scholarly journals Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation

2015 ◽  
Vol 17 (2) ◽  
pp. 73 ◽  
Author(s):  
Kari A. B. Chew ◽  
Nitana Hicks Greendeer ◽  
Caitlin Keliiaa
Keyword(s):  
Graduate Students ◽  
Research Method ◽  
Critical Role ◽  
Indigenous Languages ◽  
Degree Programs ◽  
Graduate Degree ◽  
Heritage Languages ◽  
Graduate Degree Programs ◽  
Personal Accounts

This article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at universities to engage in language reclamation. The authors view higher education as a tool—though one that must be improved—to support Indigenous language reclamation efforts.

scholarly journals Peripheral or Marginal Participation?

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Sarah Grosik ◽  
Yasuko Kanno
Keyword(s):  
International Students ◽  
Community Of Practice ◽  
Situated Learning ◽  
Critical Role ◽  
Degree Programs ◽  
Legitimate Peripheral Participation ◽  
Graduate Degree ◽  
Graduate Degree Programs ◽  
The University ◽  
University Community

For academically bound international students, university-based Intensive English Programs (IEPs) frequently function as an avenue to American undergraduate or graduate degree programs.  This qualitative study examined how one university-based IEP was preparing its academically bound international students and facilitating their transitions to matriculated study.  Lave and Wenger’s (1991) theory of Situated Learning was utilized to explore international students’ participation in the IEP as a community of practice and the IEP’s own marginality within the university structure.  We found that university-based IEPs can play a critical role in helping international students gain the competence and knowledge necessary to begin legitimate peripheral participation in degree programs.  However, the extent to which IEP students were able to participate in the larger university community was limited by the IEP’s own marginality in the university community and the fact that the IEP is ultimately not a discipline-specific community of practice.

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Graduate Admissions Criteria in Psychology: An Update

2005 ◽  
Vol 97 (2) ◽  
pp. 481-484 ◽  
Author(s):  
R. Eric Landrum ◽  
Jeremy Clark
Keyword(s):  
Degree Programs ◽  
Graduate Degree ◽  
Grade Point ◽  
Graduate Degree Programs ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Importance Ratings ◽  
Admissions Process ◽  
Goals And Objectives ◽  
Specific Degree

Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program.

scholarly journals Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Tamara Galoyan ◽  
Kristen Betts ◽  
Brian Delaney ◽  
Mariette Fourie
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Critical Role ◽  
Pedagogical Practices ◽  
Survey Study ◽  
Instructional Designers ◽  
Full Time ◽  
Graduate Degree ◽  
Structured Interviews ◽  
Sequential Mixed Methods

Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to (1) explore graduate students’ conceptualizations of transfer, and (2) examine online pedagogical practices for enhancing transfer. Participants included students enrolled in a full-time online graduate degree program in education at a private university in the Mid-Atlantic USA. Findings from the qualitative phase with seven semi-structured interviews were used to design a survey study with 68 graduate students to explore their perceptions of effective online pedagogical practices for enhancing transfer. This study is significant since its findings revealed a number of online practices that instructional designers and faculty can use to optimize learning and transfer in higher education.

The Role of Higher Education in Supporting Sustainable Rural Entrepreneurship

2019 ◽  
pp. 294-315
Author(s):  
Maria Claudia Diaconeasa ◽  
Florentina Constantin
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Rural Areas ◽  
Research Method ◽  
Quantitative Research ◽  
Online Survey ◽  
Knowledge And Skills ◽  
Rural Entrepreneurship ◽  
Set Up

This chapter refers to an empirical research that aims to analyze how the knowledge and skills acquired during undergraduate studies have been perceived by the graduate students and also how the higher education contributes to the development of entrepreneurship in rural areas. The research method identified as being more appropriate was a quantitative research based on an online survey established in accordance with the objectives set up. The participants in the research were the graduate students of the Faculty of Agri-food and Environmental Economy within The Bucharest University of Economic Studies. The findings are based on participants' open statements that could be important arguments to be taken into consideration for improving the decision making in higher education which would lead to the professional development of the graduates.

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