Engineering Mathematics for Graduate Students: To Teach or Not To Teach?

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.

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Teaching Advanced Engineering Mathematics to Graduate Students: Lessons Learned

10.18260/1-2--18844 ◽

2020 ◽

Author(s):

Kendrick Aung

Keyword(s):

Graduate Students ◽

Lessons Learned ◽

Engineering Mathematics

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Weeds in the flower garden: An exploration of plagiarism in graduate students' research proposals and its connection to enculturation, ESL, and contextual factors

International Journal for Educational Integrity ◽

10.21913/ijei.v6i1.673 ◽

2010 ◽

Vol 6 (1) ◽

Cited By ~ 24

Author(s):

Joanna Gilmore ◽

Denise Strickland ◽

Briana Timmerman ◽

Michelle Maher ◽

David Feldon

Keyword(s):

Graduate Students ◽

Undergraduate Students ◽

Research Process ◽

Research Experience ◽

Fine Grained ◽

Engineering Mathematics ◽

Primary Literature ◽

Explicit Training ◽

Doctoral Programmes

Existing literature provides insight into the nature and extent of plagiarism amongst undergraduate students (e.g., Ellery, 2008; Parameswaran & Devi, 2006; Selwyn, 2008). Plagiarism amongst graduate students is relatively unstudied, however, and the existing data are largely based on self-reports. This study investigated the rates and potential causes of plagiarism amongst graduate students in master's and doctoral programmes in science, technology, engineering, mathematics, and science or mathematics education by examining actual research proposals written by graduate students. Results indicate that plagiarism is a prevalent issue at each of the three university sites sampled and across all of the investigated disciplines. Fine grained analyses suggest that this plagiarism may be largely unintentional and due to a lack of disciplinary enculturation. Specifically, participants that plagiarised had approximately one less semester of research experience than graduate students who did not plagiarise. Furthermore, participants who lacked primary literature in their research proposals were significantly more likely to plagiarise and often used inappropriate citation styles. Follow-up correspondence with participants indicates that participants plagiarised, in part, because they lacked an awareness of the role of primary literature in the research process. This suggests that explicit training in the role and use of primary literature may provide an opportunity for programmes or mentors to accelerate the development of graduate students' research skills. This study also revealed that plagiarism was more common amongst English as a Second Language (ESL) participants. Potential causes of plagiarism and solutions to address plagiarism among the ESL population will be discussed. This paper is based on an earlier version presented at The Center for Academic Integrity 2009 Annual International Conference.

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Contrasting interest profiles of dental educators, practicing dentists, and graduate students

Journal of Dental Education ◽

10.1002/j.0022-0337.1976.40.4.tb00965.x ◽

1976 ◽

Vol 40 (4) ◽

pp. 215-218 ◽

Cited By ~ 1

Author(s):

MJ Loupe ◽

LH Meskin ◽

JM Proshek

Keyword(s):

Graduate Students

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Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig11-2018-0020 ◽

2019 ◽

Vol 4 (2) ◽

pp. 356-362

Author(s):

Jennifer W. Means ◽

Casey McCaffrey

Keyword(s):

Graduate Students ◽

Data Collection ◽

Real Time ◽

Clinical Supervision ◽

Video Recording ◽

Advanced Technology ◽

High Definition ◽

Recording Technology ◽

Self Confidence ◽

Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

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Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_31_f_205 ◽

2004 ◽

Vol 31 (Fall) ◽

pp. 205-214

Author(s):

Mary Aguila-Vinson ◽

Jennifer Lister ◽

Theresa Hnath-Chisolm ◽

Patricia Blake-Rahter

Keyword(s):

Hearing Loss ◽

Graduate Students ◽

Speech Language Pathology ◽

Language Pathology

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Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

Perspectives on Administration and Supervision ◽

10.1044/aas25.1.50 ◽

2015 ◽

Vol 25 (1) ◽

pp. 50-60

Author(s):

Anu Subramanian

Keyword(s):

Graduate Students ◽

Clinical Education ◽

Clinical Decision Making ◽

Rating Scale ◽

Treatment Effectiveness ◽

Clinical Decision ◽

Added Value ◽

Therapeutic Outcomes ◽

Specific Feedback ◽

Stakeholder Perspective

ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.

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Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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