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Journal articles on the topic 'Duquesne University Graduate students'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

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 that verbal and written feedback to students has been inconsistent across clinical instructors (Dowling, 2001). Our University Clinic at Duquesne attempted to provide more formative and consistent feedback to students to improve clinical documentation skills. A “Grading Rubric for Clinical Documentation” developed at Duquesne's University Clinic identifies students' strengths and weaknesses in professional writing across three parameters: content, organization, and writing mechanics. Using this rubric, a “Clinical Documentation Checklist” was developed which provided a quantitative summary of performance. This checklist was given to students at various stages throughout their clinical practicum to provide quantitative information pertaining to writing skills in an effort to improve clinical documentation. In addition to this checklist, qualitative information was provided in the form of line-by-line edits and suggestions for modification of the document. Our goal was to provide both forms of information to assist students in understanding their strengths and weaknesses as they progress in their ability to document clinical encounters. This study found that most students benefitted from the verbal and written feedback provided by supervisors; however, the Documentation Checklist was also noted to be useful in improving clinical writing skills.
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2

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 immunosorbent assay, western blotting, receptor binding of radioligands, plasmid DNA amplification and purification, reverse transcriptase-polymerase chain reaction, gel electrophoresis, and UV-visible and fluorescence spectroscopy. The course also encompasses research aspects such as experimental design and record keeping, statistical analysis, and scientific writing. Students were evaluated via laboratory reports and examinations, and students in turn evaluated the course using a detailed exit survey. This course introduces the graduate student to many more techniques and approaches than can be provided by the traditional graduate “rotation” format alone and should serve as a template for graduate programs in many basic research disciplines.
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3

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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4

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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5

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 students perceive the following graduate-advisor characteristics to be most helpful: demonstrated care for students, accessibility, role models in professional and personal matters, individually tailored guidance, and proactive integration of students into the profession. Relative Emphasis: research, practice, theory
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6

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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7

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 other amenities.
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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 critical reflection into a graduate course on University Teaching at the University of Guelph. Strategies for effectively incorporating critical reflection are presented, based largely on Arsonson’s (2011) framework for teaching critical reflection and the outcomes of a workshop offered at the 2013 STLHE Conference. The strategies discussed have multi-disciplinary relevance, and can be broadly applied to improve how critical reflection is incorporated into post-secondary courses.
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9

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 undergraduate students from 38 institutions (Cohen d = .71). Also, the graduate students' scores on the reading vocabulary portion were higher ( d = .45).
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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 was to widen the pool of applicants to graduate-employment opportunities in the sector from ethnic minorities and working-class backgrounds. Social implications – Explains that, while respect is a common value shared by all, in one culture it may be experienced differently from in another and for teams to work harmoniously all members need to feel respected. Originality/value – Shows how diversity is the key to better relationships and the flourishing of human potential.
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Levin, John S., Audrey J. Jaeger, and Karen J. Haley. "Graduate student dissonance: Graduate students of color in a U. S. research university." Journal of Diversity in Higher Education 6, no. 4 (2013): 231–44. http://dx.doi.org/10.1037/a0034568.

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Aashish Singhal and Saurabh Gautam. "Graduate University Admission Predictor using Machine Learning." International Journal for Modern Trends in Science and Technology 6, no. 12 (2021): 474–78. http://dx.doi.org/10.46501/ijmtst061292.

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With the increase in the number of graduates who wish to pursue their education, it has become more challenging to get admission for the students in their dream university. Usually, newly graduate students are not knowledgeable of the requirements and the procedures of the postgraduate admission and might spent a considerable amount of money to get advice from consultancy organisations to help them identify their admission chances. Giving the limited number of universities that can be considered by a human consultant, however, this approach might be bias and inaccurate. Higher education in abroad universities generally means we have many options like Canada, USA, UK Germany, Italy, Australia etc. But we are focusing on only the students who want to do their Masters in America. Students who want to do masters in America have to write GRE (Graduate Records Examination) and TOEFL (Test of English as a Foreign Language). Once they have attended the exams they have to prepare their SOP (statement of purpose) and LOR(letter of recommendation) which are one of the crucial factors they have to consider. These LOR and SOP plays a vital role if the student was looking for any scholarship. Prospective graduate students always face a dilemma deciding universities of their choice while applying to master's programs. While there are a good number of predictors and consultancies that guide a student, they aren't always reliable since decision is made on the basis of select past admissions. So, with increasing demand of further education, one must not be confused in where to apply. Then the students have to choose the universities they want to study or apply, we cannot apply to all the universities that will lead to lot of application fees. Here comes the problem that the student doesn’t know to which university he might get admission. There are some online blogs which help in these matters but they are not that much accurate and don't consider all the factors and there are some consultancy offices which will take lot of our money and time and sometimes they will give some false information.so our goal is to develop a model which will tell the students their chance of admission into a respective university. This model should consider all the crucial factors which plays a vital role in student admission process and should have high accuracy.
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Chang, Nai-Cheng, and Jiin-Huai Perng. "Information Search Habits of Graduate Students at Tatung University." International Information & Library Review 33, no. 4 (2001): 341–46. http://dx.doi.org/10.1080/10572317.2001.10762557.

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Alqudsi-ghabra, Taghreed, and Elham Al-Dousari. "Graduate LIS Students' Attitude Toward University Libraries and Personnel." International Information & Library Review 51, no. 1 (2018): 9–18. http://dx.doi.org/10.1080/10572317.2018.1433416.

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15

HIYAMA, Takashi, and Mitsuyo KISHIDA. "Graduate School Action Scheme for Internationalization of University Students." Journal of JSEE 56, no. 3 (2008): 123–28. http://dx.doi.org/10.4307/jsee.56.3_123.

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Kathpalia, Sujata S., Kenneth K. W. Ong, and Alvin P. Leong. "Communication Needs of Science Graduate Students." RELC Journal 51, no. 2 (2019): 227–43. http://dx.doi.org/10.1177/0033688218822152.

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Graduate programmes in most universities are typically oriented towards training students to master their disciplinary studies and communication skills courses are often offered as add-on courses that rarely take into consideration students’ needs. The needs of graduate students can vary depending on their educational backgrounds and English language proficiency and as such, it is important to conduct a needs analysis to ensure that these courses cater to the needs of both proficient and less-proficient speakers of English. Using focus-group interviews, this study was conducted to examine the communication needs of local and international graduate students at a university in Singapore. More specifically, the objectives were to investigate the communication tasks prioritized by science graduate students, their communication needs and difficulties, as well as the help they would need through communication skills courses at the university. The findings suggest that the needs of the students vary depending on their proficiency in English. Those with higher proficiency aspire to master a repertoire of academic genres and higher-order language skills whereas those with lower proficiency require more help with lower-order language skills as well as more peer and professor support.
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17

Anglin, Leo W., John W. Davis, and Paul W. Mooradian. "DO TRANSFER STUDENTS GRADUATE? A COMPARATIVE STUDY OF TRANSFER STUDENTS AND NATIVE UNIVERSITY STUDENTS." Community College Journal of Research and Practice 19, no. 4 (1995): 321–30. http://dx.doi.org/10.1080/1066892950190404.

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18

Bloom, Brittnie E., Cierra Raine Sorin, Jennifer A. Wagman, and Laury Oaks. "Employees, Advisees, and Emerging Scholars: A Qualitative Analysis of Graduate Students' Roles and Experiences of Sexual Violence and Sexual Harassment on College Campuses." Sexuality & Culture 25, no. 5 (2021): 1653–72. http://dx.doi.org/10.1007/s12119-021-09841-w.

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AbstractSexual violence and sexual harassment (SVSH) are pervasive across university campuses. SVSH research rarely focuses on graduate students, who occupy unique positions within university settings due to their multiple responsibilities (e.g., teaching, research, mentoring), including managing unequal power dynamics with mentors and advisors. As part of a larger qualitative study, we sought to better understand SVSH generally and, when applicable, experiences of SVSH among graduate students on three campuses. Our primary research questions were: (a) How graduate students understand SVSH on their campus and whether they are at risk, (b) How graduate students navigate power dynamics that position them to experience SVSH, and (c) What graduate student-centered solutions and improvements can make campuses safer, more equitable spaces for all students. To answer these questions, we conducted 21 in-depth interviews and 8 focus group discussions with a diverse group of graduate students across various graduate programs. Using grounded theory and implementing student-centered approaches to data collection and analysis, we identified multiple themes, including graduate students’ uncertainty regarding SVSH on campus; and how power relations with faculty, combined with distrust of university processes, keep many graduate students silent about SVSH. Finally, employing graduate students’ suggestions, we offer recommendations for how universities can improve campus climate and SVSH resources for graduate students.
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Piccinn, Serge, and Michelle Picard. "Credit Courses on University Teaching for Graduate Students in Canadian Universities." Canadian Journal of Higher Education 24, no. 3 (1994): 58–70. http://dx.doi.org/10.47678/cjhe.v24i3.183255.

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The results of a national survey of credit courses on university teaching and learning for graduate students in Canadian universities are reported. Six universities offer these semester length credit courses. All of these courses are available to all graduate students, but limited resources severely restrict the numbers who can actually take the courses. Half of the credit courses are sponsored by faculties of graduate studies. A range of benefits of these courses and suggested factors to consider in initiating similar courses are noted.
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20

Antwi, Paul, Victoria De-Graft Adjei, Regina Nuako, and Bernice Ofosuhene S. Peasah. "Relevance of Counselling Services among Graduate Students at Kwame Nkrumah University of Science and Technology, (KNUST), Kumasi, Ghana." International Journal of Technology and Management Research 6, no. 2 (2021): 81–86. http://dx.doi.org/10.47127/ijtmr.v6i2.128.

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This is a study showcasing the utilization and knowledge of Counselling Services by Graduate Students at KNUST. The counselling Center of KNUST has been in existence over a decade and most of the clients that patronize its services are undergraduate students with few being Graduate Students. This paper was basically aimed at examining the level of awareness the KNUST Counselling Center, the services provided for members of the university community including graduate students and patronage of the services among Graduate students. There is minimal literature about studies done on Graduate students and counselling and there has not been such study to examine the impact of counselling among Graduate students in a university in Ghana. Therefore, it is hopedthat this study will lead to further studies among graduate students towards better ways of resolving their issues to improve their mental health. From the study, most Graduate students attest to the fact that Counselling is very important and some confirmed that they would recommend the KNUST-Counselling Center to other students. The services and benefits of the KNUST Counselling Center are described in this paper. Alternative ways for effective utilization of the services of the counselling center are explained to support graduate students to improve their mental heal while in school.
 
 Citation:De-Graft Adjei, V., Nuako, R. and Peasah, B. O. S. (2021). Relevance of Counselling Services among Graduate Students at Kwame Nkrumah University of Science and Technology, (KNUST), Kumasi, Ghana. International Journal of Technology and Management Research (IJTMR), Vol. 6 (2): Pp.81-86.
 Received: April 19, 2020Accepted: September 1, 2021
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21

Taylor, Kathryn, Emily White, Rachael Kaplan, and Colleen M. O’Rourke. "University: The Supervisory Process in Speech-Language Pathology: Graduate Students’ Perspective." Perspectives on Administration and Supervision 22, no. 2 (2012): 47–54. http://dx.doi.org/10.1044/aas22.2.47.

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Supervision is a critical component of graduate education in communication sciences and disorders. Students spend a large amount of time with their supervisors, who guide them through clinical experiences in graduate school. Thus, students believe certain supervisor characteristics may enhance or inhibit their success as a student clinician. This study investigated the opinions of graduate students about the supervisor behaviors and attributes that create a positive supervisory experience. Twenty-three students in the graduate Communication Disorders Program at Georgia State University completed a survey regarding their thoughts and opinions on the supervisory process. The results of the study indicated that students prefer supervisors who are knowledgeable and supportive and who create a collegial atmosphere for supervisory conferences. The results further suggested that supervisors should provide timely feedback to supervisees in a written or face-to-face form. The results of this study can be used to offer advice to clinical supervisors on the types of feedback and interpersonal characteristics that can maximize the student clinician's success.
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22

Bashir, Sakina, Khalid Mahmood, and Farzana Shafique. "Internet Use among University Students: A Survey in University of the Punjab, Lahore." Pakistan Journal of Information Management and Libraries 9 (2008): 35–51. http://dx.doi.org/10.47657/20089811.

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The paper presents the results of a survey of the undergraduate, graduate and post graduate students of the University of the Punjab, Lahore, Pakistan. The objective of the study was to explore the Internet use behavior of students. The results show that most of the students use this technology for course related reading and research needs. They are new users of the Internet. They use it at the University Library's Digital Lab Unit as well as their departments and homes. A large number of them have learnt to use the Internet tools by themselves, or relying on assistance from friends without attending any formal training programs. Ease of work and time saving are the reasons of Internet use among university students. Google as a search engine and Yahoo as an email service are the most popular among students. The paper recommends that the university authorities should arrange training programs for the students' Internet use.
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Peng, Xiao Jian, and Li Na Zhang. "Employment Expectation: Factor Influencing Graduate Employment." Advanced Materials Research 850-851 (December 2013): 1069–72. http://dx.doi.org/10.4028/www.scientific.net/amr.850-851.1069.

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Based on the 2013 session of the graduate survey data of the Economics and Management School of Nanchang University, this paper uses Logistic model to analyze the impact of employment expectation on undergraduate students. Evidence indicates that the employment expectation has a significant negative impact on the employment of university students, the higher the expectation of employment, the less satisfactory employment situation is. And the cognition factor plays a key role for the employment of university students, including the cognition on major, the competence cognition and the cognition on the employment situation.
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Yuasa, Etsuyo. "Pedagogical Linguistics Training for Graduate Students." Japanese Language and Literature 54, no. 2 (2020): 337–46. http://dx.doi.org/10.5195/jll.2020.126.

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This commentary tries to address how we can foster diversity and inclusion among peers and potential peers in Japanese-language education based on my experience with providing pedagogical linguistics training to graduate students at The Ohio State University. Pedagogical linguistics training aims to instill future Japanese-language instructors with the knowledge of how the Japanese language works and to foster their ability to incorporate such knowledge into teaching. I would like to propose that pedagogical linguistics training can be a powerful tool to help individual teachers achieve their potential regardless of their prior experiences and backgrounds. I will discuss 1) the importance of pedagogical linguistics training and how it empowers future Japanese-language; and 2) issues in pedagogical linguistics training.
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Ersoy-Kart, Müge, and Hayat Ebru Erdost. "UNEMPLOYMENT WORRIES AMONG TURKISH UNIVERSITY STUDENTS." Social Behavior and Personality: an international journal 36, no. 2 (2008): 275–88. http://dx.doi.org/10.2224/sbp.2008.36.2.275.

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The aim of the present study was to determine whether or not young university students are worried about being unemployed after graduation. Choice of field for university education influences unemployment worries and therefore we collected data from 287 university students from Ankara University who were studying social sciences or sciences. The results demonstrated that the level of concern about unemployment in students about to graduate is very high and education in sciences or social sciences influences how this phenomenon is handled. Congruence between our findings and the literature is discussed.
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Van Liew, H. D. "An initiation into teaching for graduate students." Advances in Physiology Education 257, no. 6 (1989): S3. http://dx.doi.org/10.1152/advances.1989.257.6.s3.

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The Physiology Department at State University of New York at Buffalo offers a one-credit course that is intended to improve communication skills and to foster a problem-solving approach to the teaching/learning process. In the course, students practice lecturing, prepare examination questions, and participate in discussions of various teaching problems.
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Helmers, K. F., D. Danoff, Y. Steinert, M. Leyton, and S. N. Young. "Stress and depressed mood in medical students, law students, and graduate students at McGill University." Academic Medicine 72, no. 8 (1997): 708–14. http://dx.doi.org/10.1097/00001888-199708000-00018.

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28

Miller, Rebekah S., Don Accamando, and Lee Wagner. "Collaboration between an Academic Library and Campus Partners to Connect with Military and Veteran Students." Pennsylvania Libraries: Research & Practice 5, no. 1 (2017): 35–41. http://dx.doi.org/10.5195/palrap.2017.145.

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Working with the Duquesne University School of Nursing and Office of Military and Veteran Students, Duquesne’s Gumberg Library used grant funds to purchase a collection of resources that address the social, economic, physical, and psychological issues veterans face in the transition to civilian and student life. The library collaborated with campus partners to select materials that fit the needs of students and faculty, and purchased approximately 170 new books, ebooks, DVDs, and streaming videos. As a result of the project the library also increased programming and outreach to veteran students on campus. This article discusses the methods used to select materials, the marketing efforts to promote the new collection, usage to date, and the library’s plans to further enhance veteran student engagement with both the library and the university.
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Frestedt, Joy L. "MENTORING WOMEN GRADUATE STUDENTS: EXPERIENCE OF THE COALITION OF WOMEN GRADUATE STUDENTS AT THE UNIVERSITY OF MINNESOTA, 1993-1995." Journal of Women and Minorities in Science and Engineering 2, no. 3 (1995): 151–70. http://dx.doi.org/10.1615/jwomenminorscieneng.v2.i3.30.

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Noprianto, Eko. "Factors Affecting Library Anxiety of Graduate School Students in Gadjah Mada University." Record and Library Journal 5, no. 2 (2019): 207. http://dx.doi.org/10.20473/rlj.v5-i2.2019.207-217.

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Background of Study: The library has an important role in supporting the process of education and research in a university. Students need a library as a place to study, discuss, work on assignments, or do research. But sometimes students who visit the library feel uncomfortable and confused about the condition they are facing that is usually known as library anxiety.Purpose: This study aims at identifying library anxiety among Graduate School Students in Gadjah Mada University, and examine several factors considered to affect library anxiety, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanical/technological, information retrieval, regulation, resources.Method: This is aquantitative deductive research, using a survey approach. The population were Graduate School Students at Gadjah Mada University, with a total sample of 60 students taken by purposive sampling technique. Data were collected using questionnaires. The data were analyzed using smartPLS 3.0.Finding: The results showed that 95% of Graduate School students at Gadjah Mada University experienced library anxiety. There are 8 factors that affecting library anxiety of Graduate School Students in Gadjah Mada University, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanic/technology, information retrieval, regulation, resources.Conclution: The library anxiety experienced by Graduate School students in Gadjah Mada University is 100% influenced by those 8 factors tested in this study.
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Katzman, Gayle M., and David P. Billington. "Space Structures at Princeton University." International Journal of Space Structures 17, no. 2-3 (2002): 219–26. http://dx.doi.org/10.1260/026635102320321879.

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Space structures at Princeton University are taught to undergraduate engineering, architecture and liberal arts students in a course called Structures and the Urban Environment. The course takes numerical, historical and aesthetic approaches to studying structures. It examines the relationship between form and forces through examples of modern structures like thin shell concrete roofs and space frames. Because the course is so popular, several teaching assistants help the lecturer. Many of these graduate students are also taking the course for the first time, thus acting as student and teacher, as well as researcher because graduate projects and theses become reference material for the course.
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Smadi, Rana Al, Khawla Alsaida, and Duha Aboud. "Graduate students' perceptionsof scientific research ethics in university of nizwa." International Journal of Current Advanced Research 6, no. 4 (2017): 3515–23. http://dx.doi.org/10.24327/ijcar.2017.3523.0306.

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Gibbs, David, Jennifer Boettcher, Jill Hollingsworth, and Heather Slania. "Assessing the Research Needs of Graduate Students at Georgetown University." Journal of Academic Librarianship 38, no. 5 (2012): 268–76. http://dx.doi.org/10.1016/j.acalib.2012.07.002.

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Vander Kloet, Marie, and Erin Aspenlieder. "Educational development for responsible graduate students in the neoliberal university." Critical Studies in Education 54, no. 3 (2013): 286–98. http://dx.doi.org/10.1080/17508487.2013.826706.

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Raspet, Richard. "Preparing University of Mississippi graduate students for careers in acoustics." Journal of the Acoustical Society of America 137, no. 4 (2015): 2316. http://dx.doi.org/10.1121/1.4920455.

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Harkness, W. L., and J. L. Rosenberger. "Training Graduate Students at Penn State University in Teaching Statistics." American Statistician 59, no. 1 (2005): 11–13. http://dx.doi.org/10.1198/000313005x24156.

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37

Bennett, Dawn, Elizabeth Knight, and Kenton Bell. "Graduate employability and the career thinking of university STEMM students." Teaching in Higher Education 25, no. 6 (2020): 750–65. http://dx.doi.org/10.1080/13562517.2020.1759529.

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38

Jančaříková, Renata, Renata Povolná, Olga Dontcheva-Navratilová, Světlana Hanušová, and Martin Němec. "AN ACADEMIC WRITING NEEDS ANALYSIS OF CZECH UNIVERSITY GRADUATE STUDENTS." Discourse and Interaction 13, no. 1 (2020): 42–66. http://dx.doi.org/10.5817/di2020-1-42.

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The present paper presents the results of a needs analysis conducted among Czech students involved in a Master’s degree programme English Language Teacher Education. The aim was to identify their academic writing needs on the basis of a needs analysis questionnaire and a linguistic analysis of their written discourse in order to find out whether there are divergences between their ‘wants’ and ‘lacks’ (Hutchinson & Waters 1987). The results indicate that the students’ previous tuition at Bachelor’s level focused primarily on lexico-grammatical features of academic style such as text organizing devices, academic vocabulary, grammatical structures and citation styles. However, other areas essential to writing a successful Master’s thesis, such as evaluation and interpretation of results, conveying personal viewpoints and communicating with the reader or acknowledging research limitations, were ascribed a somewhat lower importance by the students, suggesting the existence of a divergence between the students’ ‘wants’ and ‘lacks’. The findings concerning the students’ perception of the writing process also concur with the finding of the authors’ previous research (Dontcheva et al. 2020) into the Theme zone in Czech students’ Master’s theses, which has indicated that Czech Master’s students tend tooveruse textual Themes expressed by linkers and underuse interpersonal Themes realised by stance devices.
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Al‐Muomen, Nujoud, Anne Morris, and Sally Maynard. "Modelling information‐seeking behaviour of graduate students at Kuwait University." Journal of Documentation 68, no. 4 (2012): 430–59. http://dx.doi.org/10.1108/00220411211239057.

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40

Banou, Christina, Petros A. Kostagiolas, and Anna‐Maria Olenoglou. "The reading behavioural patterns of the Ionian University graduate students." Library Management 29, no. 6/7 (2008): 489–503. http://dx.doi.org/10.1108/01435120810894518.

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41

Inoue, Yukiko. "The University Student's Preference for Learning by Computer-Assisted Instruction." Journal of Educational Technology Systems 28, no. 3 (2000): 277–85. http://dx.doi.org/10.2190/a0x5-dldm-urvt-vpht.

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This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.
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Company Almagro, Rebeca. "“I just want to graduate!”." BELT - Brazilian English Language Teaching Journal 12, no. 1 (2021): e39800. http://dx.doi.org/10.15448/2178-3640.2021.1.39800.

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Motivating L2 students is challenging. Most learners are not interested in the language and must be reassured that learning a new language is beneficial and worth the effort (Krashen, 2015). L2 students are more likely to be successful when highly motivated (Schütz, 1998), which can be achieved with fun and engaging material. Games are one of the most motivating techniques when introduced properly (McCallum, 1980). They create a relaxed challenging atmosphere of healthy competition that increases students’ desire of self improvement and makes them forget the anxiety that is usually associated with language lessons (Schumann 1994; Constantinescu, 2012; Gozcu & Caganaga, 2016). The link between motivation and acquisition is positive especially when motivation is intrinsic (Tremblay & Gardner, 1995). However, getting students’ interest is more difficult when their motivation is instrumental. This is the case of Gardner-Webb University students, who are required to take a language course in order to graduate. Motivating these students is harder when the target is culture. Culture has been traditionally taught with old-fashioned teacher-centered activities, but new technologies enable the development of effective and stimulating material (Dema & Moeller, 2012). The present paper focuses on a series of technology-based games addressing culture. The activities were used to increase the motivation of American university students learning Spanish as a L2 at Gardner-Webb University (North Carolina). The experience was designed by a team of Fulbright fellows to be implemented in their Spanish labs as part of the celebration of two Cultural Weeks during the first semester.
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Newman, Steven E., and Susan H. Ellsbury. "Increasing Library Skills of Horticulture Students." HortTechnology 1, no. 1 (1991): 126–28. http://dx.doi.org/10.21273/horttech.1.1.126.

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A library skills workbook was developed for horticulture students to provide them with instruction in the use of bibliographic research materials and services available to them from the university library system. The effectiveness of the library skills workbook was tested by comparing pre- and post-test scores of undergraduate and graduate students. International and national graduate students were compared. Graduate students scored higher on the pre-test than did undergraduates. Students from the United States scored higher than Asian students, but not higher than Latin American students. Students' knowledge of the library collection and layout were improved 21.3%; however, undergraduate students' knowledge increased 13% more than that of graduate students.
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Megariani, Yeskha Martika, Nadia Aprilia Listyantari, and Barli Bram. "Mispronunciations in Graduate Students’ Presentation Projects." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 1 (2020): 56. http://dx.doi.org/10.31002/metathesis.v4i1.1879.

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<p class="AbstractText"><span lang="EN-GB">This paper explored the mispronunciations produced by Indonesian graduate students in their presentation projects. The data were collected from presentation projects of 11 graduate students of the English Education Master’s Program of Sanata Dharma University. The researchers used a document analysis as a technique to analyze the data. Results showed that 89 mispronunciations existed in the presentation projects. The mispronunciations were categorized into three types of errors, namely: 26 mispronunciations belonged to the first type, the problems in the pronunciation of non-native sound; 36 mispronunciations belonged to the second type, the carry-over of pronunciation regularities from the mother tongue (L1); and 27 mispronunciations belonged to the third type, the overgeneralizations of target language (L2) regularities. It is expected that the findings can become a stepping stone for graduate students to improve their English pronunciation.</span></p>
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Varadarajan, Janani, Abigail M. Brown, and Roger Chalkley. "Biomedical graduate student experiences during the COVID-19 university closure." PLOS ONE 16, no. 9 (2021): e0256687. http://dx.doi.org/10.1371/journal.pone.0256687.

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COVID-19-associated university closures moved classes online and interrupted ongoing research in universities throughout the US. In Vanderbilt University, first year biomedical sciences PhD students were in the middle of their spring semester coursework and in the process of identifying a thesis research lab, while senior students who had already completed the first year were at various stages of their graduate training and were working on their thesis research projects. To learn how the university closure and resulting interruptions impacted our students’ learning and well-being, we administered two surveys, one to the first year students and the other to the senior students. Our main findings show that the university closure negatively impacted the overall psychological health of about one-third of the survey respondents, time management was the aspect of remote learning that caused the highest stress for close to 50% of the students, and interaction with their peers and in-person discussions were the aspects of on-campus learning that students missed the most during the remote learning period. Additionally, survey responses also show that students experienced positive outcomes as a result of remote learning that included spending increased time on additional learning interests, with family, on self-care, and for dissertation or manuscript writing. Though a variety of supportive resources are already available to students in our institution, results from our survey suggest enhancing these measures and identifying new ones targeted to addressing the academic and emotional needs of PhD students would be beneficial. Such support measures may be appropriate for students in other institutions as well.
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Aspenlieder, Erin, and Marie Vander Kloet. "Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment." Canadian Journal of Higher Education 44, no. 3 (2014): 20–38. http://dx.doi.org/10.47678/cjhe.v44i3.186036.

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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 educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.
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ElAtia, Samira, Donald Ipperciel, Osmar Zaiane, Behdad Bakhshinategh, and Patrick Thibaudeau. "Graduate Attributes Assessment Program." International Journal of Information and Learning Technology 38, no. 1 (2020): 117–34. http://dx.doi.org/10.1108/ijilt-03-2020-0025.

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PurposeIn this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ----developed a formative model of assessment centered on students and instructor interaction with course content.Design/methodology/approachThe paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project.FindingsThe online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers.Research limitations/implicationsThis research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining,Practical implicationsThe GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education.Social implicationsThe GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would advance society and citizenship.Originality/valueTo date, the GAAP is the first online interactive platform that has been developed to longitudinally assess the acquisition of GAs during a complete academic cycle/cohort. It provides a unique space where students and instructors interact with assessment scales and with concrete data for a complete university experience profile.
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48

Sarker, Najnin, Md Alamgir Hossain, and M. M. Moniruzzaman. "Personality and Political Disengagement of University Students." International Journal of Scientific & Engineering Research 12, no. 2 (2021): 661–66. http://dx.doi.org/10.14299/ijser.2021.02.05.

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The present study was designed to investigate the relationship between political disengagement and personality traits of the students. Another goal of the study is to determine the significant differences between political disengagement and personality traits in terms of gender, nature of residence, faculty, study year and socio-economic status. To conduct this study, data were collected from 200 undergraduate and graduate students of the University of Chittagong. Two questionnaires were used to collect information from the participants.
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Pakhomov, Olexandr. "Dnipropetrovsk National University named after Oles’ Gonchar." Acta Agraria Debreceniensis, no. 38 (November 3, 2010): 9–13. http://dx.doi.org/10.34101/actaagrar/38/2753.

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The Dnipropetrovsk National University is a multi-profile educational and scientific complex, where 16 faculties, the faculty of continuing education, the faculty of correspondence and distance education, post-graduate courses, doctorate, three scientific research institutes, 107 sub-faculties (departments) function, where about 1300 teachers including 150 Doctors of Science, professors and about 700 Candidates of Science, associate professors. In Dnipropetrovsk National University 15,000 students study majoring in 64 fields of knowledge and also foreign students and post-graduate students from more than 20 countries of the world study there. The educational and scientific process at the university correspond to the highest levels of the home and world standards.
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Phillips, Travis D., Warren C. Couvillion, Zoel W. Daughtrey, and Daryl V. Burckel. "Designing Graduate Education For Agribusiness Students." Journal of Agricultural and Applied Economics 24, no. 1 (1992): 27–30. http://dx.doi.org/10.1017/s0081305200025899.

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AbstractFor several years, universities in the U.S. have been struggling with defining and refining undergraduate and graduate agribusiness education programs. With the release of the recommendations of the National Agribusiness Education Commission, the search for the key ingredients of a Masters-level program has intensified.Mississippi State University has been among those universities attempting to define the parameters of a “cutting edge” agribusiness program. Faculty interest within the College of Business and Industry and the Agricultural Economics Department to develop a joint program has precipitated intensive efforts to achieve this goal. A nationally recognized agribusiness group of six academic leaders served as a Cooperative State Research Service team to assess the University's potential, using the concept of an agribusiness institute as an integrating and management vehicle. Efforts in this direction have been aided by a USDA planning grant now moving into its second year. A survey of Mid-South agribusiness leaders indicates the interest of the industry in the development of the program. The final step is to address the logistical details required to convert the current Master of Agribusiness Management in the Department of Agricultural Economics to a jointly administered program of study.
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