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Relevant bibliographies by topics / Graduate research

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Academic literature on the topic 'Graduate research'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Graduate research"

1

Sawalinar, Sawalinar, and Malta Nelisa. "Penelusuran Informasi Rekam Jejak Alumni Program Studi Informasi, Perpustakaan, dan Kearsipan Universitas Negeri Padang." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (October 29, 2019): 534. http://dx.doi.org/10.24036/107485-0934.

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Abstract This study aims to determine (1) the profile of the graduate, (2) the absorption of graduate in the world of work, (3) the use of knowledge gained by the graduate in the work, (4) the assessment of stakeholders on the ability of graduate. This study uses a descriptive method with a quantitative approach. Data collection uses research instruments. The population in this study was Graduate from the major of Information, Library, and Archives of Padang State University (PS IPK UNP). The sample in this study amounted to 105 graduates who returned the instrument. The results showed, First, the profile of Graduate PS IPK UNP was dominated by female graduates. Most of the graduates are graduates who graduated in 2018. Judging from the length of the study period, the average graduate has a length of the study period of 3 years. Second, the absorption of graduates in the workforce is quite high, with most graduates stating that they are currently working with the time needed to get the job <3 months. Third, the use of knowledge obtained by a graduate at the PS IPK UNP in employment is very high. The science that has a very high level of wear is fieldwork learning, technology mastery skills, and the ability to cooperate in teams. Fourth, the assessment of graduate users (stakeholders) on the ability to graduate in the work world has also been good. The ability of the graduate to be considered good by graduate users (stakeholders) is integrity, expertise based on the fields of science, mastery of information technology, and teamwork.Keywords: Information retrieval, graduate, tracer study

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Yoonmi Choi, 홍윤경, 남창우, and Minseong KIm. "Understanding Research Competence at Graduate Level: Different Conceptions from Graduate Students, Graduates, and Professors." Asian Journal of Education 11, no. 2 (June 2010): 1–27. http://dx.doi.org/10.15753/aje.2010.11.2.001.

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Tomlinson, Michael. "Forms of graduate capital and their relationship to graduate employability." Education + Training 59, no. 4 (April 10, 2017): 338–52. http://dx.doi.org/10.1108/et-05-2016-0090.

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Purpose In the context of far-reaching changes in higher education and the labour market, there has been extensive discussion on what constitutes graduate employability and what shapes graduates’ labour market outcomes. Many of these discussions are based on skills-centred approaches and related supply-side logic. The purpose of this paper is to develop an alternative, relational conceptualisation of employability based on the concept of capitals. It discusses how this provides a more detailed and multi-dimensional account of the resources graduates draw upon when transitioning to the labour market. Design/methodology/approach The paper presents a new model on graduate employability, linked to five areas of capital which are seen as constitutive of graduates’ employability and significant to their transitions to the labour market. The paper draws together existing conceptual approaches and research studies to illustrate the different features of the model and how they relate to graduate employability. It also discusses some practical implications for those helping to facilitate graduates’ transitions to the job market. Findings The paper argues that the graduate capital model presents a new way of understanding graduate employability which addresses the challenges of facilitating graduates’ transitions and early career management. The forms of capital outlined are conceived as key resources that confer benefits and advantages onto individuals. These resources encompass a range of human, social, cultural, identity and psycho-social dimensions and are acquired through graduates’ formal and informal experiences. Research limitations/implications Whilst this is a conceptual model, it has potentially strong implications for future research in this area in terms of further research exploration on the core components and their application in the labour market. Practical implications This re-conceptualization of graduate employability has significant implication for graduates’ career management and strategising in developing resources for enhancing their transitions to and progression within the labour market. It also has implications for career educators in developing practical employability strategies that can be used within institutional settings. Social implications The paper raises salient implications for the effective and equitable management of graduate outcomes post-graduation which has clear relevance for all stakeholders in graduate employability, including students/graduates, career educators and employers. Originality/value The paper develops a new model for conceptualising graduate employability and illustrates and applies this to discussion of graduate employability. It also raises practical applications around the different components of the model.

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Belwal, Rakesh, Pushpendra Priyadarshi, and Mariam Humaid Al Fazari. "Graduate attributes and employability skills." International Journal of Educational Management 31, no. 6 (August 14, 2017): 814–27. http://dx.doi.org/10.1108/ijem-05-2016-0122.

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Purpose Supply and demand characteristics, influenced by the pre- and post-oil economy of Oman, have caused unemployment challenges to Omani graduates. The purpose of this paper is to explore the most common graduate attributes as they apply to graduates’ employability in Oman. Design/methodology/approach The study uses the principles of “hypotheticodeductive logic” and inferential analysis using a combination of focus group and survey approach. Using an online mode of data collection targeting the past three cohorts of graduates from a prominent University in Oman, the study analyses and presents several insights into graduate attributes and employability issues. Findings The research finds that the domain of educational institutions in Oman is mainly restricted to the basic generic skills in developing the graduate attributes. Students’ perspectives on employers’ selection criteria reveal that computing skills, the ability to work in teams, English language proficiency, prior training, and the graduate’s personality are the five most significant employability skills in Oman. Currently, there is little interaction among higher educational institutions, alumni, and industry in Oman for boosting the employability of graduates. Practical implications The study is highly relevant from the policy perspective in Oman. All the stakeholders in Oman need to come together to define employability skills prudently by expanding the domain beyond generic skills. Originality/value The study is important in the context of Oman due to a shortage of studies that look at the graduate attributes from the lens of employability besides addressing concerns about unemployment.

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Pyrhönen, Veli-Pekka, Sonja Niiranen, and Eila Pajarre. "Newly graduate engineers’ development of expertise and personal competencies." Információs Társadalom 20, no. 2 (October 20, 2020): 70. http://dx.doi.org/10.22503/inftars.xx.2020.2.5.

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This paper investigates importance and development of expertise and personal competencies of newly graduated engineers according to academic staff members, industrial employers and the graduated engineers themselves. The aim was to discover how graduated engineers perceive the importance of competencies at the time of graduation, and how various competencies have developed during their studies. For such purposes, a national-wide graduate survey was adopted as a basis for research. The results show that engineering degree programmes highlight theoretical foundation rather than generic competencies, whereas industrial employers favor personal competencies and attitudinal factors. Furthermore, according to graduates’ ratings, some competencies have developed more than appears to be necessary at the beginning of their career. These competencies were the most valued in degree programmes. Similarly, some competencies that were least valued in degree programmes were part of the least developed competencies in studies, but also part of the most important competencies for graduates.

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Sacchanand, Dr Chutima. "Graduate Research and Development." Khon Kaen University Journal (Graduate Studies) 11, no. 4 (October 1, 2011): 1–8. http://dx.doi.org/10.5481/kkujgs.2011.11.4.1.

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Walle, Alf H. "Graduate education and research." Annals of Tourism Research 24, no. 3 (January 1997): 754–56. http://dx.doi.org/10.1016/s0160-7383(97)82462-0.

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Mohd Meerah, T. Subahan, and Lilia Halim. "Graduate Information Research Skills." International Journal of Learning: Annual Review 18, no. 10 (2012): 91–100. http://dx.doi.org/10.18848/1447-9494/cgp/v18i10/47766.

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Meharry, Pamela. "Editorial: Graduate Nursing Research." Rwanda Journal of Medicine and Health Sciences 2, no. 2 (May 27, 2019): 85. http://dx.doi.org/10.4314/rjmhs.v2i2.2.

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Conley, John P., and Ali Sina Önder. "The Research Productivity of New PhDs in Economics: The Surprisingly High Non-Success of the Successful." Journal of Economic Perspectives 28, no. 3 (August 1, 2014): 205–16. http://dx.doi.org/10.1257/jep.28.3.205.

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We study the research productivity of new graduates from North American PhD programs in economics from 1986 to 2000. We find that research productivity drops off very quickly with class rank at all departments, and that the rank of the graduate departments themselves provides a surprisingly poor prediction of future research success. For example, at the top ten departments as a group, the median graduate has fewer than 0.03 American Economic Review (AER)–equivalent publications at year six after graduation, an untenurable record almost anywhere. We also find that PhD graduates of equal percentile rank from certain lower-ranked departments have stronger publication records than their counterparts at higher-ranked departments. In our data, for example, Carnegie Mellon's graduates at the 85th percentile of year-six research productivity outperform 85th percentile graduates of the University of Chicago, the University of Pennsylvania, Stanford, and Berkeley. These results suggest that even the top departments are not doing a very good job of training the great majority of their students to be successful research economists. Hiring committees may find these results helpful when trying to balance class rank and place of graduate in evaluating job candidates, and current graduate students may wish to re-evaluate their academic strategies in light of these findings.

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Dissertations / Theses on the topic "Graduate research"

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Cole, Christopher John. "Research in Information Technology: Analysis of Existing Graduate Research." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3184.pdf.

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Proctor-Williams, Kerry, Jessica Fitzpatrick, Nicole Vaughn, Jessica Qualls, and Angelica Wiggins. "Graduate Student Research Projects: A Path for Productive Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1839.

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Saddler, Tonya N. "Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27615.

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One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs). Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process. There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.
Ph. D.

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Doucette, Wendy C. "Developing a Comprehensive Suite of Graduate-Level Research Support." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5365.

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Graduate students are the largest-growing group at East Tennessee State University. While it is easy to assume that graduates have mastered the basics of searching and conducting research, this assumption is largely unfounded. Whether they did learn these skills as undergraduates or not, graduates are rarely prepared for the project management challenge of undertaking the biggest research assignment of their lives. Graduate students often have additional stressors not faced by undergraduates: established careers, families, and greater financial responsibilities. Conceived during Summer 2015 and rolled out as an ongoing series in Fall 2015, the Graduate Student Workshops offered by the Sherrod Library provide instruction in the following areas: scholarly research, papers, and publishing; comprehensive project management; academic searching; APA style; citation management; and establishing a professional identity. As the program coordinator, the Graduate Services Librarian will discuss the origination of the program, from its inception in ETSU’s Graduate Thesis and Dissertation Boot Camp to its growth as a full-fledged series. Creating new relationships, leveraging partnerships with other faculty and departments, and organizing and marketing these services are critical to program success. Scheduling, logistics, costs, and assessment will also be discussed. After the program and discussion, attendees should be able to: recognize the significant function librarians can provide to graduate student research support convey the value of formal, targeted intervention to graduate students and campus administrators create offerings to support their own graduate students

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Veeramah, Rangasamy Ven. "Utilisation of research findings by graduate nurses and midwives and their attitude towards research." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6331/.

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The aim of this study was to assess the impact of research education on the attitudes toward research and use of research findings in practice in a sample of graduate nurses and midwives. It also examined how nurse and midwifery teachers could work collaboratively with clinical staff to enhance their use of research evidence to inform their practice. The main barriers to research utilisation and strategies that could facilitate the use of research findings in nursing and midwifery practice were also explored. The project was carried out in three phases and aspects of the theory of diffusion of innovation and the theory of planned behaviour were used as the theoretical framework to inform data collection. For the first phase, a cross-sectional survey using a self-completed postal questionnaire was sent to 340 graduates. A response rate of 56% was obtained. A large number stated that following graduation, their search and critical appraisal skills had improved, expressed positive attitudes towards research and reported using research findings in practice. The second phase explored further the extent of research utilisation. Semi-structured interviews were conducted with 10 respondents from a range of specialities. All participants claimed that they used research findings to a large extent and provided examples to support their answers. The third phase, using a structured questionnaire, explored strategies that nurse and midwifery teachers could use to help nurses and midwives to improve their use of research findings. Forty link teachers and 62 clinical managers took part. Effective strategies identified included enabling clinical staff to access and critique research papers; run research workshops on site; set up journal clubs or research interest groups and undertake joint research projects.

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Kardell, Lisa. "Graduate thesis advisors a directory of research interests and expertise /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kardelll.pdf.

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Kiersma, Mary E., Nicholas E. Hagemeier, Aleda M. H. Chen, Brittany Melton, Marwa Noureldin, and Kimberly S. Plake. "A Graduate Student Mentoring Program to Develop Interest in Research." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1468.

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Objective. To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring. Methods. Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their perceptions about themselves as mentors and their confidence in mentoring. Results. Although there were no significant differences among the mentees’ perceptions of research or the mentors’ confidence in mentoring, qualitative analysis indicated that the mentees’ perceptions of research improved and that the mentors believed their mentoring skills improved. Conclusions. Based on the results of the qualitative analysis, implementing a graduate student mentoring program may help improve students’ perceptions of research and graduate students’ confidence in mentoring, which could increase student interest in postgraduate education and prepare mentors for future leadership roles.

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Crede, Erin Dawne. "Organization and Retention in Research Groups in Graduate Engineering Departments." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77986.

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The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings. In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor. During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments. In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in predicting students' responses regarding their intention to complete their degree, including: expectations, climate, organization, project ownership, perception of value, and individual preferences. Taken together these constructs were able to explain 28 percent of the variation in student responses. Additionally, all six constructs showed significant differences with respect to a respondent's country or region or origin. These results are discussed in light of the implications for faculty members advising similarly diverse groups of students. In combination, these three studies represent a sequential exploratory mixed methods approach in which ethnographically guided observations and interviews were integrated into a quantitative instrument. Results of this study can be used to inform the organization and management of internationally diverse research groups to foster student development and ultimately increase retention.
Ph. D.

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O'Donnell, James M., Sridhar Anand, Stacy D. Brown, Kevin T. Fuji, R. Kiplin Guy, Marina Kawaguchi-Suzuki, Kathryn E. Meier, et al. "Report of the 2018-2019 Research and Graduate Affairs Committee." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.5688/ajpe7595.

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The 2018-2019 Research and Graduate Affairs Committee (RGAC) was charged with critically evaluating the leadership development support necessary for pharmacy researchers, including postdoctoral trainees, to develop the skills needed to build and sustain successful research programs and analyzing how well those needs are being met by existing programs both within AACP and at other organizations. The RGAC identified a set of skills that could reasonably be expected to provide the necessary foundation to successfully lead a research team and mapped these skills to the six domains of graduate education in the pharmaceutical sciences established by the 2016-2017 RGAC (Table 1). In addition, the RGAC identified competency in team science and the bench-to-bedside-to-beyond translational spectrum as being critical elements of research leadership. The universality of these skills and their value prompted the RGAC to make two related recommendations to AACP

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Coleman, Todd L. Stonecipher Jerry. "A comparison of the Air Force Institute Of Technology and civilian institutions graduate logistics curricula graduate research project /." Wright-Patterson AFB, Ohio : Air Force Institute of Technology, 2006. http://handle.dtic.mil/100.2/ADA468995.

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Thesis (M.S. )--Air Force Institute of Technology, 2006.
"June 2006." "In Partial Fulfillment of the Requirements for the degree of Master of Logistics Management." Title from title page of PDF file ; viewed: Nov. 28, 2007. Includes bibliographical references (p. 39-43). Includes bibliographical references and index.

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Books on the topic "Graduate research"

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Danielis, Linda. Graduate research. Newcastle upon Tyne: University of Northumbria, 1999.

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Smith, Robert V. Graduate Research. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5.

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Balian, Edward S. The graduate research guidebook. Encinitas, California: Silver Sky Publishing, 2011.

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Planning your post graduate research. New York, NY: Palgrave Macmillan, 2015.

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Widdows, Janet. Post-graduate study and research. Manchester: AGCAS, 2001.

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Human Sciences Research Council. Science and Skills Development Research Programme, ed. Higher education and work: Setting a new research agenda. Cape Town, South Africa: Human Sciences Research Council, 2006.

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Graduate Leisure Research Symposium (5th 1997 University of Waterloo). Emerging trends in graduate recreation research: 5th annual Graduate Leisure Research Symposium 1997 proceedings. [Waterloo, Ont.]: University of Waterloo, 1997.

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A practical guide to graduate research. New York: McGraw-Hill, 1985.

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Technology, Great Britain Parliament House of Lords Select Committee on Science and. Academic research careers for graduate scientists: Report. London: HMSO, 1995.

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S, Balian Edward, ed. The graduate research guidebook: A practical approach to doctoral/masters research. 3rd ed. Lanham [Md.]: University Press of America, 1994.

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Book chapters on the topic "Graduate research"

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Badiru, Adedeji B. "Graduate research planning." In Project Management for Research, 54–69. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_4.

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Badiru, Adedeji B. "Graduate research management." In Project Management for Research, 70–88. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_5.

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Smith, Robert V. "Principles of Scientific Research." In Graduate Research, 55–78. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_5.

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Smith, Robert V. "Attitudes, Commitments, and Creativity." In Graduate Research, 9–21. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_2.

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Smith, Robert V. "Making Choices." In Graduate Research, 23–42. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_3.

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Smith, Robert V. "Time Management." In Graduate Research, 43–53. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_4.

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Smith, Robert V. "Ethics and the Scientist." In Graduate Research, 79–93. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_6.

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Smith, Robert V. "Library and Literature Work." In Graduate Research, 95–120. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_7.

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Smith, Robert V. "Writing Skills." In Graduate Research, 121–54. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_8.

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Smith, Robert V. "Preparing Theses and Dissertations." In Graduate Research, 155–69. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_9.

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Conference papers on the topic "Graduate research"

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Foster, Nate. "You and your graduate research." In the Programming Languages Mentoring Workshop. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2792434.2792436.

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Sun, Jing, Van-Nam Huynh, Yoshiteru Nakamori, Jianguo Wu, Jing Tian, and Jianwen Xiang. "Knowledge Management in Graduate Research." In 2017 IEEE International Conference on Software Quality, Reliability and Security Companion (QRS-C). IEEE, 2017. http://dx.doi.org/10.1109/qrs-c.2017.83.

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"Graduate education quality evaluation research." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.074.

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Halpin, Daniel W. "CEM Graduate Education—Pros and Cons." In Construction Research Congress 2003. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40671(2003)55.

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Sobel, Ann E. Kelley, and Mario Guimaraes. "Current issues in graduate student research." In The proceedings of the thirtieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299649.299807.

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Singh, Chandralekha, and Alexandru Maries. "Core graduate courses: A missed learning opportunity?" In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789732.

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Chamis, Christos C. "NASA Lewis Research Center/University Graduate Research Program on Engine Structures." In ASME 1985 International Gas Turbine Conference and Exhibit. American Society of Mechanical Engineers, 1985. http://dx.doi.org/10.1115/85-gt-159.

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NASA Lewis Research Center established a graduate research program in support of the Engine Structures Research activities. This graduate research program focuses mainly on structural and dynamics analyses, computational mechanics, mechanics of composites and structural optimization. The broad objectives of the program, the specific program, the participating universities and the program status are briefly described.

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Argollo, Eduardo, Mauricio Hanzich, Diego Mostaccio, Germán Bianchini, Paula Fritzsche, Ferran Bonàs, Emilio Luque, Juan Carlos Moure, and Dolores Rexachs. "Graduate students learning strategies through research collaboration." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008095.

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Edwards, Donald M., and Ajit K. Srivastava. "Industry Sponsored Research on the Graduate Level." In 2nd Annual Agricultural Machinery Conference. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1986. http://dx.doi.org/10.4271/861468.

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Johnson, Jeffrey. "National Science Foundation Graduate Research Fellowship Program." In the 33rd SIGCSE technical symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/563340.563423.

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Reports on the topic "Graduate research"

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Varaiya, P. P. Graduate Research Fellowships. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada200525.

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Flemming, Michael A. Independent Research Graduate Paper,. Fort Belvoir, VA: Defense Technical Information Center, October 1995. http://dx.doi.org/10.21236/ada301007.

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Jarosz, Jeffrey P. Office of Naval Research Graduate Fellowship Program. Fort Belvoir, VA: Defense Technical Information Center, July 1994. http://dx.doi.org/10.21236/ada282935.

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Duda, Timothy F. Graduate Research Training in Coastal Oceanography and Mixing. Fort Belvoir, VA: Defense Technical Information Center, March 1999. http://dx.doi.org/10.21236/ada361119.

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Mungal, M. G. Support for Graduate Research in Supersonic Reacting Flows. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada354071.

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Moore, Gary. Summer Research Program - 1996 Graduate Student Research Program. Volume 10A, Wright Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada386888.

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Moore, Gary. Summer Research Program - 1997 Graduate Student Research Program. Volume 9, Rome Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada386902.

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Moore, Gary. Summer Research Program - 1996 Graduate Student Research Program. Volume 7B, Armstrong Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada386933.

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Moore, Gary. Summer Research Program - 1996 Graduate Student Research Program. Volume 9, Rome Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada387020.

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Moore, Gary. Summer Research Program - 1996 Graduate Student Research Program. Volume 7A, Armstrong Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1996. http://dx.doi.org/10.21236/ada387023.

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