Challenges and Lessons Learned on Preparing Graduate Students for GSE Work: Brazilians' Perceptions on a Multi-site Course Experience

2016 ◽  
Author(s):  
Josiane Kroll ◽  
Caroline Q. Santos ◽  
Leticia S. Machado ◽  
Sabrina Marczak ◽  
Rafael Prikladnicki
Keyword(s):  
Graduate Students ◽  
Lessons Learned ◽  
Course Experience

ROSES: Remote Online Sessions for Emerging Seismologists

2021 ◽  
Author(s):  
Fransiska K. Dannemann Dugick ◽  
Suzan van der Lee ◽  
Germán A. Prieto ◽  
Sydney N. Dybing ◽  
Liam Toney ◽  
...  
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Lessons Learned ◽  
Development Programs ◽  
Content Structure ◽  
Course Content ◽  
Technical Requirements ◽  
Online School ◽  
Professional Development Programs ◽  
Advanced Graduate

Abstract In response to a pandemic causing the cancellation of numerous professional development programs for emerging seismologists, we successfully planned, promoted, and executed an 11 week online school for advanced graduate students worldwide during the summer of 2020. Remote Online Sessions for Emerging Seismologists included 11 distinct lessons focused on different topics in seismology. We highlight the course content, structure, technical requirements, and participation statistics. We additionally provide a series of “lessons learned” for those in the community wishing to establish similar programs.

scholarly journals Using project-based learning to teach project-based learning: lessons learned ,

2021 ◽  
Vol 32 ◽  
Author(s):  
João Alberto Arantes do Amaral
Keyword(s):  
Graduate Students ◽  
Course Design ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Project Design ◽  
Design Elements ◽  
Group Activities ◽  
Faculty Of Education ◽  
The University

Abstract This article reports the lessons learned using a project-based learning (PBL) approach for teaching the project-based learning methodology itself. This study was conducted with 33 graduate students from the Faculty of Education of the University of São Paulo, Brazil. This paper explains the course goals, design, and curriculum. Data were collected by means of focus group activities, electronic surveys, and students’ project websites, and analyzed to determine recurrent themes. The main findings were the following: (1) The course design, which followed the seven essential project design elements proposed by Larmer, Mergendoller, and Boss (2015), was very effective; (2) Centering learning around a meaningful project – the creation of a book about PBL experience – motivated students to do their best. However, the hard work came at a price: students reported experiencing fatigue and stress; and (3) The learning dynamics provided students with the experience of combining theory and practice, interviewing subjects, reflecting about the learning process, and sharing knowledge.

Appreciative Inquiry and Graduate Students' Professional Development

2020 ◽  
pp. 208-224
Author(s):  
Audrey Faye Falk ◽  
Christina M. Berthelsen ◽  
Linda Meccouri
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Graduate Students ◽  
Community Engagement ◽  
Graduate Student ◽  
Appreciative Inquiry ◽  
Lessons Learned ◽  
Extensive Review ◽  
Organizational Contexts ◽  
Adjunct Instructor

This chapter focuses on the use of appreciative inquiry in higher education and community contexts, providing an extensive review of this literature. Furthermore, the chapter describes how appreciative inquiry has been applied within the Community Engagement Program at Merrimack College. Jointly written by the program director, a graduate student, and an adjunct instructor, the chapter includes all three voices and perspectives. It includes lessons learned that may be generalizable to business and organizational contexts.

scholarly journals Developing a website directory for young people: A case study using graduate students in library and information science

2017 ◽  
Vol 31 (3) ◽  
pp. 51
Author(s):  
Enid Irwin ◽  
Ken Haycock
Keyword(s):  
Graduate Students ◽  
Information Science ◽  
Lessons Learned ◽  
Reading Level ◽  
Library And Information Science ◽  
San Jose ◽  
Web Based ◽  
Adult Reading ◽  
K 12

KidsClick! is a web-based instructional resource designed for K-12. In 2006 it was transferred to the San Jose State School of Library and Information Science, and was subsequently refocused for grades 4-9, ages 10-14, post-reading, and pre-adult reading level phases. This article describes three parts of the redesign project - content, interface, and back end – explains methods and procedures, and analyzes results. Finally, we list lessons learned andrecommendations for using graduate students on long term projects “across time and space.” 

scholarly journals Expressions of Children and Families on Children’s Rights: Lessons from STM: EC 2019

2020 ◽  
Vol 7 (1) ◽  
pp. 276-300
Author(s):  
Warda Batool ◽  
Marina Apostolopoulos ◽  
Melissa Bagirakandi ◽  
Nichola Nonis Jayawardena ◽  
Justine Lee
Keyword(s):  
Early Childhood ◽  
Graduate Students ◽  
Children's Rights ◽  
Lessons Learned ◽  
Children’S Rights ◽  
General Assembly ◽  
Children And Families ◽  
Childhood Education ◽  
United Nations General ◽  
United Nations General Assembly

Abstract The Shaking the Movers: Early Childhood (STM: EC) event was held at Ryerson University and was the first to invite young children to participate in learning about and discussing their inherent rights. In this article, five graduate students draw on young children’s and family members’ expressions, with regard to children’s right to non-discrimination (United Nations General Assembly, 1989, Article 2), as well as lessons learned, and their suggestions for future STM events. Children and families experiences as presented in the STM: EC report (Robichaud et al., 2019) were examined and the following themes emerged: children’s ideas and thoughts about their rights, spaces for children to learn about their rights, and adults’ views and ideas about children’s rights. The authors provide evidence on how events such as STM are beneficial in understanding children’s expressions and ideas regarding their rights, and the importance of creating spaces that foster children’s rights. Keywords: Shaking the Movers, children’s rights, right to non-discrimination, children’s expression, early childhood education

Field Research: A Graduate Student's Guide

2021 ◽  
Author(s):  
Ezgi Irgil ◽  
Anne-Kathrin Kreft ◽  
Myunghee Lee ◽  
Charmaine N Willis ◽  
Kelebogile Zvobgo
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
Health Research ◽  
Field Research ◽  
Mental Health Research ◽  
Crisis Response ◽  
Lessons Learned ◽  
Early Career ◽  
Sampling Strategies ◽  
Early Career Researchers

Abstract What is field research? Is it just for qualitative scholars? Must it be done in a foreign country? How much time in the field is “enough”? A lack of disciplinary consensus on what constitutes “field research” or “fieldwork” has left graduate students in political science underinformed and thus underequipped to leverage site-intensive research to address issues of interest and urgency across the subfields. Uneven training in Ph.D. programs has also left early-career researchers underprepared for the logistics of fieldwork, from developing networks and effective sampling strategies to building respondents’ trust, and related issues of funding, physical safety, mental health, research ethics, and crisis response. Based on the experience of five junior scholars, this paper offers answers to questions that graduate students puzzle over, often without the benefit of others’ “lessons learned.” This practical guide engages theory and praxis, in support of an epistemologically and methodologically pluralistic discipline.

Industrial Mentors: An Often Untapped Resource in Undergraduate Research Programs

2008 ◽  
Author(s):  
Laila Guessous ◽  
Brian Sangeorzan ◽  
Qian Zou ◽  
Xia Wang
Keyword(s):  
Graduate Students ◽  
Mechanical Engineering ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Research Experience ◽  
Research Programs ◽  
Untapped Resource ◽  
Made In

Students taking part in a 10-week summer research experience for undergraduates (REU) program in the department of mechanical engineering at Oakland University receive three levels of mentorship: from faculty, graduate students and researchers/engineers from industry. Industrial mentors, all of whom volunteer to take part in the experience, play a variety of roles as part of the program and are viewed by the authors as an often untapped resource in undergraduate research programs. This paper focuses on the experience gained from involving industrial mentors in the REU program and on the lessons learned: what worked, what didn’t work and what improvements can be made in the following years.

scholarly journals Innovating for skills enhancement in agricultural sciences in Africa: The centrality of field attachment programs

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Anthony Egeru ◽  
Paul Nampala ◽  
Henry Massa-Makuma ◽  
Moses Osiru ◽  
Adipala Ekwamu
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Agricultural Development ◽  
Smallholder Farmers ◽  
Geographical Area ◽  
Agricultural Science ◽  
Lessons Learned ◽  
Sub Saharan Africa ◽  
Application Process ◽  
Sub Saharan

Africa remains an intensely agrarian continent, with two-thirds of its people directly or indirectly deriving their livelihood from agriculture. Higher agricultural education has thus emphasised production of graduates with the requisite skills to drive agricultural development. Despite these efforts, too few graduates in sub-Saharan Africa (SSA) have the employable skills necessary to transition to the labour market. A similar situation is observable among agricultural science graduates, who are vital to serving rural smallholder farmers. Most Colleges of Agriculture in Africa offer field attachment internships in agriculture and related fields but they are largely designed to cater for undergraduate students and are not part of the training programs at graduate level. To ameliorate this gap, the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), a network of 55 member universities in SSA, designed and rolled out an innovative field attachment program award (FAPA), launched in 2010, to serve graduate students. The FAPA is competitively based and designed to encourage students to follow through with the dissemination of their research and to enable them to link more closely with the communities and agencies working in the geographical area where the research was undertaken.During the period 2010–2015, five grant cycles were successfully implemented and 114 graduate students from 17 countries in SSA awarded. This article discusses the lessons learned during this period by examining two key areas: (1) the application process and implementation of the awards; and (2) the reported outcomes and challenges for grantees. Establishing the award has generated key technical and implementation lessons that the network and individual universities have been able to use to improve and institutionalise processes. Grantees have reported gaining a range of cross-cutting skills in personal mastery, initiative leadership and innovativeness, proactivity, flexibility, communication, analytical capacity, teamwork, networking and advocacy, and technical capacity, particularly in engaging with smallholder farmers. They have also noted significant challenges, in particular around establishing productive and sustainable engagement with smallholder farmers. These outcomes have influenced curricular reviews by member universities, with particular emphasis on these skills sets. Keywords: graduate employability, internships, sub-Saharan Africa, university 

scholarly journals Triple Aims Healthcare Policy Voices of Graduate Student Interprofessional Team Members

2019 ◽  
Author(s):  
Gary Skolits ◽  
Rachel Ladd ◽  
Paul Kirkland ◽  
Lora Beebe ◽  
Marian Roman
Keyword(s):  
Graduate Students ◽  
Healthcare Providers ◽  
Cost Savings ◽  
Healthcare Outcomes ◽  
Patient Centered ◽  
Team Members ◽  
Centered Care ◽  
Course Experience ◽  
Interprofessional Healthcare ◽  
Patient Service

The purpose of this study is to share the voices of healthcare graduate students participating in an interprofessional course experience, particularly as their voice relate to fundamental healthcare issues care embodied in the Triple Aims. Two research questions guided study efforts: (1) how do graduate students perceive the value of interprofessional learning experiences for their professional development as future healthcare providers? and (2) based on these experiences, how do students perceive the potential for interprofessional teams to address the Triple Aims of health care? This study was based on the qualitative approach of inductive thematic coding (Braun & Clarke, 2006). Findings indicated that course experiences led to favorable perspectives towards interprofessional practice, with students citing particular benefits regarding more effective and efficient patient service. Students also perceived that interprofessional healthcare would advance current practice regarding the first two triple aims (patient healthcare outcomes and patient satisfaction) due its focus on patient-centered care, improved provider communication, and better-informed treatment decisions. Regarding the third triple aim (reduced costs), students noted that healthcare cost savings were possible, but these must be viewed with a macro lens from a long-term perspective.

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