تقويم برامج الدراسات العليا بكلية التربية جامعة الملك خالد في ضوء معايير الجودة و الاعتماد الأكاديمي : من وجهة نظر أعضاء هيئة التدريس وطلبة الدراسات العليا = Evaluating of Graduate Programs at the College of Education, King Khalid University in the Light of the Quality and Academic Accreditation Standards from Faculty Members and Graduate Students' Perspectives

2015 ◽  
Vol 42 (3) ◽  
pp. 847-871
Author(s):  
محمد حسن سعيد آل سفران
Keyword(s):  
Graduate Students ◽  
Graduate Programs ◽  
College Of Education ◽  
Faculty Members ◽  
Accreditation Standards

Cultivating Critical Thinking Amongst University Graduate Students

2019 ◽  
pp. 209-224
Author(s):  
David Onen
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
21St Century ◽  
Knowledge Economy ◽  
Graduate Programs ◽  
College Of Education ◽  
Faculty Members ◽  
Accomplished Teachers

The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

Cultivating Critical Thinking Amongst University Graduate Students

2021 ◽  
pp. 1104-1119
Author(s):  
David Onen
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
21St Century ◽  
Knowledge Economy ◽  
Graduate Programs ◽  
College Of Education ◽  
Faculty Members ◽  
Accomplished Teachers

The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

Graduate Education Faculty and Student Perceptions of the Ethical Climate and its Importance in the Retention of Students

2001 ◽  
Vol 3 (2) ◽  
pp. 119-136 ◽  
Author(s):  
Laura E. Schulte
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Student Perceptions ◽  
Graduate Student ◽  
Ethical Climate ◽  
Faculty Perceptions ◽  
College Of Education ◽  
Academic Programs ◽  
Faculty Members ◽  
Climate Index

Graduate student and faculty perceptions of the ethical climate and its importance in the retention of students were investigated at a midwestern metropolitan university. The subjects included 159 graduate students and 52 faculty members from five major areas within the College of Education. The subjects' perceptions of the ethical climate were measured by the Ethical Climate Index (ECI). There were differences between student and faculty perceptions of the ethical climate for four of the five academic areas. Results of the study indicated that a positive ethical climate is perceived by faculty and students to be important in the retention of students within graduate academic programs. Administrators and faculty members should consider the ethical climate as an important factor in retaining graduate students within academic programs.

scholarly journals Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

2013 ◽  
Vol 10 (1) ◽  
pp. 37-51
Author(s):  
Mary A. Bair ◽  
◽  
Cynthia E. Mader ◽  
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Academic Writing ◽  
College Of Education ◽  
Faculty Members ◽  
Writing Difficulties ◽  
Faculty Collaboration ◽  
Graduate Preparation ◽  
Self Study ◽  
Analyze Data

This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course assignments, and course assessments. We found discrepancies between faculty and student perceptions about graduate preparation for academic writing and between the espoused and enacted curriculum. Both faculty and students identified problems associated with synthesizing theory and research. We discuss the need for teacher-scholars in today's educational environment, the challenges facing curriculum improvement, and several program-specific measures being undertaken to address identified gaps in academic writing and critical thinking.

Navigators on the Research Path

2018 ◽  
pp. 64-92
Author(s):  
Catherine A. Hansman
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Research Methods ◽  
Graduate Programs ◽  
Qualitative Research Methods ◽  
Faculty Members ◽  
Learning Theories ◽  
Quantitative Methodology ◽  
Adult Learning Theories ◽  
New Strategies

Qualitative research methods courses are required in most doctoral and some Master's degree graduate programs. However, although many graduate students enter their programs with some knowledge of quantitative methodology, many have little to no understanding of qualitative research methodologies. There are many challenges associated with teaching qualitative research, and although most learners in qualitative research classes are adult learners, university faculty members may not know or understand adult learning theories and teaching strategies to frame their approaches to teaching qualitative research methods. The purpose of this chapter is to discuss the challenges faced by faculty members who plan and teach qualitative research courses using the literature to highlight current qualitative research pedagogy while discussing new strategies and models that may assist graduate students' development as qualitative researchers. An earlier version of this chapter can be found in V. Wang's (Ed.) Handbook of Research on Scholarly Publishing and Research Methods (2015).

Can Political Science Develop Alternative Careers for its Graduates?

1979 ◽  
Vol 12 (04) ◽  
pp. 446-450
Author(s):  
Erwin C. Hargrove
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Political Science ◽  
Undergraduate Students ◽  
Graduate Programs ◽  
Faculty Members ◽  
Academic Life ◽  
Undergraduate Teaching ◽  
Professional Careers ◽  
Percent Decline

The committee has been charged by the Council with exploring possibilities for employment of political scientists outside of universities in the present and future. This assignment is prompted by some historic facts. We can expect to see a 25 percent decline in the number of undergraduate students in the next decade. This means fewer faculty members. If graduate programs continue at their present size during that period, one-half of the Ph.D.s in political science will be employed outside of academic life by the late 1980s.The discipline could encourage these trends by closing down many graduate programs, keeping the field small and academic, and focusing increasingly on undergraduate teaching. This may happen anyway as prospective graduate students disappear.As an alternative the discipline could develop new kinds of graduate education which would prepare M.A. and Ph.D. students for professional careers outside academic life.

Designing a Course for the Development of Community-Engaged Researchers in a College of Education

2020 ◽  
pp. 84-104
Author(s):  
Aaron S. Zimmerman ◽  
Shirley M. Matteson
Keyword(s):  
Graduate Students ◽  
Organizational Context ◽  
College Of Education ◽  
Faculty Members ◽  
Engaged Scholarship ◽  
Community Based ◽  
Community Engaged Research ◽  
Community Engaged Scholarship

Community-engaged scholarship is a democratic approach to scholarship that seeks to identify and solve community-based problems. In this chapter, the authors, both faculty members within a college of education, describe the challenge of creating opportunities to prepare graduate students to become community-engaged researchers. In this chapter, the authors will explore the challenges related to designing coursework that successfully supports the development of the knowledge, skills, and dispositions required for successful community-engaged research. The authors present narratives that describe their transition into their college and describe how this organizational context influenced the manner in which they went about designing a course on community-engaged research. The authors then outline, in detail, a number of assignments developed for this research course. These assignments are presented as a resource for faculty who are developing courses that aim to prepare graduate students for community-engaged scholarship.

scholarly journals Cross-Cultural Mentoring in Counselor Education: A Call to Action

2021 ◽  
Author(s):  
Marianna L. Oller ◽  
Sunny S. Teeling
Keyword(s):  
Growth Rate ◽  
Graduate Students ◽  
Counselor Education ◽  
Exponential Growth ◽  
Graduate Programs ◽  
Cross Cultural ◽  
Faculty Members ◽  
Exponential Growth Rate ◽  
Professional Counseling ◽  
Call To Action

Given the lack of formalized cross-cultural mentorship guidelines within professional counseling associations and accreditation programs, the recruitment and retention of marginalized graduate students, may be in jeopardy. The authors explored the value of mentoring for graduate students, the exponential growth rate of diversity within graduate programs, and how the disparity of marginalized faculty members creates a need and opportunity for cross-cultural mentorship. Recommendations for the creation of holistic cross-culturalmentorship guidelines for faculty-student dyads are provided.

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