The Importance of Graduate Student Engagement in a Campus Language Diversity Initiative

2018 ◽  
Vol 46 (3) ◽  
pp. 215-228 ◽  
Author(s):  
Stephany Brett Dunstan ◽  
Amanda Eads ◽  
Audrey J. Jaeger ◽  
Walt Wolfram
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Graduate Student ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Research Literature ◽  
Diversity Education ◽  
Language Diversity ◽  
State University ◽  
North Carolina State University

In 2012, North Carolina State University launched a campus-wide linguistic diversity program, “Educating the Educated,” with a goal of engaging the campus community about language as a key element of diversity and increasing general knowledge of language and dialect differences. The program has successfully grown over the past several years since its launch, in large part due to the leadership efforts of the program’s student ambassadors. Student ambassadors are involved in peer education on campus, seek out opportunities to engage the campus and local communities, and develop partnerships on campus with existing organizations to enhance diversity education efforts with the inclusion of language diversity. A majority of these student ambassadors are graduate students in the linguistics Masters program. In this paper, we discuss the importance of the student ambassadors to the success of the program in terms of their contributions and advancement of program objectives. We also highlight the importance of graduate students being engaged on their campus, drawing from higher education research literature on graduate student engagement and the critical role it plays in academic and professional development.

scholarly journals 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

2011 ◽  
Vol 3 ◽  
pp. 177
Author(s):  
Natasha Patrito Hannon ◽  
Svitlana Taraban-Gordon
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Effective Teaching ◽  
Student Learning ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Faculty Members ◽  
Development Programs ◽  
Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

Enhancing Student Engagement in Engineering Statics With Online Tools

2010 ◽  
Author(s):  
A. K. T. Howard
Keyword(s):  
North Carolina ◽  
Distance Education ◽  
Student Engagement ◽  
Faculty Member ◽  
Online Resources ◽  
Just In Time ◽  
State University ◽  
Message Boards ◽  
North Carolina State University ◽  
Online Tools

Engineering Statics at North Carolina State University is taught to both distance-education and on-campus sections simultaneously. Statics has been remodeled to include online and in-class tools to encourage all students to stay actively engaged with the material. Seven online tools which have been incorporated into the redesigned course are presented and discussed: review modules, reading introductions and quizzes, class notes with video example problems, recorded lectures, skills quizzes, synchronous office hours and asynchronous message boards, and clickers. Results indicate students come to class consistently, are more likely to complete readings, and appreciate the just-in-time online resources. One faculty member can now supervise larger numbers of students and homework grading has been cut in half.

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.

Perceptions and Experiences of E-Learning among On-Campus Students

2013 ◽  
pp. 45-64
Author(s):  
Michelle M. Kazmer ◽  
Amelia N. Gibson ◽  
Kathleen Shannon
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Research Question ◽  
Relevant Literature ◽  
Research Literature ◽  
State University ◽  
Structured Interviews ◽  
Library And Information Studies ◽  
Information Studies ◽  
Based Instruction

This chapter explores the experiences of on-campus graduate students in Library and Information Studies (LIS) who take online classes using the relevant literature and analyzing data from an exploratory study to begin to answer the overarching research question: What are the factors influencing the perceptions and affective experiences of on-campus graduate students who take courses taught via Web-based instruction? Specific subareas of the existing research literature addressing student perceptions of online learning and hybrid and blended learning provide direction and frame the discussion. Empirical evidence is provided via qualitative data from a study comprising face-to-face, semi-structured interviews with 20 on-campus students at the Florida State University School of Library and Information Studies (SLIS), all of whom must take online courses to complete the Master’s degree at SLIS.

scholarly journals Graduate Student Learning Abroad: Emerging Trend?

2014 ◽  
pp. 14-15 ◽  
Author(s):  
John M Dirkx ◽  
Kristin Janka Millar ◽  
Brett Berquist ◽  
Gina Vizvary
Keyword(s):  
United States ◽  
Graduate Students ◽  
Student Learning ◽  
Graduate Student ◽  
The United States ◽  
Black Box ◽  
Michigan State University ◽  
State University ◽  
Graduate Level ◽  
The World

Within the United States and around the world, universities are increasingly sending their graduate students abroad. But we know relatively little about the learning derived from these international experiences or how they contribute to graduate-level education. Researchers at Michigan State University have begun to explore this “black box” of internationalization, providing some answers and raising more questions.

scholarly journals Interdisciplinary and Multilevel Approach to Organic and Sustainable Agriculture Education at North Carolina State University

2006 ◽  
Vol 16 (3) ◽  
pp. 418-426 ◽  
Author(s):  
M.S. Schroeder ◽  
N.G. Creamer ◽  
H.M Linker ◽  
J.P. Mueller ◽  
P. Rzewnicki
Keyword(s):  
North Carolina ◽  
Graduate Students ◽  
Sustainable Agriculture ◽  
Organic Agriculture ◽  
Educational Programs ◽  
Common Element ◽  
Extension Agents ◽  
State University ◽  
Multilevel Approach ◽  
North Carolina State University

There is an increasing demand for education in organic and sustainable agriculture from undergraduates, graduate students and extension agents. In this paper, we discuss highlights and evaluations of a multilevel approach to education currently being developed at North Carolina State University (NCSU) that integrates interdisciplinary training in organic and sustainable agriculture and the related discipline of agroecology through a variety of programs for undergraduate students, graduate students, and extension agents. These educational programs are possible because of a committed interdisciplinary faculty team and the Center for Environmental Farming Systems, a facility dedicated to sustainable and organic agriculture research, education, and outreach. Undergraduate programs include an inquiry-based sustainable agriculture summer internship program, a sustainable agriculture apprenticeship program, and an interdisciplinary agroecology minor that includes two newly developed courses in agroecology and a web-based agroecology course. Research projects and a diversity of courses focusing on aspects of sustainable and organic agriculture are available at NCSU for graduate students and a PhD sustainable agriculture minor is under development. A series of workshops on organic systems training offered as a graduate-level course at NCSU for extension agents is also described. Connecting experiential training to a strong interdisciplinary academic curriculum in organic and sustainable agriculture was a primary objective and a common element across all programs. We believe the NCSU educational approach and programs described here may offer insights for other land grant universities considering developing multilevel sustainable agriculture educational programs.

scholarly journals From Assistants to Partners

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Jennifer Lock ◽  
Carol Johnson ◽  
Laurie Hill ◽  
Christopher Ostrowski ◽  
Luciano Da Rosa dos Santos
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Graduate Students ◽  
Graduate Student ◽  
Faculty Members ◽  
Academic Careers ◽  
Professional Identities ◽  
Scholarship Of Teaching ◽  
Working Together

Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.

scholarly journals Gaya Hidup Hedonisme Mahasiswa Pascasarjana di Media Sosial

2018 ◽  
Vol 3 (2) ◽  
pp. 33-36
Author(s):  
Elia Firda Mufidah ◽  
Peppy Sisca Dwi Wulansari
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Old Age ◽  
Graduate Student ◽  
Early Adulthood ◽  
Counseling Students ◽  
Guidance And Counseling ◽  
Research Subject ◽  
State University ◽  
The World

Graduate students are in early adulthood at the age of 18 to 40 years. As adolescence moves intoadulthood, adulthood (emerging adulthood) is marked by experimentation and exploration. Hedonlifestyle can not be separated from the world of students. Students tend to have a hedon lifestyle inorder not to be labeled obsolete or old age kids. This research uses qualitative research with casestudy type with research subject of guidance and counseling students of State University of Malangclass of 2016. The conclusion shows that graduate student has a hedonism lifestyle is done to getpleasure so that encourage them to complete their duty.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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