Enhancing the Graduate Experience: A Conference for Graduate Student Put On by Graduate Students

I am a third-semester graduate student at the Audubon Expedition Institute (AEI), a college based in Belfast, Maine. This is a unique, fascinating, and sometimes crazy educational experience in which we travel around a different bioregion of the country each semester. Our method of transport is two converted school buses; we camp out every night and become strongly connected with the land around us. Our degree will be a master of science in environmental education; we study ecosystems and environmental and social issues through self-directed education. Our program emphasizes experiential and holistic education within a strong learning community, and sometimes we have the opportunity to turn unexpected events to our advantage. As a learning community we are each other's roommates, teachers, students, and peers. We cook and eat together and live in an intense, closely knit environment. This semester our community consists of 27 graduate students and four faculty.

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Understanding Graduate Student Parents: Influence of Parental Status, Gender, and Major on Graduate Students’ Motivation, Stress, and Satisfaction

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211072241 ◽

2022 ◽

pp. 152102512110722

Author(s):

Hyeon Jean Yoo ◽

David T. Marshall

Keyword(s):

Mental Health ◽

Graduate Students ◽

Graduate Student ◽

Female Students ◽

Multiple Roles ◽

Parental Status ◽

Special Population ◽

Stem Fields ◽

Student Parents ◽

And Gender

Graduate student parents are a unique subpopulation in higher education that accounts for a large proportion of graduate students. While student parents struggle to balance multiple roles, female students in STEM fields may face more significant barriers in balancing family and academic responsibilities compared to male graduate student parents or female students in non-STEM fields. Despite the urgent need to support this special population, little attention has been paid to how parental status, major, and gender affect graduate students. In this quantitative study of 545 graduate students, we examined the influence of parental status, major, and gender on motivation, stress, and satisfaction. A series of factorial ANOVAs found significant differences in motivation and mental health between graduate student parents and non-parents. Our findings highlight the importance of providing adequate resources to graduate students according to their status.

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Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v4i1.308 ◽

2018 ◽

Vol 4 (1) ◽

pp. 61-78

Author(s):

Jana Grekul ◽

Wendy Aujla ◽

Greg Eklics ◽

Terra Manca ◽

Ashley Elaine York ◽

...

Keyword(s):

Graduate Students ◽

Service Learning ◽

Community Service ◽

Graduate Student ◽

Undergraduate Students ◽

Teaching Experience ◽

Pilot Project ◽

Theory And Practice ◽

Community Service Learning ◽

Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.

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Assessment of knowledge, attitudes and practice among the post graduate students of dentistry and physiotherapy towards adverse drug reactions reporting and pharmacovigilance at a tertiary care centre at Indore, India

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20181159 ◽

2018 ◽

Vol 7 (4) ◽

pp. 626

Author(s):

Gopal Gudsurkar ◽

Vikalp Tiwari ◽

Pooja Solanki Mishra

Keyword(s):

Graduate Students ◽

Graduate Student ◽

Single Point ◽

Tertiary Care ◽

Care Centre ◽

Tertiary Care Centre ◽

Cross Sectional ◽

Post Graduate ◽

Adr Reporting ◽

Post Graduate Student

Background: Pharmacovigilance knowledge and training in post graduate student doctors is key factor for proper implementation of PvPI. Often the dentists and physiotherapists who are also one of the main stakeholders for ADR reporting are neglected for training and knowledge regarding pharmacovigilance. This study was planned to evaluate the knowledge and awareness of pharmacovigilance in post graduate students in tertiary care centre in Indore.Methods: It was a single point cross sectional questionnaire-based study conducted in a tertiary care Institute MGM Medical College and M.Y. Hospital in the state of Madhya Pradesh at Indore. It was conducted among post graduate student doctors from dentistry and physiotherapy. Total of 55 questionnaires were distributed, 50 of them were returned back and were analysed.Results: Overall knowledge level was average. 90% knew about ADR while 80% were aware about PVPI. 10% knew about local AMC at Indore while only 04% knew global centre for Pharmacovigilance is at Sweden Uppsala. 88% thought Med watch as global database for ADR against only 12% knew its Vigibase. 90% thought ADR reporting is necessary. 96% thought it should be included in UG curriculum. 98% had not reported any ADR till date while 84% had not seen an ADR form.Conclusions: Post graduate doctors are the prime candidates to impart the importance of pharmacovigilance. The study strongly suggested that there was a great need to create awareness and impart training among the post graduate doctors to improve the reporting of ADRs.

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Emotional Maturity among Girls and Boys Post Graduate Students

International Journal of Indian Psychology ◽

10.25215/0501.049 ◽

2017 ◽

Vol 5 (1) ◽

Author(s):

Tarlika L Zalawadia

Keyword(s):

Graduate Students ◽

Graduate Student ◽

Emotional Maturity ◽

Post Graduate ◽

Rural And Urban ◽

Significant Difference ◽

Post Graduate Student

The current study is an endeavour to post graduate students in Emotional Maturity. Total 200 students were selected in Rajkot city. Emotional maturity test developed by Dr. Mahesh Bhargav was used for analyze of the data. And result is Significant difference between emotional maturity among boys and girls student and significant different between emotional maturity among rural and urban post graduate student.

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Graduate Students as Independent Instructors: Seven Things to Know about Teaching Your Own Course while in Graduate School

Political Science and Politics ◽

10.1017/s1049096510000806 ◽

2010 ◽

Vol 43 (03) ◽

pp. 557-560 ◽

Cited By ~ 1

Author(s):

Edward M. Burmila

Keyword(s):

Graduate Students ◽

Novice Teachers ◽

Student Perceptions ◽

Graduate Student ◽

Undergraduate Students ◽

Graduate School ◽

Teaching Assistants ◽

Undergraduate Instruction ◽

Graduate Instructors

AbstractDespite being responsible for a large percentage of undergraduate instruction, graduate students often receive little preparation for their first solo teaching assignments (J. D. Nyquist et al.,Change31 (3): 18, 1999). Furthermore, the existing literature on pedagogy fails to address the unique challenges faced by graduate students who are asked to serve as course instructors rather than teaching assistants. This article presents seven pieces of advice intended to better prepare the predoctoral graduate student to assume the role of the professor before assuming the title. By understanding the attitudes of undergraduate students toward graduate instructors, preparing in advance to handle the mistakes that novice teachers often make, and recognizing the correlation between outward confidence and student perceptions of instructor quality, graduate students can derive the most benefit from a stressful and time-consuming assignment. Most important, graduate instructors can learn to effectively manage the time spent on teaching duties to ensure that other responsibilities such as coursework, qualifying exams, and dissertation research do not suffer.

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Laying the Groundwork for a New Library Service: Scholar-Practitioner & Graduate Student Attitudes Toward Altmetrics and the Curation of Online Profiles

Evidence Based Library and Information Practice ◽

10.18438/b8j047 ◽

2016 ◽

Vol 11 (2) ◽

pp. 87 ◽

Cited By ~ 2

Author(s):

Kathleen Reed ◽

Dana McFarland ◽

Rosie Croft

Keyword(s):

Graduate Students ◽

Open Access ◽

Graduate Student ◽

Student Attitudes ◽

Structured Interviews ◽

Library Service ◽

Major Barrier ◽

Academic Communities ◽

Scholarly Identity ◽

Online Reputation

Objective – In order to inform a library service related to creating and maintaining online scholarly profiles, we sought to assess the knowledge base and needs of our academic communities. Participants were queried about use, issues, and attitudes toward scholarly profile and altmetric tools, as well as the role librarians could play in assisting with the curation of online reputation. Methods – Semi-structured interviews with 18 scholar-practitioners and 5 graduate students from two mid-sized universities. Results – While all participants had Googled themselves, few were strategic about their online scholarly identity. Participants affirmed the perception that altmetrics can be of value in helping to craft a story of the value of their research and its diverse outputs. When participants had prior knowledge of altmetrics tools, it tended to be very narrow and deep, and perhaps field-specific. Participants identified time as the major barrier to use of scholarly profile and altmetrics tools. Conclusions – Librarians are well-placed to assist scholar-practitioners who wish to curate an online profile or use altmetrics tools. Areas of assistance include: personalized support, establishment of goals, orientation to specific tools, orientation to altmetrics and scholarly promotion landscape, preparing users for potential difficulties, discussing copyright implications, Open Access education, and guidance with packaging content for different venues and audiences.

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Speaking in Tongues: Can International Graduate Students Read International Graduate Admissions Materials?

International Journal of Higher Education ◽

10.5430/ijhe.v6n3p99 ◽

2017 ◽

Vol 6 (3) ◽

pp. 99 ◽

Cited By ~ 10

Author(s):

Zachary W. Taylor

Keyword(s):

Reading Comprehension ◽

Graduate Students ◽

Graduate Student ◽

The United States ◽

Future Research ◽

International Graduate Students ◽

Reading Levels ◽

Speaking In Tongues ◽

International Graduate ◽

International Graduate Student

A recent Educational Testing Services report (2016) found that international graduate students with a TOEFL score of 80—the minimum average TOEFL score for graduate admission in the United States—usually possess reading subscores of 20, equating to a 12th-grade reading comprehension level. However, one public flagship university’s international graduate student admissions instructions are written at a 17th-grade reading comprehension level, or, a 27-30 band on the reading section of the TOEFL. This study seeks to answer the question, “Do U.S. graduate programs compose admissions materials at unreadable levels compared to these programs’ minimum reading comprehension levels for international graduate student admission?” Findings reveal average public flagship international graduate student admissions materials are written above 15th-grade reading comprehension levels, with select flagships composing these materials at 19th grade reading levels. Implications for practitioners and policymakers, as well as areas of future research, are addressed.

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Sprinting to the Finish Line: The Benefits and Challenges of Book Sprints in OER Faculty-Graduate Student Collaborations

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v21i2.4607 ◽

2020 ◽

Vol 21 (2) ◽

pp. 1-17

Author(s):

Gabriela C. Zapata

Keyword(s):

Second Language ◽

Graduate Students ◽

Graduate Student ◽

Opinion Survey ◽

Finish Line ◽

Design Data ◽

Learning By Design ◽

American University ◽

Based Instruction ◽

Pedagogical Frameworks

This article investigates the results of a book sprint experience whose main objective was the development of instructional modules for an open textbook for the teaching of Spanish as a second language. Six graduate students at a public American university participated in the project for a week, working in pairs in the creation of activities that required the incorporation of the tenets of the dual pedagogical frameworks of performance- and literacy-based instruction (as realized through learning by design). Data were collected through both an opinion survey and the assessment of samples of the participants’ products. The results of the survey showed that graduate students felt that being part of the book sprint had been beneficial both at the professional and personal levels, but they had also experienced difficulties similar to those reported in previous studies. The products analyzed pointed to a lack of connection between the required pedagogical tenets and the materials developed, which has also been reported in existing works on pre- and in-service teachers as materials developers. The article discusses how these results could have been a consequence of the structure of the book sprint, and it offers recommendations for future activities of this kind.

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

Journal of College Student Retention Research Theory & Practice ◽

10.2190/9pwg-58c8-en3h-6p0l ◽

2001 ◽

Vol 3 (2) ◽

pp. 119-136 ◽

Cited By ~ 4

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.

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