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.

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.

The Philosophy of Using Communicative Intelligence for Cross-Cultural Collaboration

2015 ◽  
pp. 303-320 ◽  
Author(s):  
Kendall Zoller
Keyword(s):  
Nonverbal Communication ◽  
Cross Cultural ◽  
Communication Patterns ◽  
Human Interactions ◽  
Ways Of Thinking ◽  
Nonverbal Skills ◽  
Areas Of Interest

This chapter describes Communicative Intelligence (CI) from a philosophical lens. The author explains its cognitive, emotional and actionable elements. CI is the deliberate and intentional deployment of verbal and nonverbal communication patterns in ways that aspire to develop relationships across and within cultures in the unpredictably dynamic arena of human interactions (see Zoller, 2008). Further, the author suggests that CI is a consciously mindful state where the deliberate application of verbal and nonverbal skills and moves are used to achieve an alignment between the intended message and the manner in which it is perceived to build rapport, model empathy, and impact trust. By using the strategies and ways of thinking found in CI, leaders can improve the quality of their relationships resulting in new possibilities and solutions to the issues facing organizations. Key areas of interest will be discussed including how CI can be used to impact cross-cultural collaboration and leadership.

scholarly journals Nonverbal Communication in Text-Based, Asynchronous Online Education

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Rima Al Tawil
Keyword(s):  
Online Education ◽  
Nonverbal Communication ◽  
Online Survey ◽  
Phase 1 ◽  
Nonverbal Cues ◽  
Online Questionnaire ◽  
Human Interactions ◽  
The Social ◽  
Research Findings ◽  
Study Participants

Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted through asynchronous, text-based online human interactions. To explore the presence, type, and potential impact of electronic nonverbal cues (eNVC), I conducted this research using the Exploratory Sequential Mixed-Method Design. Phase 1 constituted the preliminary, qualitative stage of this research, during which participants completed an online questionnaire to identify what actions, if any, could speak louder than words in discussion-based courses. Thematic analysis of the questionnaire answers revealed the potential existence and influence of several eNVC categories. Phase 2 constituted the quantitative stage, and served to validate Phase 1 findings through the data collection and analysis of two versions of an online survey: one for professors and another for learners. The collated research findings confirmed that eNVC exist and communicate messages beyond those sent and received through printed words in the asynchronous, online learning environment. According to study participants, these types of electronic cues contributed to the social and teaching presences, and therefore carried the potential to influence students’ levels of engagement and motivation.  

scholarly journals Adult Learning Development in Poland in the 20th Century

2017 ◽  
Vol 7 (4) ◽  
pp. 76-81
Author(s):  
Anna Boiarska-Khomenko
Keyword(s):  
Adult Learning ◽  
Learning System ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Historical Period ◽  
Normative Documents ◽  
Wide Range ◽  
Learning Development ◽  
Learning Institutions ◽  
Goals And Objectives

Abstract The article presents a retrospective analysis of adult learning development in Poland in the 20th century. Based on the study and analysis of historical and pedagogical literature, normative documents of the official bodies of Polish government, the periodical press of the 20th century, several stages of adult learning development, in the particular historical period, have been determined: 1905–1913 years were defined by the legalization of educational institutions for adults, the search for new forms and methods of education, the involvement of a wide range of people; 1914–1945 was the stage of world wars that had led to the destruction of the adult learning system, which led to the decline of educational institutions; 1950–1960 years were characterized by the restoration of adult learning institutions, the adaptation to the new political system, a new approach to formulating the goals and objectives of adult learning; in the 70s and 80s of the 20th century, there was the cardinal rethinking of the goals and objectives of adult learning, educational institutions practiced new forms and methods of teaching, the idea of lifelong education was widespread in the society; the period of the end of the 20th century had initiated the integration of adult learning in Poland into the Common Educational Space, which contributed to the intensification of the theoretical substantiation and practical implementation of the international concepts of adult learning. Among the criteria for determining the stages, there were socio-political, socio-economic, organizational and pedagogical factors that led to the change of subjects, goals, objectives, content, principles, forms, methods of organizing adult learning in Poland in the 20th century. The historical and pedagogical features of each stage are shown, the influence of historical events on the formation and development of adult education in Poland is taken into account and analyzed. In accordance with each stage, the leading forms and methods of adult learning are have been determined. The peculiarities of the activity of adult learning institutions at all stages have been demonstrated. The disadvantages of the adult learning system, as well as the difficulties of its development, have been identified.

scholarly journals An Economic Multipoint Gravitational Model Expression Of A Transactional Analysis Game: An Application To Recreational Private Land Use Decisions

2017 ◽  
Vol 33 (4) ◽  
pp. 789
Author(s):  
Rutherford Johnson
Keyword(s):  
Cognitive Theory ◽  
Private Land ◽  
Transactional Analysis ◽  
Human Beings ◽  
Decision Strategy ◽  
Human Interactions ◽  
Land Owners ◽  
Land Use Decisions ◽  
Economic Decision Making ◽  
Gravitational Model

The outcome of interactions between various economic actors has a decided subconscious component. Transactional analysis (TA), which was developed in the late 1950s, provides a cognitive theory about the way that human beings interact with each other on a subconscious level that can be applied to investigation of economic decision making. TA, founded by physician Eric Berne, explains a number of potential human interactions, or social transactions, by framing them as subconscious games. Individual economic actors in markets interact with each other. Those interactions may be influenced at least somewhat by subconscious cognitive processes and TA games. Additionally, because individuals gain experience through each interaction, there may reasonably be expected to exist an historical component in which the subconscious response of economic actors to others in the market and to the subconscious games of others in the market may change over time based on their experiences in prior games. As an extension, an individual’s subconscious response to other economic actors may in part be based on the influence of information, either conveyed through games or via other sources. This study investigates decision strategy in the context of marketplace interaction in which outcomes are influenced by subconscious social transaction games played between individuals. The decision by land owners of whether or not to open private land to outside parties for recreational use is considered as an example. Because interaction necessarily involves some form of influence, the interaction and decision strategy are modeled mathematically by an economic multipoint gravitational model in which each actor both influences all other actors and is influenced by them. 

scholarly journals The Body Language of Culture

2019 ◽  
Vol 7 (8) ◽  
pp. 32-39
Author(s):  
Filiz Akkilinc Resat
Keyword(s):  
Nonverbal Communication ◽  
Body Language ◽  
The Body ◽  
Head Movements ◽  
Physical Contact ◽  
Critical Elements ◽  
Human Interactions ◽  
Current Article ◽  
Diverse Cultures ◽  
Insight Into

AbstractBody language is an element of our lives that is inextricably incorporated into all spheres of human interactions and functioning. It may happen that the same gesture in diverse cultures may have a completely different meaning so researchers from all over the world are recommending to gain as much insight into the concept of nonverbal communication as possible so as not to miss out on certain critical elements that could expose a person to unwanted circumstances. The current article dwells on the importance of learning the essentials of body language and then switches to reviewing the key elements of nonverbal communication such as handshakes, hand gestures, eye contact, head movements, physical contact, and sitting position. After a thorough overview of the key elements of body language, the author discusses the most interesting ways of learning body language. The paper is closed by an in-depth conclusion reiterating the importance of nonverbal communication and its role for the development of human community.

MODELING AND SIMULATION OF CONVERTER SYSTEMS PART I: METHODS, MODELS AND TECHNIQUES

1995 ◽  
Vol 05 (04) ◽  
pp. 635-668 ◽  
Author(s):  
ROMUALD SZCZESNY ◽  
MIECZYSLAW RONKOWSKI
Keyword(s):  
Modeling And Simulation ◽  
Dynamic Network ◽  
Basic Structure ◽  
Companion Paper ◽  
General Purpose ◽  
Simulation Program ◽  
Practical Implementation ◽  
Electrical Machine ◽  
Power Semiconductor ◽  
Machine Modeling

In this paper a critical analysis of the methods, models and techniques applied in modeling and simulation programs of converter systems is presented. The three principal components of the converter system, i.e. converter, electrical machine and control are considered. Different approaches to modeling of power semiconductor elements are described. A general switch model and the approach, based on the Petri net, to development of switch macromodel is presented. Electrical machine modeling based on its multiport dynamic network representation are considered, and chosen as adequate for simulations of converter/machine interactions. A basic structure and features of a general-purpose simulation program are considered. Pertinent features for its five basic stages, i.e. input/pre-processing, description of component models, equation formulation, numerical solution and output/post-processing is developed. Theoretical considerations presented in this paper, should enable, depending on a given problem to be solved, both the correct development of a special program or a rational choice of a general purpose simulation program. The practical implementation of the described methods, models and techniques into a general purpose simulation program, particularly into a TCAD package, is the topic of a companion paper.

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