Debate: a tool for teaching graduate students.

1996 ◽  
Vol 271 (6) ◽  
pp. S45 ◽  
Author(s):  
F Moody-Corbett
Keyword(s):  
Graduate Students ◽  
Graduate Program ◽  
Student Participation ◽  
Critical Evaluation ◽  
Opportunity To Learn ◽  
Background Knowledge ◽  
Methods Of Evaluation ◽  
Neuroscience Method

The introduction of a formal debate was used to stimulate discussion of neuroscience in our graduate program. The debate had several advantages for encouraging student participation. Several students actively participated in the debate: four debaters and five judges. Faculty coaches helped provide background knowledge and guidance before the debate but were not debaters. Faculty directed the judges in methods of evaluation but were not judges. It was felt that this method of teaching was not only fun, but also provided an opportunity to learn current topics in neuroscience, method of presentation, and critical evaluation.

Chaitanya

2019 ◽  
Author(s):  
Amiya P. Sen
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Critical Evaluation ◽  
Significant Part ◽  
Dynamic Relationship ◽  
Iconic Figure

This is a short yet critical biography of a major religious figure from Hindu Bengal, Krishna Chaitanya (1486–1533), based on extant hagiographical sources from medieval Bengal as also recent scholarly studies. It relies on both Bengali and English language sources, creating a dialogic and dynamic relationship between the two. The book primarily addresses graduate students and interested general readers in an easily accessible and intelligible manner, without taking recourse to copious notes and citations. The intention of this project was to produce a narrative that was both gripping and enjoyable. However, there is also ample material in this book that will interest and motivate the researcher as well. A significant part of this work is a critical evaluation of just how Chaitanya has been perceived and understood after his time, particularly in colonial Bengal where he has come to assume the place of an iconic figure. Interested readers will find the painstakingly compiled appendices quite useful.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals University extension and teacher training in Brazil: the Zoology Summer Course

2020 ◽  
Vol 11 (3) ◽  
pp. 315-330
Author(s):  
Karla D. Araujo Soares ◽  
Adriana Jeckel ◽  
Gabriel Silva ◽  
Victor Giovannetti ◽  
Kleber Mathubara
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Graduate Program ◽  
Sao Paulo ◽  
São Paulo ◽  
Postgraduate Students ◽  
University Teachers ◽  
College Professors ◽  
Academic Activities ◽  
The University

Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers. Keywords: Graduation; Extension Course; Students; Biodiversity   Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia   Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários. Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade

scholarly journals Adjustment Experiences of International Graduate Students to Life in the United States

2021 ◽  
Vol 29 (4) ◽  
pp. 2243-2262
Author(s):  
Nur Aira Abd Rahim
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
The United States ◽  
Qualitative Inquiry ◽  
Adjustment Process ◽  
International Graduate Students ◽  
International Graduate ◽  
Starting Point

The adjustment process, also interchangeably referred as a transition or adaptation process, is a stage that every international student went through as part of their study abroad experiences. For international graduate students, their pursuit represents an important milestone in their self-development and personal growth. However, adjusting to a new educational and social environment can be challenging. During this important starting point of their academic journey, what are the key aspects that shaped the adjustment experiences of these international graduate students? This study explored the narratives of international graduate students of their adjustment process to academic life in the United States using the integrated acculturation framework using a naturalistic qualitative inquiry process. Participants’ selection includes criterion sampling and maximum variation strategy to elect international students who were at least completing his or second semester in a current graduate program. In total, 9 participants were selected based upon different countries of origins and program majors and having both male and female and doctorate and master level participants in this study. The findings show that these international graduate students experienced varied adjustment experiences, impacted by motivation, personality, coping strategies, and social support received. All the participants also reported having a varying set of growth as a result of the adjustment process. The recommendations include providing more support geared towards academic well-being and creating a supportive culture among faculty and other students on the diversity and difference these international graduate students bring on campus.

The impact of gratitude letters and visits on relationships, happiness, well-being, and meaning of graduate students

2021 ◽  
Vol 5 (2) ◽  
pp. 110-126
Author(s):  
David Stefan ◽  
Erin Lefdahl-Davis ◽  
Alexandra Alayan ◽  
Matthew Decker ◽  
Josie Wittwer ◽  
...  
Keyword(s):  
Graduate Students ◽  
Meaning In Life ◽  
Mixed Methods Research ◽  
Positive Emotions ◽  
Graduate Program ◽  
Satisfaction With Life ◽  
Well Being ◽  
Satisfaction With Life Scale ◽  
Life Questionnaire ◽  
The Impact

In this mixed-methods research, we examined the practice of writing and delivering letters of gratitude (gratitude visits) and its impact on well-being, happiness, meaning and relationships for students in an online graduate program in psychology. Participants completed assessments and inventories relating to happiness, well-being and meaning in life, including the Satisfaction with Life Scale, Meaning in Life Questionnaire, Approaches to Happiness Questionnaire and open-ended qualitative questions before and after they wrote and delivered gratitude letters. Quantitative analyses found significant increases in meaning in life, satisfaction with life, and approaches to happiness after the gratitude visit intervention. Using a grounded theory qualitative analysis of the data, eight primary themes emerged related to the impact and meaning of gratitude letters on graduate students:  (1) the impact on the relationship; (2) positive emotions experienced; (3) experiencing a reciprocal expression of gratitude from the receiver; (4) overcoming uncomfortable emotions; (5) relief, release or liberation after sharing; (6) impact on spiritual growth; (7) unexpected responses; and (8) greater reflection on the meaning of life and a changed perspective. Overall, providing graduate students with the opportunity to engage in gratitude visit interventions was related to greater meaning and well-being. This study suggests implications and recommendations related to the use of positive psychology interventions in educational settings.

Invisible Community?

2018 ◽  
pp. 931-945
Author(s):  
Sheila Bonnand ◽  
Mary Anne Hansen
Keyword(s):  
Graduate Students ◽  
Academic Libraries ◽  
Graduate Program ◽  
Library Instruction ◽  
State University ◽  
Web Conferencing ◽  
Underserved Students ◽  
Montana State University ◽  
Library Resources ◽  
Equitable Instruction

In this chapter, Montana State University librarians share how they have expanded efforts to reach out to and provide equitable instruction services for its online graduate students, a population often underserved. After piloting a synchronous, online instruction program using web conferencing, librarians surveyed a targeted graduate program to determine if underserved students became more efficient researchers as a result of library instruction participation via web conferencing and if they are now taking fuller advantage of library resources and services. Students and faculty surveyed were positive about the newly created connection to the MSU community. However, findings revealed that many online graduate students work in research environments lacking the breadth and depth of resources they need. Further, many lack a connection to the MSU community and do not know that their institution's library resources are available to them. This discovery means that academic libraries should strengthen activities designed to build community among online students.

scholarly journals Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing

2013 ◽  
Vol 28 (1) ◽  
Author(s):  
Dorothy A. Lander
Keyword(s):  
Adult Education ◽  
Graduate Students ◽  
Participatory Research ◽  
Appreciative Inquiry ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Policy Statement ◽  
Research Activity ◽  
Teaching And Learning Research ◽  
Learning Research

Graduate students in Canadian universities who conduct research with human subjects as part of the requirements for their degree must submit a research proposal to the University Research Ethics Board and receive approval on the basis of compliance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (1998). This reflexive account of teaching and learning research literacies is based on a participatory research activity that the author has used during graduate students' introduction to a research-based, self-directed graduate program in adult education delivered at a distance. For the purposes of this paper, "research literacies" refers to any research practices that culminate in the writing of a research thesis, taking into account the procedures for compliance with the Tri-Council Policy. The focus of the reflexive account is an experiential classroom innovation with multiple cohorts of graduate students (8-12 students each) in which the faculty advisor as the principal investigator involves the graduate students as research participants in appreciative inquiry into practitioners' ways of writing. This participatory research into practitioner and researcher literacies offers some implications for teaching and learning the ethics of representation throughout the research process up to and including publication.

scholarly journals Understanding Women’s Experience in Graduate Mathematics Through a Focused Identity Lens

2018 ◽  
Vol 3 (2) ◽  
pp. 112
Author(s):  
Lynn Liao Hodge ◽  
Lauren Wagener Riva
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate School ◽  
Graduate Program ◽  
Southeastern United States ◽  
Social Situation ◽  
School Mathematics ◽  
Grade School ◽  
The Social ◽  
The World

Despite relatively equal proportions of boys and girls enrolled in STEM courses during grade school, women are significantly underrepresented in STEM degrees and occupations around the world (Hill, Corbett, and St. Rose, 2010). The field of mathematics reflects this trend. Our focus in this article is on three women graduate students in mathematics at a University in the Southeastern United States. In particular, we were interested in their identities that include their perspective on the graduate program. Specifically, we sought to understand the norms, expectations, and resources of the social situation in which their identities were developing. As will become apparent, the three students illustrate different identities as they participated in graduate school mathematics.

scholarly journals Internships in Community Psychology

1982 ◽  
Vol 1 (2) ◽  
pp. 14-19
Author(s):  
Charles P.-E. Theroux ◽  
Bruce M. Tefft
Keyword(s):  
Graduate Students ◽  
Community Psychology ◽  
Graduate Program ◽  
Theoretical Models ◽  
Professional Roles ◽  
Community Practice ◽  
Doctoral Level ◽  
Field Training ◽  
Applied Skills ◽  
Psychology Community

There is substantial concensus regarding the professional roles derived from theoretical models of community psychology. Community field training is necessary for graduate students to experience fundamental role characteristics and develop applied skills relevant to later community practice. A doctoral-level internship and its relationship to professional roles in community psychology is described. Problems associated with development of community internships are discussed from the perspective of both the sponsoring graduate program and the student. Given the importance of understanding Canadian issues, systems, and polices for community practice, it appears highly desirable that graduate students do their internships in Canada.

scholarly journals On Cucuys in Bird’s Feathers: A Counterstory as Parable

2020 ◽  
Vol 1 (1) ◽  
pp. 44-46
Author(s):  
Aja Martinez
Keyword(s):  
Graduate Students ◽  
Graduate Program ◽  
Fictional Characters ◽  
Citation Practice ◽  
The Voice

This counterstory reviews central topics of mentorship and writing/publishing collaborations as parable. While maintaining pressure on the audience to read/see themselves in the fictional characters within, this counterstory as parable expands the voice, style, citation practice, and genre possibilities for discussions that are difficult to engage due to power imbalances and precarity within the profession for graduate students and junior professors. This counterstory as parable is an invitation to discuss the important topics of mentorship and writing/publishing, particularly for audience members who maintain the power and privilege of working with emerging scholars (i.e. graduate program professors and senior scholars).

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