scholarly journals Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

2021 ◽  
Vol 12 ◽  
Author(s):  
Steven D. Thomas ◽  
Abdifatah Ali ◽  
Karl Alcover ◽  
Dukernse Augustin ◽  
Neco Wilson
Keyword(s):  
Native American ◽  
Graduate Students ◽  
Learning Communities ◽  
Learning Community ◽  
Doctoral Students ◽  
Graduate Student ◽  
Michigan State University ◽  
State University ◽  
High Satisfaction Rate ◽  
The Impact

At Michigan State University (MSU), the AGEP learning community features the participation of over 70% of the African-American, Latinx, and Native-American under-represented minorities (URM), also referred to as Black, Indigenous, and People of Color (BIPOC) doctoral students in fields sponsored by the National Science Foundation (NSF). Monthly learning community (LC) meetings allow AGEP participants to create dialogues across disciplines through informal oral presentations about current research. The learning communities also offer opportunities to share key information regarding graduate school success and experience; thus providing a social network that extends beyond the academic setting. At MSU, AGEP also provides an interdisciplinary and multigenerational environment that includes graduate students, faculty members, post-docs and prospective graduate students. Using monthly surveys over a 4-year period, we evaluated the impact of this AGEP initiative focusing on the utility of the program, perceptions of departmental climate, career plans and institutional support. Findings indicate that AGEP participants consider their experiences in the program as vital elements in the development of their professional identity, psychological safety, and career readiness. Experiences that were identified included networking across departments, focus on career placement, involvement in minority recruitment and professional development opportunities. Additionally, AGEP community participants resonated with the “sense of community” that is at the core of the MSU AGEP program legacy. In this article, we proposed a variation of Tomlinson’s Graduate Student Capital model to describe the AGEP participants’ perceptions and experiences in MSU AGEP. Within this 4-year period, we report over 70% graduation rate (completing with advanced degrees). More than half of Ph.D. students and almost 30% of master’s degree students decided to pursue academia as their careers. In addition, we found a high satisfaction rate of AGEP among the participants. Our analysis on graduate student capital helped us identify motivating capital development by years spent at MSU and as an AGEP member. These findings may provide some insight into which capitals may be deemed important for students relative to their experiences at MSU and in AGEP and how their priorities change as they transition toward graduation.

scholarly journals Graduate Student Learning Abroad: Emerging Trend?

2014 ◽  
pp. 14-15 ◽  
Author(s):  
John M Dirkx ◽  
Kristin Janka Millar ◽  
Brett Berquist ◽  
Gina Vizvary
Keyword(s):  
United States ◽  
Graduate Students ◽  
Student Learning ◽  
Graduate Student ◽  
The United States ◽  
Black Box ◽  
Michigan State University ◽  
State University ◽  
Graduate Level ◽  
The World

Within the United States and around the world, universities are increasingly sending their graduate students abroad. But we know relatively little about the learning derived from these international experiences or how they contribute to graduate-level education. Researchers at Michigan State University have begun to explore this “black box” of internationalization, providing some answers and raising more questions.

Getting My Feet Wet: A Student Educator's Perspective on a Successful Learning Experience

1997 ◽  
Vol 20 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Diane Gifford
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Graduate Student ◽  
Social Issues ◽  
Learning Experience ◽  
Holistic Education ◽  
Unexpected Events ◽  
School Buses ◽  
Master Of Science ◽  
Strongly Connected

I am a third-semester graduate student at the Audubon Expedition Institute (AEI), a college based in Belfast, Maine. This is a unique, fascinating, and sometimes crazy educational experience in which we travel around a different bioregion of the country each semester. Our method of transport is two converted school buses; we camp out every night and become strongly connected with the land around us. Our degree will be a master of science in environmental education; we study ecosystems and environmental and social issues through self-directed education. Our program emphasizes experiential and holistic education within a strong learning community, and sometimes we have the opportunity to turn unexpected events to our advantage. As a learning community we are each other's roommates, teachers, students, and peers. We cook and eat together and live in an intense, closely knit environment. This semester our community consists of 27 graduate students and four faculty.

Getting People Started: Teaching Assistant Workshop for Sociology Graduate Students at Michigan State University

1986 ◽  
Vol 14 (3) ◽  
pp. 168 ◽  
Author(s):  
Mohammad Chaichian ◽  
Ginger Macheski ◽  
William Ewens ◽  
Nancy Backus
Keyword(s):  
Graduate Students ◽  
Teaching Assistant ◽  
Michigan State University ◽  
State University

scholarly journals Analysis of Student Behaviour in Habitable Worlds Using Continuous Representation Visualization

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Zachary A Pardos ◽  
Lev Horodyskyj
Keyword(s):  
Learning Community ◽  
Domain Knowledge ◽  
Digital Learning ◽  
State University ◽  
Clickstream Data ◽  
Student Behaviour ◽  
Digital Learning Environment ◽  
Novel Approach ◽  
Visualization Techniques ◽  
The Impact

We introduce a novel approach to visualizing temporal clickstream behaviour in the context of a degree-satisfying online course, Habitable Worlds, offered through Arizona State University. The current practice for visualizing behaviour within a digital learning environment is to generate plots based on hand-engineered or coded features using domain knowledge. While this approach has been effective in relating behaviour to known phenomena, features crafted from domain knowledge are not likely well suited to making unfamiliar phenomena salient and thus can preclude discovery. We introduce a methodology for organically surfacing behavioural regularities from clickstream data, conducting an expert in-the-loop hyperparameter search, and identifying anticipated as well as newly discovered patterns of behaviour. While these visualization techniques have been used before in the broader machine-learning community to better understand neural networks and relationships between word vectors, we apply them to online behavioural learner data and go a step further, exploring the impact of the parameters of the model on producing tangible, non-trivial observations of behaviour that suggest pedagogical improvement to the course designers and instructors. The methodology introduced in this paper led to an improved understanding of passing and non-passing student behaviour in the course and is applicable to other datasets of clickstream activity where investigators and stakeholders wish to organically surface principal patterns of behaviour.

scholarly journals Graduate Learning Communities: Transforming Educators

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Sharon Kabes ◽  
Dennis Lamb ◽  
John Engstrom
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Professional Growth ◽  
Essential Elements ◽  
State University ◽  
Master Of Science ◽  
Effective Teaching Strategies ◽  
High Level ◽  
The Impact

Quantitative data collected from graduates of the Southwest Minnesota State University Master of Science in Education program examined the impact of the learning environment, the role of the facilitator, and their professional development. The results showcased the success of the learning community model in facilitating personal and professional growth and transformation. Essential elements of the program include: best practices, learning environment, effective teaching strategies, research-based decision making, scaffolding, peer collaboration, learning community philosophy, professional growth, empowerment, reflective practitioner, inquiry, and transformational leader (change agent). The data collected from student surveys over a five-year period indicated a high level of impact on their empowerment and transformational practices.

scholarly journals Doctoral Students Living, Leading, and Learning During a Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 25-33
Author(s):  
Debra Bukko ◽  
Jaskaran Dhesi
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Future Research ◽  
Self Awareness ◽  
State University ◽  
Structured Interviews ◽  
Group Data ◽  
Focus Group Data ◽  
Uncertain Time ◽  
The Impact

Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.

Assessing the Impact of Study Abroad on Student Learning at Michigan State University

2004 ◽  
Vol 10 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Edward C. Ingraham ◽  
Debra L. Peterson
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Quantitative Information ◽  
Michigan State University ◽  
State University ◽  
General Direction ◽  
Staff Members ◽  
Assessment Committee ◽  
The Impact ◽  
Relative Scarcity

Michigan State University (MSU) is strongly committed to the idea that study abroad is deeply beneficial and important for undergraduate students. However, there is a relative scarcity of systematically gathered qualitative and quantitative information that assesses the impact of study abroad. In the summer of 2000, MSU implemented a broad plan to design and put in place mechanisms for continuously assessing the impact of study abroad on students, on faculty, and on MSU as a whole. An institutional assessment committee was established to oversee the project, setting the general direction and goals of the project, with the day-to-day responsibility for the activities of the project delegated to staff members. The project has proceeded inductively; that is, inferring general results from specific student and faculty responses. The results of the project were obtained primarily for internal MSU use. Therefore, while we recognize that our conclusions may be similar to some to be found in the literature, the discussion presented here is limited to these internal results, and not intended to be comparative. To this end, we have not undertaken a search of the existing literature in order to provide a bibliography and citations.

International Center for Studies in Creativity

2016 ◽  
pp. 186-211
Author(s):  
Gerard J. Puccio ◽  
Susan Keller Mathers ◽  
Selcuk Acar ◽  
Nur Cayirdag
Keyword(s):  
New York ◽  
Graduate Students ◽  
Problem Solving ◽  
Quantitative Data ◽  
Graduate Program ◽  
State University ◽  
Creative Problem Solving ◽  
The Core ◽  
Creative Problem ◽  
The Impact

This chapter provides an overview of the programs offered by the International Center for Studies in Creativity (ICSC) at Buffalo State, State University of New York, where creativity is taught and studied extensively at the graduate and undergraduate level. Following the discussion on creativity as a 21st century skill and perennial need for creativity in the workforce, programs and courses are introduced along with the historical roots and philosophy of creativity at ICSC. The Creative Problem Solving Model, which represents the core of the curriculum, is described. The chapter also presents the results of the study regarding the impact of the graduate program on the creative problem solving attitudes of the graduate students based on qualitative and quantitative data.

Mentoring Experiences of Latina Graduate Students

2015 ◽  
Vol 10 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Irán O. García ◽  
Sheila J. Henderson
Keyword(s):  
Graduate Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
San Francisco ◽  
Sequential Analysis ◽  
Cross Cultural ◽  
Mentoring Relationships ◽  
Graduate Studies ◽  
Self Confidence ◽  
The Impact

AbstractIn order to contribute to knowledge on the Latina graduate students’ experiences and the role of mentoring relationships in their pursuit of higher education, the purpose of this qualitative study was to interview Latina doctoral students about their lived experience. Four Latina graduate students at a graduate university in San Francisco, California were recruited by way of student email lists, flyers, and social networks such as Facebook, LinkedIn, Hi5, and word of mouth. Participants took part in a face-to-face interview guided by semi-structured questions. Within the same cultural and cross-cultural mentoring relationship experiences described, a sequential analysis of the interview transcripts revealed the following themes consistent with the Kram model of mentoring: (a) conceptualizations of a “good mentor,” (b) how mentoring influenced their pursuit of graduate studies, and (c) the impact of mentoring on their self-confidence and self-esteem. While many studies exist on mentoring students, there is relatively little research on the mentoring experiences of Latina graduate students. It is hoped that this small study will motivate much needed further research in the mentoring needs of the Latina/o community. One possible issue revealed in this study was the absence of within culture or cross-cultural mentoring for Latina graduate students.

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