scholarly journals Examining the Intersection of Graduate Student Funding, Mentoring and Training as a Mechanism of Success for Peer Mentors and their Mentees

2020 ◽  
Author(s):  
Frances Carter-Johnson ◽  
Patricia Ordóñez ◽  
Renetta Tull ◽  
Miguel Nino
Keyword(s):  
Graduate Student ◽  
Peer Mentors ◽  
Student Funding ◽  
And Training

scholarly journals Reflections on graduate professor training

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Larissa Roberta Alves ◽  
Márcia Aparecida Giacomini ◽  
Verônica Modolo Teixeira ◽  
Silvia Helena Henriques ◽  
Lucieli Dias Pedreschi Chaves
Keyword(s):  
Graduate Student ◽  
Learning Process ◽  
Teaching Practice ◽  
University Professors ◽  
Self Reflection ◽  
Self Evaluation ◽  
Doctoral Graduate ◽  
Teaching Learning ◽  
First Contact ◽  
And Training

Abstract Objective: To reflect on activities aimed at the development of graduation students, in a teaching internship program, in the perspective of master’s degree and doctoral graduate education and training. Method: It is a reflexive study, based on the discursive formulation about required competencies and guidelines proposed by the National Graduation Plan (named PNPG, Plano Nacional de Pós-Graduação) for professor training articulated to the graduate. Results: The teaching internship program is a way for the formation of university professors, through the preparation of the graduate student. In addition, it shows the relevance of the professor supervisor role in the construction of the learning of these individuals. Conclusion and implications for practice: The first contact with teaching practice, through the teaching internship program, is relevant for constructing a critical look at the teaching-learning process. In this type of Program, it is possible to learn to be and make teaching in a participatory manner, to value interactive relations, to boost autonomy, to stimulate self-evaluation and self-reflection of the graduate student, allowing them to participate actively in the learning process.

Building Creative and Collaborative Toolkits for Graduate Student Funding Pursuits in CSD

2017 ◽  
Vol 2 (10) ◽  
pp. 25-32
Author(s):  
Javad Anjum ◽  
Naveen Nagaraj
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Main Theme ◽  
Wide Range ◽  
Funding Opportunities ◽  
Student Funding ◽  
Faculty Mentors

The main theme of this brief tutorial is to assist Communication Sciences and Disorders graduate students and faculty mentors in their independent and collective pursuits of funding opportunities. Readers can make use of the proposed strategies to build creative and collaborative funding toolkits and adopt them to suit their goals of identifying and applying to a wide range of graduate student funding opportunities. Special emphasis will be placed on ways of effectively utilizing the array of cloud-sharing and fund-searching tools to facilitate the fund-seeking process. A primer on drafting successful funding applications and ways of evaluating the integrity of resources will be discussed as well.

Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program

2016 ◽  
Vol 55 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Diane Cepanec ◽  
Amanda Humphries ◽  
Kendra L. Rieger ◽  
Shelley Marshall ◽  
Yenly Londono ◽  
...  
Keyword(s):  
Graduate Student ◽  
Award Program ◽  
And Training

Doctoral student funding portfolios across and within engineering, life sciences and physical sciences

2018 ◽  
Vol 9 (1) ◽  
pp. 75-90 ◽  
Author(s):  
David Knight ◽  
Timothy Kinoshita ◽  
Nathan Choe ◽  
Maura Borrego
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Doctoral Student ◽  
Life Sciences ◽  
Field Variation ◽  
Physical Sciences ◽  
Data Set ◽  
Content Type ◽  
Academic Fields ◽  
Student Funding

Purpose This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational unit. Design/methodology/approach Using data from the Survey of Earned Doctorates data set, the authors analyze doctoral students’ self-reported primary mechanisms of funding across and within academic fields varying along the Biglan taxonomy. The authors used cluster analyses and logistic regression to investigate within-field variation in funding portfolios. Findings The authors show significant differences in doctoral student funding portfolios across dimensions of the Biglan taxonomy characterizing academic fields. Within those fields, the authors demonstrate considerable variation in funding; institutions cluster into different “modes” of funding portfolios that do not necessarily map onto institutional type or control variables. Originality/value Despite tremendous investment in graduate students, there has been little research that can help characterize at the program-level how graduate students are funded, either by internal or external mechanisms. As programs continue to feel the pressures of more limited resources coupled with increasing graduate enrollment demands, investigating graduate student funding at a macro level is becoming increasingly important so programs may better understand constraints and predict shifts in resource availability.

scholarly journals Geoinformatics Education in China

2014 ◽  
Vol XL-6 ◽  
pp. 49-54
Author(s):  
D. Li ◽  
J. Gong ◽  
P. Yue
Keyword(s):  
Graduate Education ◽  
Graduate Student ◽  
Technological Development ◽  
Education And Training ◽  
Current Status ◽  
Expert Group ◽  
General Review ◽  
Education In China ◽  
And Training ◽  
Scientific And Technological Development

The paper will give an overview of the current status of education in Geoinformatics in China. First, the paper will provide a general review of the scientific and technological development of Geoinformatics in China. It then presents how the development affects the education and training in China. In the paper, universities and institutes in China that can award academic degrees related to Geoinformatics will be summarized. Next, the paper will report the work having been done by the expert group on Surveying and Mapping, including the revision of discipline catalogue and guide for graduate education and requirements. A list of typical curriculain Geoinformatics education is suggested. Finally, activities on promoting the graduate student exchange platform will be presented.

scholarly journals Autonomía y formación a nivel posgrado. Una reflexión sobre las tensiones del proceso formativo desde La reproducción / Autonomy and training at the postgraduate level. A reflection on the tensions of the training process from Reproduction

2020 ◽  
pp. 57-69
Author(s):  
Armando Ulises Cerón Martínez
Keyword(s):  
Graduate Student ◽  
Educational Researcher ◽  
Educational Institutions ◽  
Graduate Level ◽  
Training Process ◽  
Intellectual Autonomy ◽  
Postgraduate Level ◽  
Educational Sciences ◽  
Level Of Training ◽  
And Training

¿Es la autonomía intelectual de un estudiante en formación producto de su proceso formativo a nivel posgrado? ¿En qué medida la autoridad pedagógica de un director de tesis ahoga o motiva autonomía intelectual de su tutorado para que con autoridad pueda este auto-representarse en obras y productos académicos? ¿Cómo conciliar las metas de las instituciones educativas a nivel posgrado de formar para la investigación y a la vez pretender desarrollar la autonomía intelectual del estudiante al que se le pretende formar como investigador educativo? Con base en experiencias previas en la Maestría y el Doctorado en Ciencias de la Educación de la Universidad Autónoma del Estado de Hidalgo, se comparten algunas consideraciones respecto al tema sugerido, y analizadas desde la obra de Bourdieu y Passeron La reproducción, en donde se logra identificar al menos cuatro tipos o dimensiones de autoridad en los actos pedagógicos, que permiten comprender el grado de autonomía intelectual alcanzable por el estudiante de posgrado por el tipo de lecturas y producciones académicas que realiza, no necesariamente durante su proceso formativo, sino una vez acabado éste, pues así podría hablarse de un habitus investigativo “bien formado”. ABSTRACT Is the intellectual autonomy of a student in training a product of his training process at the postgraduate level? To what extent does the pedagogical authority of a thesis supervisor stifle or motivate the intellectual autonomy of his student so that can be self-authorized in academic works and products? How to reconcile the goals of educational institutions at the graduate level of training for research and at the same time trying to develop the intellectual autonomy of the student who is intended to be trained as an educational researcher? Based on previous experiences in the Master’s and Doctorate in Educational Sciences of the Autonomous University of the State of Hidalgo, some considerations regarding the suggested topic are shared, and analyzed from the work of Bourdieu and Passeron Reproduction, where manages to identify at least four types or dimensions of authority in pedagogical acts, which allow understanding the degree of intellectual autonomy achievable by the graduate student by the type of readings and academic productions he performs, not necessarily during his training process, but once finished this one, because thus one could speak of a “well-formed” investigative habitus.

scholarly journals Designing a culture of co-learning: Mobilizing knowledge about KTT-KMb amongst graduate students

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Andrea LaMarre ◽  
Kate Bishop-Williams ◽  
Megan Racey ◽  
Lindsay Day ◽  
Tylar Meeks
Keyword(s):  
Graduate Students ◽  
Knowledge Translation ◽  
Nous Avons ◽  
Student Learning ◽  
Graduate Student ◽  
Knowledge Mobilization ◽  
Field Note ◽  
The University ◽  
Training Opportunities ◽  
And Training

The goal of this Field Note is to outline our experiences developing and maintaining a Knowledge Translation and Transfer-Knowledge Mobilization (KTT-KMb) Learning Circle for graduate students at the University of Guelph. Since the fall of 2013, we have planned and held events and training opportunities for graduate students across the university’s colleges and maintained an online presence for our membership of 107 students. In this article, we reflect on the successes of the Learning Circle, including a sustained presence across an interdisciplinary group, securing funding, and engaging in successful collaborations. We also highlight our challenges, including attendance at events, staying relevant in a quickly evolving field, and striving toward sustainability. Our hope is that this article provides a non-prescriptive guideline for students wishing to develop similar “by student, for student” initiatives to scaffold graduate student learning and engagement in KTT-KMb.Résumé : Dans ce field note, nous visons a surligner nos experiences en développant et maintenir un cercle d’apprentissage pour la mobilization des connaissances pour les étudiants de deuxième et troisième cycle à Université de Guelph. Depuis 2013, nous avons organise de nombreuses événements et formations pour les étudiants de toutes les collèges à l’Université; nous avons aussi maintenu un présence web pour nos 107 membres. Dans cet article, nous réfléchissons au sujet des succès du cercle, ci inclus une présence soutenu au coeur d’un nombre de membres interdisciplinaires, du succès a obtenir les fonds, et les collaborations conçus pour réaliser nos buts. Nous surlignons aussi nos defis, en tant que les difficultés attirer les étudiants aux événements, rester au courant dans une domaine en evolution, et viser à la durabilité. Nous espèrons que l’article fournira une guide non-préscrit pour les étudiants qui veulent développer des initiatives “par étudiants, pour étudiants” qui visent a soutenir les connaissances et engagement dans la domaine de la mobilisation des connaissances.Mots clés : Mobilization des conaissances; Partage du savoir; Étudiants; Formation; Communauté de practique

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