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.

scholarly journals How to communicate effectively in graduate advising

FACETS ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 280-299
Author(s):  
H.H. Wagner ◽  
S. Temple ◽  
I. Dankert ◽  
R. Napper
Keyword(s):  
Adult Learning ◽  
Nonverbal Communication ◽  
Companion Paper ◽  
Psychological Aspects ◽  
Practical Implementation ◽  
Transactional Analysis ◽  
Human Interactions ◽  
Learning Centered ◽  
Graduate Advising ◽  
Supplementary Material

This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student’s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students’ competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets ( Supplementary Material ) support their practical implementation.

Assessing Character in Mentored, Contextual Learning

2021 ◽  
pp. 193979092110437
Author(s):  
Nathan H. Scherrer ◽  
Debra R. Anderson
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Character Development ◽  
Contextual Learning ◽  
Model Learning ◽  
Learning Skills ◽  
Seminary Education ◽  
Individual Character ◽  
Assessment Strategies

This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of individual students and a culture of integrated learning in the institution. Rather than directing assessment strategies on individual character qualities, we argue for the efficacy of assessing the enabling conditions for character growth expressed in the andragogic elements of adult learning skills. Within this model, learning proves to be expansive enough for the contemporary seminary student who has a sense that it is up to them to prepare for and create the work they dream of within a changing culture.

Application of Digital Technologies, Multimedia, and Brain-Based Strategies

2021 ◽  
pp. 837-860
Author(s):  
Meei Tyng Chai ◽  
Aamir Saeed Malik ◽  
Mohamad Naufal Mohamad Saad ◽  
Mohammad Abdul Rahman
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Digital Technology ◽  
Digital Technologies ◽  
Learning Tools ◽  
Academic Context ◽  
Effective Learning ◽  
Brain Based Learning ◽  
The Brain

Teaching adult learners is challenging because the characteristics of adult learners and their expectations are different from children/early adolescence. Recent advances in digital technology offer various opportunities that are particularly useful in fostering adult learning by transforming traditional “live” classroom-based into “virtual.” This chapter aims to explore how the digital technologies affect the way the brain learns and memorizes, including cognitive, emotional, and behavioral dimensions to promote personal and professional development. First, this chapter presents the application of digital technologies that support and engage adult learners in enhancing knowledge acquisition and retention, discusses the specific engagement techniques for adult, along with the research on multimedia learning. This chapter also covered neuroscience studies related to brain-based learning and strategies. The opportunities and challenges of the use of digital technology and multimedia platform to be effective learning tools for academic context and lifelong learning are also presented.

scholarly journals Mediating Test Anxiety through the Testing Effect in Asynchronous, Objective, Online Assessments at the University Level

2017 ◽  
Vol 4 (2) ◽  
pp. 107 ◽  
Author(s):  
Daniel Sullivan
Keyword(s):  
Graduate Students ◽  
Test Anxiety ◽  
Testing Effect ◽  
Learning Experience ◽  
Effective Learning ◽  
Online Evaluation ◽  
Online Assessments ◽  
Text Anxiety ◽  
University Level ◽  
The University

Do asynchronous online evaluations, designed and delivered to engage the testing effect, moderate test anxiety? To answer this question, we surveyed 353 undergraduate and graduate students, drawn from 12 courses, hybrid and online, asking whether the option to take and retake a quiz lessened their text anxiety. Students, no matter the course or level, indicate yes, with more than 90% of the sample agreeing that the option to retake a quiz reduced test anxiety. We also consider this result with regards to the issues of metacognitive accuracy, student engagement, and learning effectiveness. Nearly 95% saw the “anytime, anyplace” test-retest option increasing understanding, improving class engagement, and supporting a more effective learning experience. Our findings profile a promising path to reset traditional as well as refine online evaluation pedagogies.

scholarly journals The Millennial Student: A New Generation of Learners

2007 ◽  
Vol 2 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Michele Monaco ◽  
Malissa Martin
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Generation X ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Media Technology ◽  
Effective Learning ◽  
Learning Centered ◽  
Technology And Communication ◽  
New Generation

Objective: Each generation comes to college with varying characteristics that distinguish them from their predecessors. Teaching has evolved into a learning centered classroom that focuses on student learning rather than on teacher delivery. The purpose of this article is to introduce the Millennial Student and identify various characteristics that influence teaching and learning. Background: A new generation of learners has immersed themselves in the college classroom. They are determined, driven achievers who depend on technology and their support system. The method of teaching ten years ago is not the method to achieve learning with this generation. Their characteristics mimic the characteristics of the Silent Generation, those who were born between the years of 1925–1942, and are now grandparents to the Millennial. The Millennial are quite opposite of their predecessors, Generation X. Description: There are key descriptors of the Millennial Generation that define their characteristics as a society. These characteristics are identified with a strategy to understand and use as teachers implement learning. A paradigm shift is occurring, and higher education cannot ignore the needs of these students. Teachers are taking on various roles in and out of the classroom to achieve student learning and successful teaching. Athletic training education serves the Millennial Generation not only in the classroom, but in the clinical setting as well. A new understanding of this student allows educators to develop learning skills didactically and clinically. Advantages: Through the evolution of society, media, technology, and communication, teachers must understand their audience in order to develop instructional methods and delivery styles that will produce effective learning outcomes in the Millennial Student.

Sign in / Sign up

Export Citation Format

Share Document