Preparing Tomorrow's Psychologists for Careers in Academe

1993 ◽  
Vol 20 (3) ◽  
pp. 149-155 ◽  
Author(s):  
Victor A. Benassi ◽  
Peter S. Fernald
Keyword(s):  
Graduate Students ◽  
Doctoral Program ◽  
Psychology Students ◽  
Teaching Skills ◽  
University Professors ◽  
College And University ◽  
Research And Teaching ◽  
Teaching Of Psychology ◽  
The University ◽  
Academic Positions

Most college and university professors devote more time to teaching than to research. For graduate students preparing for careers in academe, however, the emphasis is on research; typically, little or no time is devoted to the acquisition of teaching skills. The University of New Hampshire's doctoral program in psychology prepares students to be both researchers and teachers. Now in its 27th year, the program requires all third-year students to take a two-semester course, Seminar and Practicum in the Teaching of Psychology. Students perform well in the classroom, are successful in securing academic positions, and evaluate positively the program's dual emphasis on research and teaching.

Rising up the Ranks

2017 ◽  
pp. 345-367
Author(s):  
Zulkarnain Hanafi ◽  
Chee Kiong Tong
Keyword(s):  
Graduate Students ◽  
Research Output ◽  
Faculty Members ◽  
High Quality ◽  
Recruitment And Retention ◽  
Research And Teaching ◽  
Quality Faculty ◽  
Research Excellence ◽  
International Profile ◽  
The University

The paper will cover all aspects of the change journey: engaging with relevant stakeholders, the recruitment and retention of high quality faculty members, the review and revision of the curriculum, improving the quality and quantity of research output and publications, developing centers of research excellence, raising the level of funding for both research and teaching, expanding the number of graduate students, developing an eminent visiting professors' program, the internationalization of the university, strengthening governance and administration and raising the international profile of the university. It will set out, in detail, the strategies and processes that were developed to realize the vision, as well as the challenges and problems encountered, and steps taken to address these challenges and problems. Mistakes were made along the way and the lessons that can be learnt for any university that aims to be involved in the ranking exercises.

scholarly journals John Norman Murrell. 2 March 1932 — 25 January 2016

2016 ◽  
Vol 63 ◽  
pp. 467-486 ◽  
Author(s):  
Sir David C. Clary ◽  
Anthony J. Stace ◽  
Jonathan Tennyson
Keyword(s):  
Graduate Students ◽  
Potential Energy ◽  
Chemical Bonding ◽  
Potential Energy Surfaces ◽  
Organic Molecules ◽  
Intermolecular Forces ◽  
Theoretical Chemistry ◽  
Research And Teaching ◽  
Energy Surfaces ◽  
The University

John Murrell was a theoretical chemist who made important contributions to the understanding of the spectra of organic molecules, to the theory of intermolecular forces and to the construction of potential energy surfaces. He established the University of Sussex as a major centre for research and teaching in theoretical chemistry. He was also a successful writer of textbooks for undergraduate and graduate students on chemical bonding and related topics.

scholarly journals Evidence of validity for a Health Teaching Skills Scale

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 403-416
Author(s):  
Fernanda Drummond Ruas Gaspar ◽  
Gardênia da Silva Abbad ◽  
Carlos Manoel Lopes Rodrigues
Keyword(s):  
Information And Communication Technologies ◽  
Interpersonal Relationship ◽  
Communication Technologies ◽  
Teaching Skills ◽  
Learning Needs ◽  
University Professors ◽  
Information And Communication ◽  
University Professor ◽  
The University ◽  
Health Teaching

Abstract There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors.

Postgraduate student of the University: the technology of scientific work and pedagogical activity

2018 ◽  
Author(s):  
Семен Резник ◽  
Semen Reznik
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Graduate School ◽  
Technology Training ◽  
Scientific Work ◽  
Postgraduate Student ◽  
Research And Teaching ◽  
Content System ◽  
The University

Examines the content, system and technology training in graduate school, preparing for independent scientific activities, methodology of scientific work, and gives recommendations for the writing, preparation and defense of a thesis. Much attention is paid to the preparation of a graduate student to work at the Department of the University, the organization and planning of his life and work. For graduate students and degree applicants, as well as for students who want to devote themselves to research and teaching.

scholarly journals La carrera docente universitaria en España

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Inmaculada Aznar Díaz ◽  
Antonio Manuel Rodríguez García ◽  
José María Romero Rodríguez
Keyword(s):  
Doctoral Program ◽  
Public Institutions ◽  
University Teaching ◽  
Quantitative Methodology ◽  
Research Staff ◽  
Research And Teaching ◽  
Professional Perspective ◽  
Training And Research ◽  
The University ◽  
University Teacher Training

El inicio de la carrera docente universitaria en España se inicia con la obtención de un contrato predoctoral. Los principales programas subvencionados por organismos públicos son las ayudas de Formación del Profesorado Universitario (FPU) y las ayudas de Formación del Personal Investigador (FPI). Los objetivos del trabajo se relacionaron principalmente con el análisis de la perspectiva profesional de los contratados predoctorales FPU y FPI. Para ello, se ha utilizado una metodología de corte cuantitativo a partir de la aplicación de un cuestionario cerrado tipo Likert. Se establecieron como variables de análisis la propia perspectiva profesional, formación e investigación y docencia. Entre los resultados se constatan algunas de las diferencias propias de cada ayuda, como la labor docente, donde las puntuaciones son más altas en los contratados FPU. Aunque no se encuentran diferencias estadísticamente significativas en función del tipo de ayuda en las distintas variables. Finalmente, se evidencian algunas de las lagunas formativas del colectivo predoctoral y la diferenciación en la perspectiva laboral, en relación al campo de conocimiento del programa de doctorado. The beginning of the university teaching career in Spain usually begins with obtaining a predoctoral contract. The main programs subsidized by public institutions are the aids of University Teacher Training (FPU) and the Training of Research Staff (FPI). The purposes of this paper were mainly related to the analysis of the professional perspective of the FPU and FPI predoctoral staff. For this, a quantitative methodology has been used based on the application of a closed Likert questionnaire. It were established as analysis variables the professional perspective, training and research and teaching. The results show some of the differences inherent to each aid, such as teaching, where the scores are higher in the FPU contracts. Although no statistically significant differences are found depending on the type of aid in the different variables. Lastly, some of the training gaps of the predoctoral group and the differentiation in the work perspective, in relation to the field of knowledge of the doctoral program, are evident.

Joseph Kinmont Hart and Vanderbilt University: Academic Freedom and the Rise and Fall of a Department of Education, 1930–1934

2003 ◽  
Vol 43 (4) ◽  
pp. 571-609 ◽  
Author(s):  
Deron R. Boyles
Keyword(s):  
Academic Freedom ◽  
Department Of Education ◽  
Apparent Contradiction ◽  
University Professors ◽  
University Teachers ◽  
College And University ◽  
History Of ◽  
New Ideas ◽  
Intellectual Integrity ◽  
The University

No one can follow the history of academic freedom … without wondering at the fact that any society, interested in the immediate goals of solidarity and self-preservation, should possess the vision to subsidize free criticism and inquiry, and without feeling that the academic freedom we still possess is one of the remarkable achievements of man. At the same time…one cannot but be disheartened by the cowardice and self-deception that frail men use who want to be both safe and free.Discussions of academic freedom inevitably elicit revolutionary and conservative forces concurrendy. This conflict is apparent, for example, in the 1916 report of the American Association of University Professors (AAUP). On one hand, the university is an “inviolable refuge” from various tyrannies, including the “tyranny of public opinion.” Here, professors are part of a revolutionary “intellectual experiment…where new ideas may germinate and where their fruit, though … [possibly] distasteful to the community as a whole, may be allowed to ripen.…” Accordingly, no professor “can be a successful teacher unless he [sic] enjoys the respect of his students, and their confidence in his intellectual integrity. It is clear, however, that this confidence will be impaired if there is suspicion on the part of the student that the teacher is not expressing himself fully or frankly, or that college and university teachers are in general a repressed and intimidated class who dare not speak with that candor and courage which youth always demands in those whom it is to esteem.” On the other hand, the liberty of the scholar “is conditioned by there being conclusions gained by a scholar's method and held in a scholar's spirit; that is to say, they must be the fruits of competent and patient and sincere inquiry, and they should be set forth with dignity, courtesy, and temperateness of language.” How to rectify the apparent contradiction between expressing oneself “fully” and “frankly” while at the same time being “temperate” in language is, perhaps, a key feature in the long history of, and the various debates about, academic freedom.

Practising Psychiatrists’ Views of the Certification Examination in Psychiatry

1979 ◽  
Vol 24 (4) ◽  
pp. 303-307 ◽  
Author(s):  
E. Persad ◽  
P. Garfinkel
Keyword(s):  
Diagnostic Technique ◽  
Teaching Skills ◽  
Multiple Choice Questions ◽  
Certification Examination ◽  
University Of Toronto ◽  
Examination Procedure ◽  
Research And Teaching ◽  
Certification Procedure ◽  
The University ◽  
Examination Process

This report is based on a survey of all those postgraduates in psychiatry who graduated from the training program at the University of Toronto between the years 1966–1976. We were interested in obtaining the views of our colleagues about the Certification Examination in Psychiatry, because it was our impression that there has been a great deal of dissatisfaction with the examination procedure over the years. A total of 238 questionnaires were sent out and 140 replies were received. Our analysis indicated that 90% of those responding had been successful in the certification examination, but 85.3% were dissatisfied with the examination process. It is significant that 85.3% of our sample felt that some form of certification procedure was necessary. The certification procedure is designed to determine whether an adequately trained physician is “safe and competent” to practise as a specialist in psychiatry. The examination's ability to assess areas of psychiatric practice (somatic and social therapies, interview and diagnostic technique, research and teaching skills) were also evaluated. The Royal College has made changes in the examination procedure over the last few years, for example the changeover to complete multiple choice questions was well received by our sample. Other suggested changes are examined in terms of our colleagues’ enthusiasm for their in-corporation into the examination procedure.

scholarly journals Fostering the resilience of graduate students

2021 ◽  
Author(s):  
Colette Jourdan-Ionescu ◽  
Serban Ionescu ◽  
Francine Julien-Gauthier ◽  
Michael Cantinotti ◽  
Sara-Jeanne Boulanger ◽  
...  
Keyword(s):  
Graduate Students ◽  
Protective Factors ◽  
Support Network ◽  
Graduate Studies ◽  
University Professors ◽  
Factors Affecting ◽  
The Social ◽  
History Of ◽  
Resilience Factors ◽  
The University

This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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