scholarly journals Teaching Advanced Engineering Mathematics to Graduate Students: Lessons Learned

2020 ◽  
Author(s):  
Kendrick Aung
Keyword(s):  
Graduate Students ◽  
Lessons Learned ◽  
Engineering Mathematics

ROSES: Remote Online Sessions for Emerging Seismologists

2021 ◽  
Author(s):  
Fransiska K. Dannemann Dugick ◽  
Suzan van der Lee ◽  
Germán A. Prieto ◽  
Sydney N. Dybing ◽  
Liam Toney ◽  
...  
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Lessons Learned ◽  
Development Programs ◽  
Content Structure ◽  
Course Content ◽  
Technical Requirements ◽  
Online School ◽  
Professional Development Programs ◽  
Advanced Graduate

Abstract In response to a pandemic causing the cancellation of numerous professional development programs for emerging seismologists, we successfully planned, promoted, and executed an 11 week online school for advanced graduate students worldwide during the summer of 2020. Remote Online Sessions for Emerging Seismologists included 11 distinct lessons focused on different topics in seismology. We highlight the course content, structure, technical requirements, and participation statistics. We additionally provide a series of “lessons learned” for those in the community wishing to establish similar programs.

scholarly journals Using project-based learning to teach project-based learning: lessons learned ,

2021 ◽  
Vol 32 ◽  
Author(s):  
João Alberto Arantes do Amaral
Keyword(s):  
Graduate Students ◽  
Course Design ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Project Design ◽  
Design Elements ◽  
Group Activities ◽  
Faculty Of Education ◽  
The University

Abstract This article reports the lessons learned using a project-based learning (PBL) approach for teaching the project-based learning methodology itself. This study was conducted with 33 graduate students from the Faculty of Education of the University of São Paulo, Brazil. This paper explains the course goals, design, and curriculum. Data were collected by means of focus group activities, electronic surveys, and students’ project websites, and analyzed to determine recurrent themes. The main findings were the following: (1) The course design, which followed the seven essential project design elements proposed by Larmer, Mergendoller, and Boss (2015), was very effective; (2) Centering learning around a meaningful project – the creation of a book about PBL experience – motivated students to do their best. However, the hard work came at a price: students reported experiencing fatigue and stress; and (3) The learning dynamics provided students with the experience of combining theory and practice, interviewing subjects, reflecting about the learning process, and sharing knowledge.

Appreciative Inquiry and Graduate Students' Professional Development

2020 ◽  
pp. 208-224
Author(s):  
Audrey Faye Falk ◽  
Christina M. Berthelsen ◽  
Linda Meccouri
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Graduate Students ◽  
Community Engagement ◽  
Graduate Student ◽  
Appreciative Inquiry ◽  
Lessons Learned ◽  
Extensive Review ◽  
Organizational Contexts ◽  
Adjunct Instructor

This chapter focuses on the use of appreciative inquiry in higher education and community contexts, providing an extensive review of this literature. Furthermore, the chapter describes how appreciative inquiry has been applied within the Community Engagement Program at Merrimack College. Jointly written by the program director, a graduate student, and an adjunct instructor, the chapter includes all three voices and perspectives. It includes lessons learned that may be generalizable to business and organizational contexts.

scholarly journals Undergraduate teaching assistants can provide support for reformed practices to raise student learning

2020 ◽  
Vol 44 (1) ◽  
pp. 32-38
Author(s):  
Douglas B. Luckie ◽  
Benjamin W. Mancini ◽  
Noor Abdallah ◽  
Ali K. Kadouh ◽  
Alisha C. P. Ungkuldee ◽  
...  
Keyword(s):  
Graduate Students ◽  
Student Learning ◽  
Teaching Assistants ◽  
Shared Vision ◽  
University Teaching ◽  
Undergraduate Teaching ◽  
Publish Or Perish ◽  
Undergraduate Instruction ◽  
Engineering Mathematics ◽  
Additional Support

Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.

scholarly journals Developing a website directory for young people: A case study using graduate students in library and information science

2017 ◽  
Vol 31 (3) ◽  
pp. 51
Author(s):  
Enid Irwin ◽  
Ken Haycock
Keyword(s):  
Graduate Students ◽  
Information Science ◽  
Lessons Learned ◽  
Reading Level ◽  
Library And Information Science ◽  
San Jose ◽  
Web Based ◽  
Adult Reading ◽  
K 12

KidsClick! is a web-based instructional resource designed for K-12. In 2006 it was transferred to the San Jose State School of Library and Information Science, and was subsequently refocused for grades 4-9, ages 10-14, post-reading, and pre-adult reading level phases. This article describes three parts of the redesign project - content, interface, and back end – explains methods and procedures, and analyzes results. Finally, we list lessons learned andrecommendations for using graduate students on long term projects “across time and space.” 

scholarly journals Expressions of Children and Families on Children’s Rights: Lessons from STM: EC 2019

2020 ◽  
Vol 7 (1) ◽  
pp. 276-300
Author(s):  
Warda Batool ◽  
Marina Apostolopoulos ◽  
Melissa Bagirakandi ◽  
Nichola Nonis Jayawardena ◽  
Justine Lee
Keyword(s):  
Early Childhood ◽  
Graduate Students ◽  
Children's Rights ◽  
Lessons Learned ◽  
Children’S Rights ◽  
General Assembly ◽  
Children And Families ◽  
Childhood Education ◽  
United Nations General ◽  
United Nations General Assembly

Abstract The Shaking the Movers: Early Childhood (STM: EC) event was held at Ryerson University and was the first to invite young children to participate in learning about and discussing their inherent rights. In this article, five graduate students draw on young children’s and family members’ expressions, with regard to children’s right to non-discrimination (United Nations General Assembly, 1989, Article 2), as well as lessons learned, and their suggestions for future STM events. Children and families experiences as presented in the STM: EC report (Robichaud et al., 2019) were examined and the following themes emerged: children’s ideas and thoughts about their rights, spaces for children to learn about their rights, and adults’ views and ideas about children’s rights. The authors provide evidence on how events such as STM are beneficial in understanding children’s expressions and ideas regarding their rights, and the importance of creating spaces that foster children’s rights. Keywords: Shaking the Movers, children’s rights, right to non-discrimination, children’s expression, early childhood education

Field Research: A Graduate Student's Guide

2021 ◽  
Author(s):  
Ezgi Irgil ◽  
Anne-Kathrin Kreft ◽  
Myunghee Lee ◽  
Charmaine N Willis ◽  
Kelebogile Zvobgo
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
Health Research ◽  
Field Research ◽  
Mental Health Research ◽  
Crisis Response ◽  
Lessons Learned ◽  
Early Career ◽  
Sampling Strategies ◽  
Early Career Researchers

Abstract What is field research? Is it just for qualitative scholars? Must it be done in a foreign country? How much time in the field is “enough”? A lack of disciplinary consensus on what constitutes “field research” or “fieldwork” has left graduate students in political science underinformed and thus underequipped to leverage site-intensive research to address issues of interest and urgency across the subfields. Uneven training in Ph.D. programs has also left early-career researchers underprepared for the logistics of fieldwork, from developing networks and effective sampling strategies to building respondents’ trust, and related issues of funding, physical safety, mental health, research ethics, and crisis response. Based on the experience of five junior scholars, this paper offers answers to questions that graduate students puzzle over, often without the benefit of others’ “lessons learned.” This practical guide engages theory and praxis, in support of an epistemologically and methodologically pluralistic discipline.

Industrial Mentors: An Often Untapped Resource in Undergraduate Research Programs

2008 ◽  
Author(s):  
Laila Guessous ◽  
Brian Sangeorzan ◽  
Qian Zou ◽  
Xia Wang
Keyword(s):  
Graduate Students ◽  
Mechanical Engineering ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Research Experience ◽  
Research Programs ◽  
Untapped Resource ◽  
Made In

Students taking part in a 10-week summer research experience for undergraduates (REU) program in the department of mechanical engineering at Oakland University receive three levels of mentorship: from faculty, graduate students and researchers/engineers from industry. Industrial mentors, all of whom volunteer to take part in the experience, play a variety of roles as part of the program and are viewed by the authors as an often untapped resource in undergraduate research programs. This paper focuses on the experience gained from involving industrial mentors in the REU program and on the lessons learned: what worked, what didn’t work and what improvements can be made in the following years.

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