scholarly journals Comparing the impact of informal physics program on undergraduate versus graduate student facilitators

2021 ◽  
Author(s):  
Jonathan Perry ◽  
Jonan Phillip Donaldson ◽  
Tatiana Erukhimova
Keyword(s):  
Graduate Student ◽  
Physics Program ◽  
The Impact

THE CDF LAYER 00 DETECTOR

2001 ◽  
Vol 16 (supp01c) ◽  
pp. 1091-1093 ◽  
Author(s):  
TIMOTHY K. NELSON
Keyword(s):  
Impact Parameter ◽  
Support Structure ◽  
Physics Program ◽  
Silicon Sensors ◽  
Fine Pitch ◽  
Silicon System ◽  
The Impact ◽  
Radiation Tolerant

The CDF Layer 00 detector consists of single-sided silicon sensors assembled on the beampipe, forming the innermost of eight silicon layers in the CDF detector for Run II of the Fermilab Tevatron. Radiation tolerant p-in-n silicon with 25(50) μm implant(readout) pitch are mounted on a lightweight, cooled support structure and connect to electronics outside the tracking volume via long, fine-pitch cables. Layer 00 will significantly improve the impact parameter resolution and enhance the longevity of the silicon system, benefitting a large portion of the physics program for Run II.

scholarly journals What Happens When Trained Graduate Student Instructors Switch to an Open Textbook? A Controlled Study of the Impact on Student Learning Outcomes

2018 ◽  
Vol 18 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Erin E. Hardin ◽  
Bret Eschman ◽  
Elliot S. Spengler ◽  
J. Alex Grizzell ◽  
Anahvia Taiyib Moody ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Graduate Student ◽  
Underserved Populations ◽  
Past Research ◽  
Student Learning Outcomes ◽  
Open Educational Resources ◽  
Controlled Study ◽  
Instructor Characteristics ◽  
The Impact

Open educational resources (OER) are increasingly attractive options for reducing educational costs, yet controlled studies of their efficacy are lacking. The current study addressed many criticisms of past research by accounting for course and instructor characteristics in comparing objective student learning outcomes across multiple sections of General Psychology taught by trained graduate student instructors at a large research-intensive university. We found no evidence that use of the OER text impeded students' critical thinking compared to use of a traditional textbook, even after accounting for instructor characteristics. To the contrary, we found evidence of a slight increase in content knowledge when using an OER text. Importantly, this effect was driven by improvements from both our lowest-performing students and our highest-performing students. Moreover, student learning outcomes were not influenced by instructor experience, suggesting even novice instructors fared well with OER materials. Finally, students from traditionally underserved populations reported the lower cost of the book had a significantly higher impact on their decision to enroll in and remain enrolled in the course.

WHAT CDF SEES WITH THE SILICON VERTEX TRIGGER

2004 ◽  
Vol 19 (22) ◽  
pp. 1633-1648 ◽  
Author(s):  
JOSEPH BOUDREAU
Keyword(s):  
B Physics ◽  
Hadronic Decays ◽  
B Decays ◽  
Trigger System ◽  
Future Projections ◽  
Physics Program ◽  
Heavy Baryons ◽  
Charmless B Decays ◽  
Event Rates ◽  
The Impact

We review the impact of CDF's Silicon Vertex Trigger (SVT) on the physics program of the CDF experiment, after three years of experience operating the device at the Tevatron. By providing impact parameter information to the trigger system, the SVT allows CDF to collect a large number of all-hadronic decays of charm and bottom hadrons previously unseen at the [Formula: see text] collider, including hadronic [Formula: see text] decays, two-body charmless B decays, and decays of heavy baryons. Semileptonic decays are now collected with greater efficiency than in previous running. Most of the work reviewed in this note is performed with less than about 200 pb -1 of data, in some cases considerably less. Already the SVT has radically changed the nature of B physics at the collider. Empirical data on event rates and background levels now constrain future projections of CDF's sensitivity to important topics in B physics, such as [Formula: see text] particle–antiparticle oscillations, and the measurement of CP asymmetries in two-body charmless B decays.

The Impact of the Use of Ceramics on OT and PT Graduate-Student Stress

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311520405p1
Author(s):  
Jewell Dickson ◽  
Abigail Alvarez ◽  
Chelsea DeJesus ◽  
Naureen Jooma ◽  
Cindy LaPorte
Keyword(s):  
Graduate Student ◽  
Student Stress ◽  
The Impact ◽  
Graduate Student Stress

scholarly journals ENGINEERS TEACHING COMMUNICATION: EVALUATING THE IMPACT OF TA TRAINING ON GRADUATE STUDENT COMMUNICATION, TEACHING AND PROFESSIONAL DEVELOPMENT

2017 ◽  
Author(s):  
Nikita Dawe ◽  
Jeff Harris ◽  
Melanie Stevenson ◽  
Deborah Tihanyi
Keyword(s):  
Professional Development ◽  
Graduate Student ◽  
Teaching Practice ◽  
Training Programs ◽  
Anecdotal Evidence ◽  
Specific Training ◽  
Engineering Communication ◽  
Communication Instruction ◽  
The Impact ◽  
Ta Training

The Engineering Communication Programworks with engineering TAs in the Department ofMechanical and Industrial Engineering at the Universityof Toronto to deliver communication instruction in coredesign courses. Engineering TAs’ disciplinary expertiseaffords increased credibility with students, and we havehad consistent anecdotal evidence from TAs that teachingcommunication has made them better communicators.Currently, training involves a combination of instructionand mentorship, both from faculty and each other.Here, we investigate TAs’ increased confidence andskill in communication and teaching: what they finduseful, how the training has influenced theircommunication and teaching practice, and what morethey would like to explore in the future. An initial surveyand discussion found that confidence was shaped byexperience, course-specific training, instructor feedback,and peer learning. We hope to build on these findings infuture through a broader study of TAs in the Faculty andfurther development of our TA training programs

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 Prerequisite Coursework As A Predictor Of Performance In A Graduate Management Course

2008 ◽  
Vol 5 (7) ◽  
Author(s):  
Amy McMillan-Capehart ◽  
Tope Adeyemi-Bello
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Organizational Behavior ◽  
Student Performance ◽  
Graduate Student ◽  
Business Administration ◽  
Master Of Business Administration ◽  
Subsequent Performance ◽  
Mode Of Instruction ◽  
The Impact

There have been many studies published concerning predictors of academic performance but few of these studies have examined the impact of prerequisites. As such, we investigated the impact of a prerequisite management course on graduate student performance in an Organizational Behavior (OB) course. In this longitudinal study, we explored predictors of performance in a Master of Business Administration (MBA) Organizational Behavior course. In particular, we found that the grade received in the prerequisite was positively related to subsequent performance in the Organizational Behavior course. In addition, mode of instruction (online versus on campus) was significantly and negatively related to the grade received in Organizational Behavior.

scholarly journals Graduate Student Use of Campus Green Spaces and the Impact on Their Perceptions of Quality of Life

2010 ◽  
Vol 20 (1) ◽  
pp. 186-192 ◽  
Author(s):  
A.L. McFarland ◽  
T.M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Quality Of Life ◽  
Graduate Students ◽  
University Students ◽  
Graduate Student ◽  
Past Research ◽  
Green Spaces ◽  
Student Body ◽  
Campus Environment ◽  
The Impact

Students' perception of their overall academic experience and the campus environment is related to academic accomplishment, and research has found that the designed environment of the university can influence the degree of stress students may feel. Past research found that undergraduate student use of campus green spaces and perceptions of quality of life were related to each other. The main objective of this study was to investigate the relationship between graduate student use of campus green spaces and their perceptions of quality of life at a university in Texas. A total of 347 of 3279 (≈10%) of the graduate student body received e-mails with information regarding the incentive for participation and instructions on accessing an on-line survey. The survey included questions that related to student use of campus green spaces, overall quality of life statements, an instrument to measure the quality of life of university students, and demographic questions. A total of 79 (22.8% response rate) graduate student questionnaires were collected and analyzed to compare perceptions of quality of life of university students and the level of individual usage of campus green spaces. Descriptive statistics determined that, unlike undergraduates who were primarily “high users” of campus green spaces, graduate students were about equally split between being “low,” “medium,” and “high users” of campus green spaces. However, graduate students still ranked their quality of life highly. Finally, this study found that, unlike undergraduates, graduate students did not have a statistically significant relationship between green-user scores and perception of quality of life scores. It may be that graduate students have less time to spend in outdoor spaces, yet still meet their quality of life needs through other means such as academic achievements.

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