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Journal articles on the topic 'Graduate School Experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

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 co

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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 p

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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, pos

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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 com

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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

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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 t

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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, inc

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Walpole, MaryBeth, and Felicia Crockett. "Utilizing Service Learning in Master of Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 3 (2018): 025–40. http://dx.doi.org/10.28945/3989.

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Aim/Purpose: Service Learning is not used in graduate education to the extent it is in un-dergraduate education. This paper utilizes a developmental evaluation methodological approach and a strategic partnership conceptual framework in examining a service learning course in which higher education master students gain valuable experience they can use in their careers while assisting high school students as they apply to college. Background: Little research has been done on service learning at the graduate level. Moreover, although service learning is growing on campuses, master of higher educat

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Dulay, Lolita A., and Elvira Sumbalan. "Phenomenological Study of Bukidnon State University Graduate Student Scholars." CenRaPS Journal of Social Sciences 2, no. 3 (2020): 373–411. http://dx.doi.org/10.46291/cenraps.v2i3.33.

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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

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Campbell, Kendall M., Loni Crumb, and Paige E. Averett. "Meaningful Patient Care Experiences for Minority Graduate School Students." Journal of the National Medical Association 111, no. 5 (2019): 521–26. http://dx.doi.org/10.1016/j.jnma.2019.04.006.

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L. Hardre, Patricia, and Shannon Hackett. "Defining the Graduate College Experience: What it “Should” versus “Does” Include." International Journal of Doctoral Studies 10 (2015): 057–77. http://dx.doi.org/10.28945/2102.

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Gaps between expectations and actual educational experience may influence motivation, learning and performance. The graduate college experience (GCE) is shrouded in myth and legend that may create unrealistic expectations, while its reality includes elements of politics, economics and organizational psychology. This study examined 1,629 present and former graduate students’ perceptions of what their graduate school experiences should and did include. The sample was analyzed as a whole and also divided and tested for subgroup differences by: degree types (masters and doctorate); at four differe

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Gadbois, Shannon Ann, and Elizabeth Graham. "8. New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences." Collected Essays on Learning and Teaching 5 (June 19, 2012): 44. http://dx.doi.org/10.22329/celt.v5i0.3416.

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This study examined new faculty members’ perceptions and approaches to student supervision and mentoring as related to their own experiences as doctoral students. Previous research has examined the graduate student-supervisor/mentor relationship but has yet to examine its impact on subsequent graduate student practices when they enter academic positions. Fourteen Canadian faculty members participated in a study on the experiences and expectations of doctoral candidates and early career academics. As a group, these new faculty members perceived that ideally a supervisor would also be a mentor.

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Prikhidko, Alena, and Cliff Haynes. "Balancing Graduate School and Mothering: Is There a Choice?" International Journal of Doctoral Studies 13 (2018): 313–26. http://dx.doi.org/10.28945/4109.

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Aim/Purpose: Multiple emotional and cognitive resources are needed for graduate students to overcome stress associated with balancing studies and personal life. This research aimed to explore the difficulties, which graduate student-mothers face while balancing school and parenting, and describe mechanisms of the balancing process. Background: Graduate student-mothers need to structure their time so that they can equally distribute their energy between their children and graduate school work. Mothers face challenges in balancing graduate school and parenting, making choices between school and

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Vega, Desireé, and Cynthia Plotts. "Bilingual school psychology graduate students’ perceptions of a cultural immersion experience." School Psychology International 41, no. 2 (2019): 137–53. http://dx.doi.org/10.1177/0143034319888965.

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This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

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Hébert, Thomas P. "An Examination of High-Achieving First-Generation College Students From Low-Income Backgrounds." Gifted Child Quarterly 62, no. 1 (2017): 96–110. http://dx.doi.org/10.1177/0016986217738051.

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Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive K-12 educators and academic rigor in high school. Sustained family pride helped to keep them focused on reaching their goals, as well as intellectual engagement at the university, and influential mentors. The 10 participants developed a strong sense of purpose at the university and graduated well prepared

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Ustun, Ferhat, and Erdal Tasgin. "Trait Anger and Anger Expression Styles in Muay Thai Athletes." Journal of Education and Learning 9, no. 1 (2020): 258. http://dx.doi.org/10.5539/jel.v9n1p258.

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In this research, Muay Thai athletes who are university students have been examined by evaluating trait anger and anger expressions in terms of some variables. One hundred and ninety-five Muay Thai Athletes from Turkey Muay Thai Championship between universities volunteered for the study. &ldquo;The Trait Anger and Anger Expression Scales&rdquo; by Spielberger was used to determine the trait anger and anger expression styles of participants. Kruskal Wallis H and Mann Whitney U tests were applied for statistical analysis and comparison of variables.   According to the genera

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Davies, Lois. "Practicing Anthropology in the Corporate World." Practicing Anthropology 19, no. 2 (1997): 30–32. http://dx.doi.org/10.17730/praa.19.2.44g8037r0582x046.

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Two years ago, I graduated with my Master's degree from the University of Colorado at Denver and, as yet, have not decided whether to pursue my Ph.D. During these past two years, I have been teaching part time at Metropolitan State College in Denver, working on my resumé and doing a little archaeological field work. Just last year, I joined a network group consisting of some former friends and colleagues from graduate school, and a growing number of other graduate anthropologists. During my graduate work, I maintained my longstanding career in business. Since completion of that work, I have se

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Shin, Ja Hyun, Kyung-Ok Kang, Su-Jin Lee, and Hyun-Sook Kim. "Graduate school experiences of married women in the nursing profession." Journal of Digital Convergence 14, no. 1 (2016): 219–27. http://dx.doi.org/10.14400/jdc.2016.14.1.219.

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Singye, Jigme. "A QUALITATIVE ANALYSIS OF THE LIVED EXPERIENCES OF UNEMPLOYED GRADUATES IN BHUTAN." International Journal of Advanced Research 9, no. 06 (2021): 102–35. http://dx.doi.org/10.21474/ijar01/12993.

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Over the past few decades, Bhutan has made remarkable progress in socio-economic development, and the kingdom has been identified by the UN as one of the early achievers of the Sustainable Development Goals in 2018. Yet, Bhutan continues to confront a raft of development challenges. One of the most pressing challenges is in the area of youth unemployment, particularly among school and university leavers. Just as school participation has increased in recent years within the kingdom, so too has the number of unemployed graduates. Remarkably, the high levels of unemployed graduates exist alongsid

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Sylvan, Lesley, Andrea Perkins, and Carly Truglio. "Student Experience Applying to Graduate School for Speech-Language Pathology." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 192–205. http://dx.doi.org/10.1044/2019_persp-19-00102.

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Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student cha

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Sanchez Cristal, Natasha, Noel Metcalf, Debra Kreisberg, and Charles M. Little. "Integrating Simulation-Based Exercises into Public Health Emergency Management Curricula." Disaster Medicine and Public Health Preparedness 13, no. 4 (2019): 777–81. http://dx.doi.org/10.1017/dmp.2018.137.

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ABSTRACTThe aim of this study is to enrich public health emergency management (PHEM) curricula and increase the workforce readiness of graduates through the implementation of an innovative curriculum structure centered around simulation and the creation of authentic learning experiences into a mastery-based Disaster Preparedness graduate certificate program launched in 2016 at the Colorado School of Public Health. Learners progress through a sequence of increasingly complex discussion and operations-based exercises designed to align with training methodologies used by future employers in the d

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Schaefer, Mary Beth, and Lourdes M. Rivera. "Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School." Urban Education 55, no. 3 (2016): 448–75. http://dx.doi.org/10.1177/0042085916654526.

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Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, resear

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Lanter, Elizabeth, and Claire Waldron. "Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development." Perspectives on School-Based Issues 12, no. 4 (2011): 121–27. http://dx.doi.org/10.1044/sbi12.4.121.

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Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of

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Edwards, Earl J. "Listening to formerly homeless youth." Phi Delta Kappan 102, no. 4 (2020): 52–57. http://dx.doi.org/10.1177/0031721720978069.

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More than 1.5 million students experienced homelessness in the 2017-18 school year, but teachers receive little guidance on how to support them. Earl Edwards provides K-12 (particularly high school) teachers with an overview of the McKinney-Vento Homeless Assistance Act and concrete recommendations for how to better support youth experiencing homelessness in their pursuit to graduate high school. The recommendations are derived from a study that analyzed the experiences of 10 youth who experienced homelessness as high school students in Los Angeles County.

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Russell, Jared A. "Enhancing Graduate Student Research, Recruitment, and Retention via a Summer Research Experience." Kinesiology Review 9, no. 4 (2020): 343–48. http://dx.doi.org/10.1123/kr.2020-0037.

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Programs that provide student research experiences at the undergraduate level are an impactful means of recruiting and preparing students for graduate academic programs. Notably, such programs, when combined with faculty mentorship, exposure to graduate-school-level academic curricula, and socialization experiences, are considered crucial to the effective recruitment and retention of students from diverse cultural backgrounds into science, technology, engineering, and mathematics (STEM)-oriented graduate academic programs. This work outlines the strategic efforts of Auburn University’s School

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Kearns, Kevin. "The Leadership Portfolio Program at The University of Pittsburgh: Teaching leadership to graduate students1." Teaching Public Administration 37, no. 3 (2019): 255–73. http://dx.doi.org/10.1177/0144739419851143.

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The Graduate School of Public and International Affairs, University of Pittsburgh provides an extra-curricular leadership development experience called the Leadership Portfolio Program. The Leadership Portfolio Program uses both classroom and community-based experiences to develop and refine leadership skills in graduate students who are preparing for careers in public service. This article describes the Leadership Portfolio Program and, based on student feedback, offers insights on pedagogical strategies for teaching leadership to pre-service students.

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Kyung Ae Park and Keeyeon Bang. "School Teachers' Experiences of Counselor Education Programat Graduate School of Education: A Qualitative Study." Korea Journal of Counseling 8, no. 3 (2007): 1185–204. http://dx.doi.org/10.15703/kjc.8.3.200709.1185.

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Culpepper, Dawn, Michael A. Goodman, and Lauren Norris. "Linked Lives: The Experiences of Higher Education and Student Affairs Doctoral Students and Their Partners." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 105–23. http://dx.doi.org/10.28945/4554.

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Aim/Purpose: This study examines how higher education and student affairs doctoral students and their partners navigate the graduate school experience through the lens of linked lives. Background: Enhancing doctoral students’ ability to integrate their academic and personal lives can contribute to positive student outcomes such as retention and satisfaction. Yet, many features of graduate education may undermine students’ ability to maintain their romantic relationships. Methodology: This study draws from joint and individual interviewers with six couples (12 individuals), wherein one partner

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Pacifici, Lara Brongo, and Norman Thomson. "Undergraduate Science Research: A Comparison of Influences and Experiences between Premed and Non–Premed Students." CBE—Life Sciences Education 10, no. 2 (2011): 199–208. http://dx.doi.org/10.1187/cbe.11-01-0005.

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Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non–premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non–premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non–premed students. Follow-up interviews with 11

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Gin, Logan E., Nicholas J. Wiesenthal, Isabella Ferreira, and Katelyn M. Cooper. "PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students." CBE—Life Sciences Education 20, no. 3 (2021): ar41. http://dx.doi.org/10.1187/cbe.21-03-0077.

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This interview study of 50 biology PhD students with depression examines how aspects of graduate teaching and research affect depression and how depression affects students’ experiences teaching and researching. This work identifies aspects of graduate school that PhD programs can target to improve mental health among graduate students.

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Cannon, Bradley. "Your Secret Decoder to Graduate School and/or Career Success." Eye on Psi Chi Magazine 26, no. 1 (2021): 40–45. http://dx.doi.org/10.24839/2164-9812.eye26.1.40.

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TARGINO, Ozaina Alves, Luan Duarte SOUZA, and Antonio Gautier Farias FALCONIERI. "PIBID/ UERN- AN EVALUATIVE OVERVIEW OF SCHOOL MANAGEMENT AND TEACHING PRACTICE IN A PUBLIC INSTITUTION OF EDUCATION." Periódico Tchê Química 10, no. 19 (2013): 46–56. http://dx.doi.org/10.52571/ptq.v10.n19.2013.46_periodico19_pgs_46_56.pdf.

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The PIBID program which come in favor of improving education in publics schools, in UERN the program initially focus on enriching the curricula of graduate students providing them the opportunity to put their knowledge in practice. In this direction, a field research was held in a high school, located at Mossoró/RN, aiming to characterize the School Management and the Teaching Performance in natural sciences and mathematics classes by observing the scholar routines and analyzing the proposed curriculum. Then, through this field research, it was possible to notice planning difficulties and, thu

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Lazewnik, Rochel, Nancy Creaghead, Sandra Combs, and Lesley Raisor-Becker. "Perspectives on Preparing Graduate Students To Provide Services to Diverse Populations in Schools." Perspectives on School-Based Issues 11, no. 2 (2010): 33–39. http://dx.doi.org/10.1044/sbi11.2.33.

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Abstract In today's school settings, speech-language pathologists are likely to engage in assessment, intervention, and consultation for students from culturally and linguistically diverse populations. Therefore, speech-language pathology graduate programs must make changes that will prepare monolingual and bilingual graduate students to meet the needs of these children. Graduate students can learn information about cultural and linguistic diversity through independent courses and when these topics are incorporated into all courses. Practicum placements and experiences with children from cultu

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Rosa-Lugo, Linda I., Elizabeth A. Rivera, and Susan W. McKeown. "Meeting the Critical Shortage of Speech-Language Pathologists to Serve the Public Schools—Collaborative Rewards." Language, Speech, and Hearing Services in Schools 29, no. 4 (1998): 232–42. http://dx.doi.org/10.1044/0161-1461.2904.232.

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This article presents a collaborative approach to providing graduate education to speech-language pathologists who are employed in public school districts. A partnership called the Central Florida Speech-Language Consortium was established among the University of Central Florida, 10 Central Florida school districts, and community agencies to address the issue of the critical shortage of speech-language pathologists in the public schools. The consortium program provided bachelor-level speech-language pathologists in the public schools the opportunity to obtain a master’s degree while they conti

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Sulimany, Ayman M., Abdulaziz Alsamhan, Abdulrahman Awwad Alawwad, et al. "Knowledge Levels and Educational Experiences among Dental Graduates in Saudi Arabia Regarding Child Abuse and Neglect: A National Study." Children 8, no. 9 (2021): 724. http://dx.doi.org/10.3390/children8090724.

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Background: Child abuse and neglect (CAN) is considered a serious problem worldwide. Dentists have a significant role in recognizing and reporting CAN cases. Aim: The aim of this study was to assess the CAN-related knowledge and educational experiences among Saudi dental graduates. Design: Self-administered questionnaires were distributed to dental graduates from all dental schools in Saudi Arabia (n = 1552). Bivariate and multivariate logistic regression analyses were performed to assess the associations between knowledge level and different predictors. Results: A total of 988 dental graduate

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Perez, Rosemary J., L. Wesley Harris, Jr, Claire K. Robbins, and Cheryl Montgomery. "Graduate students’ agency and resistance after oppressive experiences." Studies in Graduate and Postdoctoral Education 11, no. 1 (2019): 57–71. http://dx.doi.org/10.1108/sgpe-06-2019-0057.

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Purpose The purpose of this study was to explore how graduate students demonstrated agency after having oppressive or invalidating experiences based on their socially constructed identities during graduate school and the effects of leveraging agency. Design/methodology/approach This study used critical constructivist qualitative methods (i.e. interviews and visual methods) to explore how 44 graduate students across an array of disciplines and fields at two public research institutions in the USA demonstrated agency after having oppressive or invalidating experiences targeting one or more of th

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Monaghan, David, and Sou Hyun Jang. "Major Payoffs." Sociological Perspectives 60, no. 4 (2017): 722–46. http://dx.doi.org/10.1177/0731121416688445.

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Although the bachelor’s degree is considered the “great equalizer,” returns vary substantially by field of study, particularly in the years immediately following graduation. In the first section of our analysis, we study the varying labor market experiences of recent graduates with different majors. We build on prior research by more fully accounting for the complicating role of graduate school attendance in the relationship between majors and income. We find some majors to be distinctly “risky,” exposing their holders to heightened risk of low income and unemployment during the postcollege tr

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Ecton, Walter G., Christopher T. Bennett, H. Kenny Nienhusser, Milagros Castillo-Montoya, and Shaun M. Dougherty. "If You Fund Them, Will They Come? Implications From a PhD Fellowship Program on Racial/Ethnic Student Diversity." AERA Open 7 (January 2021): 233285842110404. http://dx.doi.org/10.1177/23328584211040485.

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Prior research demonstrates the important role that financial considerations play in prospective students’ decision making when applying to and enrolling in graduate school. Racially/ethnically minoritized students, in particular, face persistent challenges during the graduate application and enrollment process. Capitalizing on a natural experiment, we identify the effects of introducing a PhD fellowship on the composition of applicants and enrolling students in PhD programs at a large public university’s graduate school of education. Using administrative data from 9 years of applications, we

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Hampton, Frederick M. "Beyond Leadership Theory to Making a Difference in Urban Schools: Engaging Graduate Students in Real World Learning." International Research in Higher Education 2, no. 2 (2017): 25. http://dx.doi.org/10.5430/irhe.v2n2p25.

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This paper explores new and important thinking on two university levels. First is an examination of how to more fully engage university graduate students in significant learning experiences, and secondly, how graduate students in school leadership can begin to address real world problems in urban school districts. This paper seeks to move well beyond school leadership theory into practice, and to inspire a re-imagining of our urban school programs, and a reexamination of the issues and problems that prevent highly capable urban youth from reaching their full potential.

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Café-Mendes, Cecília C., Luana L. Righi, Jamile Calil-Silveira, Maria Tereza Nunes, and Fernando Abdulkader. "Winter course in physiology: a successful example of continuing education for secondary school teachers in Brazil." Advances in Physiology Education 40, no. 4 (2016): 491–98. http://dx.doi.org/10.1152/advan.00031.2016.

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In international surveys, Brazilian students have been consistently ranking low in science. Continuing education for secondary school teachers is certainly a way to change this situation. To update teachers and provide teaching and learning experiences for graduate students, our department organized a “Winter Course in Physiology” where schoolteachers had the opportunity to attend lectures that were offered by graduate students and participate in discussions on teaching and learning strategies and their applicability, considering different schools and student age groups. This work evaluated th

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Sheehan, Megan, Brian Burke, and Jeremy Slack. "Graduate Education Grounded in Community-Based Participatory Research." Practicing Anthropology 29, no. 3 (2007): 18–21. http://dx.doi.org/10.17730/praa.29.3.90n21t12716g5807.

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Research projects at the University of Arizona's Bureau of Applied Research in Anthropology (BARA) have provided graduate students an opportunity to engage in anthropological inquiry and application, often in teams, and with guidance from experienced researchers. In this paper, we focus on our experiences as graduate students working on two community-based environmental anthropology research projects in the sister cities of Nogales, Sonora, and Nogales, Arizona (known collectively as Ambos Nogales). In choosing to participate in these projects, we hoped to develop our skills with specific anth

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Friesen, Sharon, and Michele Jacobsen. "Collaborative Design of Professional Graduate Programs in Education." International Journal of Designs for Learning 12, no. 1 (2021): 64–76. http://dx.doi.org/10.14434/ijdl.v12i1.25778.

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Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of practice in education. We describe the design and design thinking approach our faculty collectively undertook to redesign our professional graduate programs. The design was guided by a commitment to research informed and research active learning experien

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Kim, Keon-Hee. "Graduate School Experiences of In-Service Teachers Studying Early Childhood Special Education." Journal of Special Education & Rehabilitation Science 59, no. 1 (2020): 157–77. http://dx.doi.org/10.23944/jsers.2020.03.59.1.8.

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Ramirez, Elvia. "“No One Taught Me the Steps”: Latinos' Experiences Applying to Graduate School." Journal of Latinos and Education 10, no. 3 (2011): 204–22. http://dx.doi.org/10.1080/15348431.2011.581105.

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Carrie, Loffree. "Intellectual Stimulation Versus "Marketability": Getting The Most (Out Of) Graduate School Experiences." Theatre Research in Canada 19, no. 2 (1998): 199–201. http://dx.doi.org/10.3138/tric.19.2.199.

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Maharjan, Nabin, and Tom O’Neill. "Mandatory Community Service Program: A Case Study of Young Nepalese Canadians Experiences." Journal of Education and Learning 7, no. 6 (2018): 13. http://dx.doi.org/10.5539/jel.v7n6p13.

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Canadian schools introduced community service program in 1999 to engage youth in diverse communities of Canada. Many studies have identified the gap in understanding immigrant youths&rsquo; experience on mandatory community service but has yet to study immigrant youth&rsquo;s experience. Therefore, this paper explores the experiences of young Nepalese Canadians aged 18- 24 who participated in mandatory community involvement for graduating from high schools in Ontario, Canada. The findings are based on qualitative data gathered from ten interviews with young Nepalese Canadians who went

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Trespalacios, Jesús H., Tera Armstrong, and Cynthia Goodwill. "Implementing Service-Learning Through an Online Graduate Course in Instructional Design." International Journal of Online Pedagogy and Course Design 7, no. 4 (2017): 65–79. http://dx.doi.org/10.4018/ijopcd.2017100105.

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The following paper describes a collaborative service-learning project done in an online graduate class on instructional design. With the help of the university's service-learning program, a community issue was identified related to encouraging underserved populations to pursue STEM careers. Graduate students developed a data analysis from surveying high school students, designed and implemented a website where information about specific careers can be found, and evaluated the project with the help of a high school science teacher. The project also required that the graduate students reflected

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