scholarly journals (139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1043B-1043
Author(s):  
Kent D. Kobayashi
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate Program ◽  
Technical Writing ◽  
Learning Experience ◽  
Scientific Paper ◽  
Scientific Writing ◽  
Student Survey ◽  
Master's Students ◽  
Writing Assignments

How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.

scholarly journals Master’s Students’ Perceptions and Expectations of Good Tutors and Advisors in Distance Education

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Mehmet Kara ◽  
Gülfidan Can
Keyword(s):  
Distance Education ◽  
Graduate Students ◽  
Learning Experience ◽  
Transactional Distance ◽  
Master's Students ◽  
Mixed Methods Approach ◽  
Transactional Distance Theory ◽  
Basic Technology ◽  
Perceptions And Expectations ◽  
Student Centred Learning

The purpose of this study was to explore non-thesis Master’s students’ perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating student-centred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors’ practices in supporting graduate students’ education and research.

University Teaching in Global Times: Perspectives of Italian University Faculty on Teaching International Graduate Students

2021 ◽  
pp. 102831532199074
Author(s):  
Joellen E. Coryell ◽  
Maria Cinque ◽  
Monica Fedeli ◽  
Angelina Lapina Salazar ◽  
Concetta Tino
Keyword(s):  
Professional Development ◽  
International Students ◽  
Graduate Students ◽  
English Language ◽  
Learning Experience ◽  
University Teaching ◽  
International Graduate Students ◽  
Faculty Perspectives ◽  
Domestic Students ◽  
International Graduate

Recently, many Italian universities began offering graduate courses or entire programs in English to attract international students, assist domestic students with English language proficiency, and internationalize the learning experience for all. This research investigated Italian faculty’s perspectives on their experiences of teaching international graduate students. The article begins with an overview of European university internationalization and then reviews the literature on faculty perspectives on teaching international students and instructional professional development for internationalization of teaching and learning. Findings include participant demographics and faculty perspectives on teaching international graduate students as compared with domestic students, their current and desired ways of learning how to teach international students, and their recommendations for faculty teaching in international programs/courses with English as the language of instruction. Implications for instructional professional development, communities of instructional practice, and further research are offered.

Nanotechnology Summer Undergraduate Research Intern Program: Comprehensive Introduction to Life as a Researcher

2004 ◽  
Vol 827 ◽  
Author(s):  
M.R. Melloch ◽  
J. Lax
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate School ◽  
Technical Writing ◽  
Undergraduate Research ◽  
Diverse Group ◽  
Research Projects ◽  
Research Project ◽  
Short Courses ◽  
Molecular Conduction

AbstractWe have implemented a summer undergraduate research intern (SURI) program, the purpose of which is to give the undergraduates as real a picture as possible of what it is like to be a research scientist and what will be encountered in graduate school. Our first SURI class, the summer of 2003, consisted of a diverse group of 18 students from 9 different universities. Each student joined an ongoing cross-disciplinary research project team comprised of faculty and graduate students who have been working on research projects throughout the year. Coordinated with the students' research project was a technical writing/presentation course. The SURIs also participated in professional development activities, short courses, and a molecular conduction workshop. The culmination of the students' research and the technical writing/presentation course was a one-day conference at the end of their program in which all the SURIs presented the results of their summer research.

A course in statistical communication and graphics

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
Graduate Students ◽  
Technical Writing ◽  
Active Participation ◽  
Lesson Plans ◽  
Interactive Graphics ◽  
Story Telling ◽  
Statistical Graphics ◽  
Class Meeting ◽  
Teaching Statistics ◽  
Programming Practices

This chapter describes a course on statistical communication. Originally developed for training statistics graduate students as instructors, the course now is popular with students in other fields including undergraduates. It is a demanding course, with two homework assignments per week and active participation during class. This level of commitment signals the seriousness of the topic. The chapter contains a prototype class meeting, and lecture-by-lecture specifics for 26 lecture periods of 75 minutes each. The material includes lesson plans and links to course slides, activities, and reading and homework assignments. Topics include, statistical graphics, statistical story telling and reporting, teaching statistics, giving a presentation, technical writing, interactive graphics, and programming practices.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

Getting My Feet Wet: A Student Educator's Perspective on a Successful Learning Experience

1997 ◽  
Vol 20 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Diane Gifford
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Graduate Student ◽  
Social Issues ◽  
Learning Experience ◽  
Holistic Education ◽  
Unexpected Events ◽  
School Buses ◽  
Master Of Science ◽  
Strongly Connected

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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