doi.org/10.1044/aas20.3.117.

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Assessment of clinical documentation written by graduate student clinicians in the field of speech-language pathology has been viewed as a challenge for clinical instructors. Typically, instructor feedback included verbal and written comments or suggestions for modification and/or line by line edits. However, it was difficult to determine whether this feedback was useful in improving the clinical documentation skills of graduate student clinicians across semesters, given that students are rotated among clinical instructors, across disorders, and across populations. It has been well documented

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Surratt, Christopher K., Paula A. Witt-Enderby, David A. Johnson, et al. "Development of a Neuroscience-oriented “Methods” Course for Graduate Students of Pharmacology and Toxicology." CBE—Life Sciences Education 5, no. 2 (2006): 188–96. http://dx.doi.org/10.1187/cbe.05-08-0102.

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To provide graduate students in pharmacology/toxicology exposure to, and cross-training in, a variety of relevant laboratory skills, the Duquesne University School of Pharmacy developed a “methods” course as part of the core curriculum. Because some of the participating departmental faculty are neuroscientists, this course often applied cutting-edge techniques to neuroscience-based systems, including experiments with brain G protein–coupled receptors. Techniques covered by the course include animal handling and behavioral testing, bacterial and mammalian cell culture, enzyme-linked immunosorbe

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Smith, David L. "The graduate program at Duquesne University." Humanistic Psychologist 13, no. 2 (1985): 28–32. http://dx.doi.org/10.1080/08873267.1985.9976729.

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Lee, M. Howard. "Foreign Graduate Students in a US University." Physics Today 45, no. 6 (1992): 75–77. http://dx.doi.org/10.1063/1.2809701.

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Bloom, Jennifer L., Amanda E. Propst Cuevas, James Warren Hall, and Christopher V. Evans. "Graduate Students' Perceptions of Outstanding Graduate Advisor Characteristics." NACADA Journal 27, no. 2 (2007): 28–35. http://dx.doi.org/10.12930/0271-9517-27.2.28.

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The advising literature confirms the graduate student–graduate advisor relationship as the most important factor in graduate student success. To better understand the characteristics of graduate advisors that students find most helpful, we conducted a grounded theory study with a constructivist design that involved a qualitative textual analysis of Outstanding Graduate Advisor of the Year Award nominations from MD-PhD students enrolled in the Medical Scholars Program at the University of Illinois at Urbana-Champaign. Five major themes emerged from this analysis, and the results indicate that s

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Gnanaprakash, C. "Spirituality and Resilience among Post-Graduate University Students." Journal of Health Management 15, no. 3 (2013): 383–96. http://dx.doi.org/10.1177/0972063413492046.

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Kinsley, Kirsten, Rachel Besara, Abby Scheel, Gloria Colvin, Jessica Evans Brady, and Melissa Burel. "Graduate Conversations: Assessing the Space Needs of Graduate Students." College & Research Libraries 76, no. 6 (2015): 756–70. http://dx.doi.org/10.5860/crl.76.6.756.

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This article discusses the preferences, habits, and needs of graduate students as they relate to spaces for research and study. The findings are based on a large-scale ethnographic study of graduate students at Florida State University conducted between 2010 and 2013. Using a variety of ethnographic methods, researchers found that graduate students have diverse needs and unequal access to appropriate spaces and resources to meet those needs. Libraries can help fill the gaps left by home and academic departments by providing a range of spaces offering different noise levels, resources, and othe

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Watson, Gavan Peter Longley, and Natasha Kenny. "Teaching Critical Reflection to Graduate Students." Collected Essays on Learning and Teaching 7, no. 1 (2014): 56. http://dx.doi.org/10.22329/celt.v7i1.3966.

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Critical reflection is a highly valued and widely applied learning approach in higher education. There are many benefits associated with engaging in critical reflection, and it is often integrated into the design of graduate-level courses on university teaching, as a life-long learning strategy to help ensure that learners build their capacity as critical reflective teaching practitioners. Despite its broad application and learning benefits, students often find the process of engaging in critical reflection inherently challenging. This paper explores the challenge associated with incorporating

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Onwuegbuzie, Anthony J., and Kathleen M. T. Collins. "Reading Comprehension among Graduate Students." Psychological Reports 90, no. 3 (2002): 879–82. http://dx.doi.org/10.2466/pr0.2002.90.3.879.

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The present purpose was to examine graduate students' reading comprehension and reading vocabulary by comparing their scores on a standardized reading test with scores obtained by a large normative sample of undergraduates. Participants were 59 graduate students from various disciplines, enrolled in three sections of an introductory educational research course at a southeastern university. These students were administered the Nelson-Denny Reading Test–Form G. Analysis showed these students had higher scores on the reading comprehension portion than did the normative sample of 5,000 undergradua

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Hartog, Mary, Julie Haddock-Millar, Chris Rigby, and Doirean Wilson. "Developing diversity skills with university students." Human Resource Management International Digest 23, no. 5 (2015): 35–38. http://dx.doi.org/10.1108/hrmid-05-2015-0091.

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Purpose – Points up the importance of developing people in organizations to enhance diversity. Design/methodology/approach – Draws on two presentations to a conference on diversity at Middlesex University, London. Findings – Highlights the role mentoring can play, first to achieve access to graduate-employment opportunities in the public sector and secondly to enable people to work together effectively and harmoniously in teams with greater respect through awareness and appreciation of difference. Practical implications – Describes the public-sector diversity-mentoring scheme, the primary goal

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Dissertations / Theses on the topic "Duquesne University Graduate students"

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Gorman, Renee Lynn. "Are Montana University System graduate students satisfied?" Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/gorman/GormanR0805.pdf.

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Walls, Bethany M. "Becoming a chemist graduate students' perspectives on chemists and chemistry /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1233080675/.

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Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.

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Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar. The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distanc

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Almotawah, Wafaa. "The role of Kuwait university libraries in supporting graduate students' research." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15186/.

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Hunter, Maryke. "Postgraduate studies at the University of Stellenbosch : an exploration of students' perceptions." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53007.

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Thesis (MPhil)--University of Stellenbosch,2002.<br>ENGLISH ABSTRACT: Changing circumstances and new initiatives have made it necessary for Higher Education institutions to reflect on all aspects of their teaching portfolios. Recent global and national trends have had numerous implications for different aspects of the university as an entity, which in turn have important implications for teaching, and particularly postgraduate teaching. The need for greater transparency and efficiency is forcing universities into discussions around facing these challenges. The overarching aims of this

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Kim, Mi-Young. "Learning to be students again : second language socialization of graduate students in a Canadian university." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52852.

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This study reports on multiple qualitative case studies of five non-native English speaking (NNES) graduate students majoring in Teaching English as a Second Language (TESL) in an English-medium university in Canada. The students' academic discourse socialization experiences and the ways in which they negotiated and constructed their identities in this new context are highlighted as they navigate their first academic year in a graduate program in an English speaking context, as former teachers from an English as a foreign language context. Adopting a second language socialization framework (

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Dempsey, Alison. "Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.

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Orawan, Tanchareonrat Brickell John L. "Selected characteristics and academic achievement of international graduate students at Illinois State University." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901470.

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Thesis (Ph. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 20, 2005. Dissertation Committee: John L. Brickell (chair), Carolyn Z. Bartlett, Patricia H. Klass, JoAnn S. McCarthy, John R. McCarthy. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.

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Jiao, Xiaomin. "Factors influencing students' approaches to learning a case study of postgraduate students at a New Zealand university : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Auckland University of Technology 2005." Full thesis. Abstract, 2005.

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Mills, Caroline Curry. "Graduate students' perceptions of academic integrity policies, practices, observations, engagement, and seriousness of behaviors." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246559310/.

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Books on the topic "Duquesne University Graduate students"

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Simson, Helen. Graduate students' union housing survey report. The Committee, 1989.

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Studies, University of Ghana School of Graduate. Handbook for graduate studies. University of Ghana, Legon, School of Graduate Studies, 2003.

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Cairns, Sandra. Graduate liaison at the University of Guelph. Faculty of Graduate Studies, University of Guelph, 1991.

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Oregon State University. M.A.I.S. - Museum studies: A guidebook for graduate students, 1991. Oregon State University, 1991.

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University, Oregon State. M.A.I.S. - Museum studies: A guidebook for graduate students, 1991. Oregon State University, 1991.

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University, York. Not satisfied yet: Report of the task force on the status of women graduate students. York University, 1992.

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University, McGill. Graduates of McGill University, corrected to January 1890. Printed for the University by J. Lovell, 1992.

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Liang zai Hafo: Harvard University. Beijing da xue chu ban she, 2015.

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New York (State). Division of Audits and Accounts. State University of New York, graduate and teaching assistantship program. The Office, 1986.

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Lucas, Norah S. Edquila. Masters theses of graduate students, Central Mindanao University, 1965-1986: Abstract bibliography. University Library, Central Mindanao University, 1986.

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Book chapters on the topic "Duquesne University Graduate students"

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Harrison, Dianne M., and Susan Plowright. "The Lived Experiences of Graduate Students: Transforming University Education in an Online Space." In Educational Researchers and the Regional University. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6378-8_11.

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Dilek-Kayaoglu, Hülya. "Information-Seeking Behavior of Undergraduate, Graduate, and Doctoral Students: A Survey of Istanbul University, Turkey." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44412-2_12.

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Chandrasenan, Divya, Jaison Mammen, and Vaisakh Yesodharan. "Energy Literacy of University Graduate Students: A Multidimensional Assessment in Terms of Content Knowledge, Attitude and Behavior." In Proceedings of the 7th International Conference on Advances in Energy Research. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5955-6_83.

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Ming, Wu, and Hu Hui. "Data Literacy Education Design Based on Needs of Graduate Students in University of Chinese Academy of Sciences." In Communications in Computer and Information Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_17.

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Daniels-Mayes, Sheelagh. "Deconstructing and Embedding Cultural Competence in Initial Teacher Education: Responding to University Graduate Qualities for Undergraduate Students." In SpringerBriefs in Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5351-6_4.

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Kish, Maria H. Z. "Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment." In Advances in Information and Communication Technology Education. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-922-9.ch011.

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A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

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Fox, Marye Anne. "CHAPTER 4. Graduate Students: Too Many and Too Narrow?" In The American University. Cornell University Press, 2020. http://dx.doi.org/10.7591/9781501734199-007.

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Onen, David. "Cultivating Critical Thinking Amongst University Graduate Students." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch013.

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The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

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Onen, David. "Cultivating Critical Thinking Amongst University Graduate Students." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch057.

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The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

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Yang, Wei, and Xiaoli Jing. "Chinese Graduate Students at a Canadian University." In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5030-4.ch007.

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With the growing trend of globalization and internationalization of education, an increasing number of Chinese students choose to pursue higher education in Canada. In order to explore Chinese international students' academic challenges and coping strategies in Canadian universities, the authors conducted semi-structured interviews with 16 students studying graduate programs in one Canadian university. The findings reveal that Chinese graduate students encounter a number of academic challenges due to their limited English language proficiency, and the different educational norms and practices between China and Canada. By employing the theory of student agency as the theoretical framework, the study finds that Chinese graduate students possess the agency to cope with their academic challenges. The coping strategies can be grouped into two categories: the first category is to rely on students' personal improvement and the second category is to resort to external resources. The chapter concludes with implications for future research.

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Conference papers on the topic "Duquesne University Graduate students"

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Slamti, Karima, and Layla Ajrouh. "ONLINE GRADUATE DEGREES: PERCEPTIONS OF MOROCCAN UNIVERSITY STUDENTS." In International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909c033.

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Lubrica, Maria Azucena B., Joel V. Lubrica, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Views on Environmental Concerns of University Graduate Students." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479877.

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Rido, Akhyar. "English for University Graduate Employability: Students and Employers’ Voices." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.002.

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Polkova, K. A., and L. A. Prokopenko. "The student's health and the educational environment of the university." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-125.

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Berezutskaia, A. Iu. "On the use of smartphones by students at the university." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair S. V. Kalitin. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-99.

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling,

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Variant Anna, Nove E. "Information Sharing Through Social Network Sites by University Students in Indonesia." In International Post-Graduate Conference on Media and Communication. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007328002750278.

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AL-Motawah, Wafaa. "Information use and information behaviour of graduate students at Kuwait University." In iConference 2019. iSchools, 2019. http://dx.doi.org/10.21900/iconf.2019.103292.

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Amantay, Zhuldyz. "Soft-Skills Model Of University Graduate: Opinions Of Students And Teachers." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.4.

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Matveeva, N. V. "Strategies for conflict resolution by university students, taking into account their social status." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-145.

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Reports on the topic "Duquesne University Graduate students"

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Hosni, Mohammad, and Jefffrey Geuther. GNEP Readiness at Kansas State University---Direct Summer Internship Experience for Faculty, Graduate and Undergraduate Students. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1055670.

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Kinney, Diane. Graduate Projects Submission Form. Drexel University, 2021. http://dx.doi.org/10.17918/gradprojectssubmission.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to de

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