Relevant bibliographies by topics / Graduate School Experiences

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Graduate School Experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Graduate School Experiences"

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Cambria, Jenna. "Navigating Graduate School." International Journal of Adult Vocational Education and Technology 6, no. 4 (2015): 12–18. http://dx.doi.org/10.4018/ijavet.2015100102.

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Beginning graduate school can be an exciting experience; however, given the new social and intellectual experiences, there will be unique challenges that arise during your graduate program. Within this article, the author shares what was useful, helpful suggestions others have offered her, and pieces of advice she wishes she knew going in. In the author's experience, her lessons learned in graduate school fall under five main categories. These include planning for success, beginning a line of research, writing papers, focusing on learning during coursework, and becoming part of the academic community. In each of these sections she shares with you her experience, as well as the experiences of some peers, so you can learn from some who have already gone through this process. Many of these suggestions come from the author's experience preparing for an academic profession, but these suggestions can be stretched and edited to professional paths outside of academia as well.
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Marante, Leesa, and Shannon Hall-Mills. "Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 1128–35. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0003.

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Purpose In this article, we describe a standards-driven, workforce-focused model of school practicum offered by an accredited graduate speech-language pathology program. Method To prepare more than 50% of the American Speech-Language-Hearing Association's membership for the school-based workforce, graduate students require real-life practicum experiences in the schools. Practicum experiences should be standards driven, anchored in the graduate curriculum, and paired with academic coursework to foster the growth of student clinicians' background knowledge prior to engagement in a school-based practicum. Results We outline the main content areas and minimum practice experiences that should be incorporated in a school-based practicum and provide suggestions for balancing the requirements across the graduate curriculum. Collaboration with school systems is essential for locating and maintaining high-quality placements. Conclusion School practicum experiences provide an important foundation for future school speech-language pathologists to enter the workforce with adequate preparation.
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Stenstrom, Doug, Mathew Curtis, and Ravi Iyer. "The Relationship between School/Department Rankings, Student Achievements, and Student Experiences: The Case of Psychology." International Journal of Doctoral Studies 10 (2015): 019–37. http://dx.doi.org/10.28945/2095.

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What predicts academic success during graduate school? What are the experiences of graduate students in terms of happiness, stress level, relationships in the program, and feelings of autonomy/competence? Responses from 3,311 graduate students from all psychological disciplines in the US and Canada were collected to answer questions involving (1) the relationship between student-level variables and department/school rankings (US News & World Report, Carnegie Foundation, National Research Council), (2) the determinants of important student-level variables such as number of publications, posters, and life satisfaction, and (3) examining the variables year-by-year in the program to explain changes over time at different points in the graduate career. Results reveal the degree to which certain aspects of higher ranked departments/schools impact student achievements such as number of publications and teaching experience. The results also reveal a unique year-by-year progression including a consistent decrease of happiness for every year in graduate school. While the findings were collected in psychology, the answers to these questions may resonate with graduate students across disciplines that are experiencing similar forces that characterize the graduate school experience. The results can also inform current conversations about the direction of higher education and the value of the graduate school experience.
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Giess, SallyAnn, Lauren E. Bland, and C. Colin Farrell. "School-Based Practicum: Exploring the Experiences of Student Clinicians, Supervisors, and New Employees." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 269–81. http://dx.doi.org/10.1044/2019_persp-19-00120.

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Purpose Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.
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Robinson, Subrina J. "Spoketokenism: Black womentalking backabout graduate school experiences." Race Ethnicity and Education 16, no. 2 (2013): 155–81. http://dx.doi.org/10.1080/13613324.2011.645567.

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Dulay, Lolita A., and Elvira Sumbalan. "Phenomenological Study of Bukidnon State University Graduate Student Scholars." Volume 5 - 2020, Issue 8 - August 5, no. 8 (2020): 1741–50. http://dx.doi.org/10.38124/ijisrt20aug829.

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This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Wellrounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system. A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.
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Lowman, J. Joneen. "LinKS: Preparing Graduate Students in Telepractice." Perspectives of the ASHA Special Interest Groups 2, no. 18 (2017): 49–54. http://dx.doi.org/10.1044/persp2.sig18.49.

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Rural school districts report high rates of job openings for speech-language pathologists (SLPs). Telepractice is a viable service delivery model for addressing personnel shortages in rural schools. Yet, SLPs are graduating with minimal training in this technology-driven service delivery model. In response to the lack of personnel preparation, Linking Kids to the Speech-Language Pathologists (LinKS) program was developed. LinKS trains eight graduate students a year to use telepractice within the context of the school setting. Participating graduate students complete two didactic courses, two telepractice experiences, and one externship in a rural school setting in addition to the requirements of an accredited master's program in Communication Sciences and Disorders (CSD). In Year 1 of LinKS, program completers collectively accrued 180 hours of experience using telepractice including delivery of speech-language services to children presenting with a variety of communication disorders located in the home and school environment. A digital library housing therapy plans and materials is described. Recommendations for CSD programs seeking to develop a similar model are provided.
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Barata, Paula, Sandeep Hunjan, and Jillian Leggatt. "Ivory tower? Feminist women's experiences of graduate school." Women's Studies International Forum 28, no. 2-3 (2005): 232–46. http://dx.doi.org/10.1016/j.wsif.2005.04.010.

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Pettit, Michele L. "Graduate School in Health Education." Californian Journal of Health Promotion 2, no. 1 (2004): 29–31. http://dx.doi.org/10.32398/cjhp.v2i1.577.

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This article examines aspects health educators should consider before obtaining an advanced degree. Specifically, challenges and expectations facing graduate students in health education are discussed in addition to available options for individuals thinking about graduate school in the discipline. Health educators must devise goals to obtain the most from their graduate school experiences. Potential students must also choose programs that best suit their personal and professional needs. Above all, health educators must determine when to attend graduate school and at what costs.
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Mallinson, Daniel J. "Lessons on Running a Laboratory Experiment (in Graduate School)." PS: Political Science & Politics 51, no. 02 (2018): 406–9. http://dx.doi.org/10.1017/s1049096517002062.

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ABSTRACTExperimentation has taken on a new life in political science. As the use of experimental methods proliferates, it is important for researchers to share their experiences and best practices, particularly with early-career researchers. This article provides reflections from practical experience in the laboratory, particularly geared toward graduate students and early-career researchers who are conducting their first laboratory experiment. These lessons do not apply only to first-time experimenters. Experiences are presented regarding time management, using confederates and deception, incentivizing participation, and keeping a laboratory notebook. Finally, early-career researchers are encouraged to “go for it” if the methods are appropriate to their research question.
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Dissertations / Theses on the topic "Graduate School Experiences"

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Spears, Julia Marie. "Experiences of low-income students' transition to graduate school /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456290061&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007.<br>"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 193-203). Also available online.
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Simpson, Miya T. "Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29992.

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Despite gains made in the educational attainment of ethnic minorities, members of these groups remain underrepresented in higher education. Fewer numbers of minorities at the undergraduate level translates into fewer minority students eligible to pursue graduate and professional degrees. As such, institutions of higher education have begun to recognize the importance of not only ensuring that minority students earn bachelor's degrees, but that they are prepared for success in graduate school. Graduate school preparation programs (GSPPs) were created to improve access, retention, and graduation rates among groups underrepresented in higher education, and prepare them for transition to graduate study. To date, however little research has been conducted to see if GSPPs actually assist minority students in making that transition. This study explored the academic and social transition experiences of minority students to graduate school and analyzed the differences in transition by race (Black/African American, Hispanic/Latino, American Indian/Alaskan Native), type of GSPP experience (no program, research-only program, graduate/professional school seminars only, holistic program), and duration of experience (less than six weeks during summer, 7-12 weeks during summer, summer and academic year). The study employed a national sample of 621 ethnic minority graduate students at nine research extensive universities. Data were collected using the Minority Graduate Student Experiences Survey (MGSES), a 77-item instrument specifically designed for this study. Items for the survey were developed utilizing existing literature on the academic and social integration experiences of graduate students. Overall, ethnic minority graduate students reported favorable academic and social experiences but appear to be more satisfied with their academic experiences than their social experiences. No significant differences were found by race on any of the subscales on the Academic Experiences (AE) scale, however, differences did emerge between Black/African American graduate students and Hispanic/Latino graduate students on one subscale of the Social Experiences (SE) scale. Significant differences were also found by program type and program duration on the AE and SE subscales. Finally, results indicated differences between those who reported no program involvement and those who had been involved in a program of some type on the both the AE and SE scales.<br>Ph. D.
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Alexander, Quentin Renard. "Adjustment Experiences of African American Graduates of Historically Black Colleges or Universities Attending Graduate School at a Southern Predominantly White University." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26393.

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The purpose of this study was to examine the adjustment experiences of African American graduates of historically Black colleges or universities (HBCUs) attending graduate school at a Southern predominantly White university (PWU). A discussion of narratives and themes across participants provided information about the adjustment experiences of African American graduate students who transitioned from a university community where the student population was predominantly African American to one where African American students were the minority. This information can be utilized by both PWUs and HBCUs to develop resources that address issues related to adjustment for African American graduate students. This study was phenomenological by design and focused on analyzing the adjustment experiences of 11 female African American graduate students attending a Southern PWU. Participants were between the ages of 22-28, graduated from 10 different HBCUs across 8 states, represented 8 different graduate majors and had been in graduate school an average of 3.5 semesters. Research methodology included participant interviews, demographic questionnaires and investigator field notes. Collected data were analyzed using a coding iteration strategy. Descriptions of participant experiences were documented and ten prominent themes emerged from the data: support systems, negative emotionality, distrust, academic frustration, lack of African American presence, non-cohesive African American community, racial microaggressions, prior acquaintances and resilience.<br>Ph. D.
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Renaud, Esteban Alejandro. "Meaningful experiences in graduate school among Hispanic/Latino/Chicano faculty who attained their Ph. D /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091961.

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Guzman, Nicole A. "Perceptions of Short-Term Study Abroad Experiences on Intercultural Competence in School Psychology Graduate Students." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532359634274784.

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Demers, Denise Marie. ""I AM THE CAPTAIN OF THE SHIP": MOTHER'S EXPERIENCES BALANCING GRADUATE EDUCATION AND FAMILY RESPONSIBILITIES." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/810.

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More women than ever before are entering the halls of higher education. According to the National Center for Education Statistics (NCES), more women than men are obtaining bachelor's, master's, and doctoral degrees (U.S. Department of Education, 2011a) According to Home (1998), at the end of the 20th century, women with families were the fastest growing population at the university level. At the beginning of the 20th century, students over the age of 25 were the fastest growing population in higher education (Carney-Crompton & Tan, 2002). These statistics beg the question, Why do women return to school? What are their challenges? What are their stories? More importantly, how do they do it all? How do they balance the demands of home and school and, most often, employment as well? My research examined the tensions women face going to school, specifically women who have children at home, commonly referred to as nontraditional age students. I was interested in the competitive demands of balancing two challenging roles, that of student and mother. Additionally, I wanted to know how these two roles affected their health and self-care. I designed a qualitative study to explore life as a graduate student mother. I specifically sought to learn about strategies of balancing the challenges as well as how, or if, schooling affected their health and self-care. Using the Roy Adaptation Model, I searched for ways in which women balance their multiple roles. With this research, I aim to help these women in their efforts to be successful in school and in life. I utilized both individual interviews and a focus group. Themes for interviews included I'm a Mother first, I'm the Captain of the Ship, "We got there together," the Adventure is Stressful, Finding Joy in the Journey, Attitude Determines Altitude, and Letting Go. Additionally, two overarching themes surfaced from the focus group: 1. Stress is Ubiquitous and 2. Identity Crisis. From this study, health educators can begin to understand how graduate school mothers experience graduate school, thus obtain a greater ability to develop and implement strategies to help this population.
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Fahnbulleh, Henry M. "Student experiences in the doctoral program in Educational Administration and Supervision at Ball State University, 1987-2002." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272419.

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The purposes of the study were:1) To collect and share information on the perceptions of graduates regarding the academic, professional, and social experiences of students in the doctoral program in Educational Administration and Supervision at Ball State University, 1987-2002, relative to their professional preparation and career goals;2) To profile the demographic characteristics of respondents whose experiences are described and reported in this study: Gender, age, ethnicity, date of admission, enrollment status, date of graduation, professional occupation during and after doctoral study, financial situation, and sources of financial support during doctoral study.3) To draw conclusions and make recommendations, based on the data, on how students' personal motivation and professional preparation, career goals, academic training, institutional, and social support blend together to enrich the experiences of doctoral students in Educational Administration and Supervision at Ball State University.The population for this study consisted of 111 graduates (72 males and 39 females) of the doctoral program in Educational Administration and Supervision, Department of Educational Leadership, Teachers College, Ball State University, 19872002. A list and addresses of doctoral graduates of the program were obtained from the Graduate School Office. The addresses were verified by the Ball State University Alumni Office. A packet of questionnaires was mailed successfully to 106 graduates. Seventy-nine completed surveys (76 percent) were returned. Of the 79 respondents 52 were male, and 27 were female. The data were subsequently tabulated, analyzed, summarized, and reported in narrative form. Findings and conclusions suggest that:1. The doctoral program in Educational Administration and Supervision at BallState University adequately prepared graduates to contribute meaningfully tothe scholarship and professional demands of the discipline;2. The curricula of the doctoral program allow for rich and diverse career optionsto graduates;3. Improvement should be made in the doctoral program in EducationalAdministration and Supervision at Ball State University to include:a. Practical application experiences through structured internship,mentoring, and peer interaction;b. Greater efforts at job search and placement assistance;c. The effective management of technology to serve the growing numberof part-time students; andd. A systematic departmental database to keep track of graduates of the program.<br>Department of Educational Leadership
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Thomas, Kim G. "Selected Students’, Parents’, and Graduate Student Tutors’ Experiences and Perceptions in a Community of Interest Summer Literacy Camp." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3709.

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In this qualitative case study, I examined a local summer literacy camp in which graduate student tutors tutored elementary and middle school students in reading and writing. I focused the study on the primary stakeholders in the summer literacy camp: �������������������������������������� ts, and the course instructor/camp director because their voices are limited in the current literature. In this Community of Interest Summer Literacy Camp, the graduate student tutors moved from a position of fear and trepidation to a position of empowerment in which they hoped to make changes in their classrooms, schools, and communities. The tutees learned to appreciate the tutoring program and some tutees began to understand tutoring could be an enrichment experience rather than only a remedial experience. There was limited parental participation in the tutoring program and that may have hindered a richer experience in which parents learned strategies to help their child/children excel in reading and writing.
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Restad, Cristina. "Beyond the McNair Program: A Comparative Study of McNair Scholars' Understandings of the Impacts of Program Participation on their Graduate School Experiences." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1900.

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The Ronald E. McNair Scholars Program is a U.S. Department of Education TRIO Program, funded at 152 institutions across the United States and Puerto Rico. In 2013, total funding reached over $35 million--of which, Portland State University received approximately $211,000 (US Department of Education, 2013). The program's goal is to introduce first-generation, low-income, under-represented group college students to effective strategies for succeeding in doctoral programs so they may become professors and create a more supportive environment for future non-traditional students. One way to explore program effectiveness beyond completion of the McNair Program is to ask the McNair Scholars themselves about program impact. This comparative interview study explores McNair graduates' understandings of issues they face in adjusting to graduate school and how participation in the McNair Program prepared them to address these issues. Typically, McNair program evaluations emphasize the collection and analysis of quantitative data - e.g. graduate school enrollment and degree attainment. However, little qualitative research has been conducted on graduate's perceptions of the impact of program participation on their graduate school experiences. This study, which uses Bourdieu's Theory of Social Reproduction, along with the sociology-based ideas of role-as-resource, role mastery, and expertise development, explores students' perceptions of the McNair Program's effectiveness in regards to helping them understand the "graduate student" role and use that role to succeed in graduate school and beyond.
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Zeanah, Kathryn L. "Experiences of Heterosexist Harassment Among Graduate Students Training to Work as School-Based Professionals: Impact on Psychological Functioning, Academic Wellbeing, and Attitudes Toward Sexual Minority Individuals." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457540372.

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Books on the topic "Graduate School Experiences"

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Ndumbe, Christy Efosi. A case study of the learning experiences of post-graduate overseas students in a school of education. University of Birmingham, 1995.

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Apling, Richard N. Postsecondary educational experiences of high school graduates. Congressional Research Service, Library of Congress, 1991.

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Paul, Atkinson, and Parry Odette 1954-, eds. The doctoral experience: Success and failure in graduate school. Falmer, 2000.

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Chan-Kopka, Teresita L. Employment experiences: How do high school dropouts compare with completers? U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Bennell, Paul. The vocational school fallacy revisited: The employment experiences of secondary technical school graduates in Zimbabwe. Dept. of Economics, University of Zimbabwe, 1991.

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Klausner, Samuel Z. Succeeding in corporate America: The experience of Jewish M.B.A.'s. American Jewish Committee, Institute of Human Relations, 1988.

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Ontario. Ministry of Skills Development. Pathways: A study of labour market experiences and transition patterns of high school leavers. Ontario Ministry of Skills Development, 1989.

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Popova, Anna. Philosophy of law. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/978600.

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Textbook is universal in nature, is short and at the same time the perfection of the supply of educational material. Consistently and logically set out the philosophical and legal doctrine, the study of the relationship of legal and economic postulates in the explanation of legal reality and legal reality. &#x0D; Prepared taking into account experience of teaching of philosophy of law students studying in the direction of training 40.04.01 "Law", in accordance with the requirements of Federal state educational standards of higher education of the last generation.&#x0D; For students of humanitarian directions of training, graduate students in training 40.04.01 Jurisprudence, graduates, teachers of law schools and faculties, as well as anyone interested in the philosophy of law.
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Óskarsdóttir, Gerður G. The forgotten half: Comparison of dropouts and graduates in their early work experience : the Icelandic case. Social Science Research Institute and University Press, University of Iceland, 1995.

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Families & Learning Minnesota. Department of Children. The Minnesota high school follow-up survey trend report: A digest of information based on the educational experiences of the Minnesota high school classes of 1997-1999. Minnesota Dept. of Children, Families & Learning, 2001.

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Book chapters on the topic "Graduate School Experiences"

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Weiss, Emily, and Bernadette Chi. "¡Youth & The Ocean! (¡YO!): Partnering High School and Graduate Students for Youth-Driven Research Experiences." In Exemplary Practices in Marine Science Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90778-9_3.

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Silvia, Paul J., Peter F. Delaney, and Stuart Marcovitch. "Understanding graduate school." In What psychology majors could (and should) be doing: A guide to research experience, professional skills, and your options after college. American Psychological Association, 2017. http://dx.doi.org/10.1037/15965-015.

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Vu, Kim-Phuong L., Chi-Ah Chun, Keisha Chin Goosby, Young-Hee Cho, Jesse Dillon, and Panadda Marayong. "Preparing Undergraduate Students for Summer Research Experiences and Graduate School Applications in a Pandemic Environment: Development and Implementation of Online Modules." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78361-7_13.

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Lindén, Maria, and Mats Björkman. "Experience from Industrial Graduate (PhD) Schools." In IFMBE Proceedings. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9023-3_132.

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Katell, Alan D., Ronald F. Levant, and Ann S. Loonstra. "Gaining Clinical Experience In and After Graduate School." In The Portable Mentor. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0099-5_10.

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Katell, Alan D., and Marcy C. Adler. "Gaining Clinical Experience in and After Graduate School." In The Portable Mentor. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3994-3_13.

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Dolgopolovas, Vladimiras, Valentina Dagienė, and Tatjana Jevsikova. "Student-Centered Graduate STEM Education Integrated by Computing: An Insight into the Experiences and Expectations of Doctoral Students." In Informatics in Schools. Engaging Learners in Computational Thinking. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_18.

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"Educational experiences: From grade school to graduate school." In Beyond Small Numbers: Voices of African American PhD Chemists. Elsevier, 2005. http://dx.doi.org/10.1016/s1479-3644(05)80008-4.

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Crappell, Courtney. "Facilitating Practicum-Training Experiences." In Teaching Piano Pedagogy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.003.0008.

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Chapter 7, “Facilitating Practicum-Training Experiences,” includes information on guiding pedagogy students through observations of experienced teachers, and then it explores how pedagogy teachers can design and facilitate practicum- and internship-teaching experiences. Example observation and self-evaluation forms are embedded within several classroom exercises. For pedagogy teachers who plan to start preparatory programs in which their pedagogy students will “student-teach,” an overview of the considerations related to starting and running a school follows. This chapter then introduces several alternative ideas to starting in-house preparatory schools and incudes suggestions for dealing with frequent teacher turnover that occurs as student-teachers graduate and their piano students then move on to work with new teachers. It includes templates for writing letters of recommendation for transfer students and semester progress reports.
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Hoskin, Maia Niguel, and Michele D. Smith. "Let's Get Real." In Research Anthology on Navigating School Counseling in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch034.

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This chapter presents suggestions for counselor educators on how to prepare White counseling masters students to work with future students and clients of color using culturally responsive interventions and strategies. The chapter will also discuss color-blind ideology that is currently being used within graduate counseling programs and within higher education, in general, as a strategy to address racial phenomena. Lastly, the chapter will highlight the experiences of two Black female faculty who have taught counseling and advising courses at a predominantly White Midwestern university to White graduate students who have had very little interaction with people of color. Specifically, the two faculty members' experiences will be used to outline effective ways to 1) explore emotional triggers related to difference among students; 2) promote self-reflection and cultural awareness among students; and 3) discuss topics such as institutional discrimination, systemic racism, privilege, implicit bias, and microaggressions with majority White graduate counseling students.
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Conference papers on the topic "Graduate School Experiences"

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Bush, Tamara Reid, Sam Leitkam, and Craig Gunn. "Supplementing Basic Graduate Level Courses With Conference-Based Research Communication Experiences." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14766.

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Two difficulties are commonly identified for early graduate-level students that hinder their growth in the academic community. First, students in graduate school engineering courses find the basic material difficult to relate to real-life problems. Second, early career graduate students have little practice at presenting research in a professional format (e.g. ASME conference).
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Yauch, Charlene A. "The impact of undergraduate research experiences on graduate school pursuit by industrial engineers." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418003.

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Jervan, Gert, Margus Kruus, and Ennu Rustern. "Graduate School in Information and Communication Technologies. Experiences at Tallinn University of Technology." In 2007 IEEE International Conference on Microelectronic Systems Education. IEEE, 2007. http://dx.doi.org/10.1109/mse.2007.47.

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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedback, this paper describes the attributes of a successful program, and examines qualitative and quantitative assessments of the influence of summer residential undergraduate research experiences on the decision to pursue graduate study. Results indicate that students’ confidence in succeeding at graduate study and in conducting independent research increased significantly when provided with a well-advised research project, set in a learning based research environment, with a strong social community, and supplemented with seminars and workshops. The likelihood of a student pursuing a graduate degree increased slightly for an MS and significantly for a PhD. Students state that their REU experience was pivotal in their decision to attend graduate school.
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Evermann, Joerg, Val Hooper, Pak Yoong, Janet Toland, and Eusebio Scornavacca. "The Discovery Camp: A Talent Fostering Initiative for Developing Research Capabilities among Undergraduate Students." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3083.

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As universities become increasingly research driven and funded on a research-basis, there is an increased need to attract graduate research students. The easiest way of doing this is to draft highly-talented undergraduate students into the research programmes. However, in a booming industrial job market, this is no easy task for Information Systems and Information Technology programmes. Recognizing that it is easier to retain than to recruit, the School of Information Management conducted an event to foster talent among students and garner interest in the graduate programmes of the school. This paper reports on the experiences of the staff members conducting the event.
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Martínez, Antonio, Alejandro Liberos, Jose M. Monzo, Marcos Martinez, Jorge Daniel Martinez, and Rafael Gadea. "From specialized to core course in Telecommunications degree: Experiences from digital electronic design and verification." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10133.

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The European Higher Education Area (EHEA) defines the competences for professional practice of a Telecommunications Engineer. The School of Telecommunication Engineering of the Universitat Politècnica de València (Valencia, Spain) provides an integrated education program consisting of a Graduate (GITST) + Master (MUIT). The GITST course offers four specialization tracks: Electronics, Telematics, Communication Systems and Multimedia for the proper acquisition of knowledge and competences of the future Telecommunications Engineers. In 2018, the graduate program has implemented a structural change in the organization of subjects for reinforcing important skills, in which a course on digital electronics design and verification (Integration of Digital Systems, ISDIGI) has been transformed into a core subject of the study plan. In this paper, we describe the methodology and adaptation of ISDIGI (i.e. a project-based learning intermediate HDL course that includes design and verification abilities) to the new GITST Curriculum. In addition, this paper describes the process of moving from specialized to core subject.
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Tsai, Janet Y., Daria Kotys-Schwartz, Beverly Louie, Virginia Ferguson, and Alyssa Berg. "Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87723.

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At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week. Undergraduate mentees enroll in a one-credit seminar course focusing on research and graduate school opportunities, and are assessed via pre- and post-surveys to gauge their excitement and interest in engineering. The undergraduates also respond to biweekly qualitative reflective questions while participating in the program. Graduate mentors complete several reflective questions about their experiences and are required to complete pre- and post-assessments. Adopting a person-centered, case study approach, this paper focuses on two telling examples of research-based mentoring relationships in the YOU’RE@CU program. Given identical mentor training through YOU’RE@CU, two graduate students start the Spring 2012 semester by meeting with their mentees to launch a research project. By examining application, pre-survey, reflective questions, and post-survey responses from these four participants, the differences in the trajectory of the two paired mentoring relationships can be clearly seen over the course of one semester. This close examination of two disparate mentoring relationships is instructive in understanding the subtle details that create either a positive learning environment or an uncomfortable lab situation for young engineers, and assists program administrators in making improvements in subsequent years.
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Fransson, Göran, Stefan Hrastinski, Jimmy Jaldemark, et al. "ON THE SWEDISH NATIONAL GRADUATE SCHOOL FOR DIGITAL TECHNOLOGIES IN EDUCATION - GRADE. EXPECTATIONS AND EXPERIENCES OF DOCTORAL STUDENTS AND SUPERVISORS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1164.

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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.
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Reports on the topic "Graduate School Experiences"

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Restad, Cristina. Beyond the McNair Program: A Comparative Study of McNair Scholars' Understandings of the Impacts of Program Participation on their Graduate School Experiences. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1899.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Bolton, Laura. The Economic Impact of COVID-19 in Colombia. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.073.

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Available data provide a picture for the macro-economy of Colombia, agriculture, and infrastructure. Recent data on trends on public procurement were difficult to find within the scope of this rapid review. In 2020, macro-level employment figures show a large drop between February and April when COVID-19 lockdown measures were first introduced, followed by a gradual upward trend. In December 2020, the employment rate was 4.09 percentage points lower than the employment rate in December 2019. Macro-level figures from the National Administrative Department of Statistics (DANE) show that a higher percentage of men experienced job losses than women in November 2020. However, the evidence presented by the Universidad Nacional de Colombia based on the DANE great integrated house survey shows that a higher proportion of all jobs lost were lost by women in the second quarter. It may be that the imbalance shifted over time, but it is not possible to directly compare the data. Evidence suggests that women were disproportionately more burdened by home activities due to the closure of schools and childcare. There is also a suggestion that women who have lost out where jobs able to function during lockdowns with technology are more likely to be held by men. Literature also shows that women have lower levels of technology literacy. There is a lack of reliable data for understanding the economic impacts of COVID-19 for people living with disabilities. A report on the COVID-19 response and disability for the Latin America region recommends improving collaboration between policymakers and non-governmental organisations. Younger people experienced greater job losses. Data for November 2020 show 3.3 percent of the population aged under 25 lost their job compared to 1.8 percent of those employed between 24 and 54. Agriculture, livestock, and fishing increased by 2.8% in 2020 compared to 2019. And the sector as a whole grew 3.4% between the third and fourth quarters of 2020. In terms of sector differences, construction was harder hit by the initial mobility restrictions than agriculture. Construction contracted by 30.5% in the second quarter of 2020. It is making a relatively healthy recovery with reports that 84% of projects being reactivated following return to work. The President of the Colombian Chamber of Construction predicting an 8.4% growth in the construction of housing and other buildings in 2021.
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