Facilitating the Advancement of the Next Generation of Women Faculty: Female Graduate Students and Postdoctoral Associates

2010 ◽  
pp. 11-25 ◽  
Author(s):  
Shannon Watt
Keyword(s):  
Graduate Students ◽  
Women Faculty ◽  
Next Generation

scholarly journals How to share the process of graduate advising

FACETS ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 263-279
Author(s):  
H.H. Wagner ◽  
C. Boyd ◽  
R. Napper
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Conceptual Framework ◽  
Conflicts Of Interest ◽  
Companion Paper ◽  
Working Relationship ◽  
Next Generation ◽  
Effective Learning ◽  
Learning Centered ◽  
Graduate Advising

This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student’s learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

AECT and the Next Generation: Mentoring Graduate Students through Professional Organizations

TechTrends ◽  
2015 ◽  
Vol 59 (5) ◽  
pp. 25-30 ◽  
Author(s):  
John H. Curry ◽  
Paul Czarapata ◽  
Doyle Friskney ◽  
Paige Hale ◽  
Kate Hill ◽  
...  
Keyword(s):  
Graduate Students ◽  
Professional Organizations ◽  
Next Generation

scholarly journals An investigation into the perceptions of academic librarians and students towards next-generation OPACs and their features

2015 ◽  
Vol 49 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Hollie M. Osborne ◽  
Andrew Cox
Keyword(s):  
Graduate Students ◽  
Public Access ◽  
Next Generation ◽  
Structured Interviews ◽  
Content Type ◽  
Post Graduate ◽  
Disciplinary Background ◽  
Searching Ability ◽  
Master Of Arts ◽  
The University

Purpose – The purpose of this paper is to determine whether features of next-generation Online Public Access Catalogue (OPAC) interfaces are useful and intuitive to users who have different levels of searching ability. In addition, it investigates whether there is a difference between librarians’ and students’ preferences for specific features. Design/methodology/approach – The research is based on 18 semi-structured interviews conducted in July 2012 with three groups of library users from The University of Sheffield: librarians; Master of Arts Librarianship students; and a group of other post-graduate students. Findings – Overall, this study suggests that while the next-generation catalogue interfaces and features are useful, they are not as “intuitive” as some previous studies have claimed. Interviewees appeared to prefer the searching and browsing options over the Web 2.0 features. Both librarians and students have similar opinions regarding the usefulness of next-generation OPAC features, but preferences are complex. Research limitations/implications – The study is based on one institution, and the disciplinary background of the post-graduate students was limited. Practical implications – Promoting next generation OPACs and explaining their features to users is essential. Originality/value – The paper adds to the understanding of users’ preferences in relation to next-generation OPACs, locating the findings of the current findings firmly in the context of previous literature.

scholarly journals Active Interview Tactics Revisited: A Multigenerational Perspective

2020 ◽  
Vol 16 (2) ◽  
pp. 106-119
Author(s):  
Andrew D. Hathaway ◽  
Rory Sommers ◽  
Amir Mostaghim
Keyword(s):  
Graduate Students ◽  
Lead Author ◽  
Next Generation ◽  
Naturalistic Observation ◽  
Nuanced Understanding ◽  
The University

William (Billy) Shaffir taught about what it means to be a true empiricist, a sociologist com­mitted to naturalistic observation as the most incisive method in our scientific toolbox. His inspiration still resonates, two decades later, in the work of new emerging scholars with the same commitment to ethnography—or what Billy more modestly and wisely calls “hanging around.” This paper is a tribute to his legacy that highlights the contributions of the next generation of graduate students that the lead author has been privileged to mentor at the University of Guelph. It builds on work by Hathaway and Atkinson on tactics of active interviewing to establish a more nuanced understanding of the benefits and challenges of being recognized as either an “insider” or “outsider,” and the implications of attempting to be both.

scholarly journals The Next Generation of Scientists: Examining the Experiences of Graduate Students in Network-Level Social-Ecological Science

2013 ◽  
Vol 18 (3) ◽  
Author(s):  
Michele Romolini ◽  
Sydne Record ◽  
Rebecca Garvoille ◽  
Yevgeniy Marusenko ◽  
R. Stuart Geiger
Keyword(s):  
Graduate Students ◽  
Next Generation ◽  
Social Ecological ◽  
Ecological Science

Higher Ed Through Grad Consulting

2021 ◽  
pp. 122-141
Author(s):  
Henrik Totterman ◽  
Jennifer von Briesen
Keyword(s):  
Graduate Students ◽  
High Performance ◽  
Business Schools ◽  
International Management ◽  
Cutting Edge ◽  
Next Generation ◽  
Higher Ed ◽  
Business Challenges ◽  
Client Needs ◽  
Timely Delivery

This chapter describes how graduate students identify client needs, negotiate paid executive consulting assignments, and deliver insightful solutions with the support of senior experts. It's the responsibility of grad consultants to scope, sell, and deliver cutting edge projects. Sponsoring clients can be located anywhere as long as the client possesses a problem or need worth solving. Mentorship ensures high performance and timely delivery by grad consultants, who work as independent contributors in the context of an international management consulting firm. Client executives can benefit from solving pressing business challenges by working directly with the next generation of international professionals. In return, grad consultants are offered a unique opportunity to develop leadership and consulting skills by being fully in charge of a real paying client project from start to finish. This is a call for action to overcome criticism towards traditional business schools, and their insufficient ability to develop practical competencies needed in industry and society at large.

The Scientist-Practitioner

2015 ◽  
Vol 6 (4) ◽  
pp. 40-45
Author(s):  
Karee E. Dunn
Keyword(s):  
Graduate Students ◽  
Research Design ◽  
Evidence Based Practice ◽  
School Leaders ◽  
Current Work ◽  
Evidence Based ◽  
Quantitative Methodology ◽  
Next Generation ◽  
Underlying Theme

The purpose of the current work is to present a case for the need to train all graduate students in the field of education in quantitative methodology. The premise for this position is that practitioners like researchers benefit from such training. Through an understanding of research design and statistics, teachers, school leaders, counselors, etc. may become scientist-educators who engage in evidence-based practice, engage in strong educator-researcher collaborations, and possibly join the professoriate and prepare the next generation of scientist-educators. The underlying theme of the article is the extension of the Boulder Model from psychology, the scientist-clinician model, to education in order to benefit all educational practitioners and those with whom they work.

scholarly journals Unbroken

2021 ◽  
Vol 4 (2) ◽  
pp. 65-83
Author(s):  
Christina S. Morton
Keyword(s):  
Black Women ◽  
Graduate Students ◽  
Critical Race Theory ◽  
Spoken Word ◽  
Women Faculty ◽  
Faculty Members ◽  
Race Theory ◽  
Critical Autoethnography ◽  
Black Resistance ◽  
Black Life

In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities. Moreover, I discuss how such explorations can be validating and healing as students navigate particularly challenging academic and sociohistorical contexts. Additionally, I describe how providing students with creative outlets to express themselves in coursework can help them process their experiences and produce material that is humanizing, liberating, and life-giving. 

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