Orientation Programs for Older and Delayed-Entry Graduate Students

NASPA Journal ◽  
1997 ◽  
Vol 35 (1) ◽  
Author(s):  
Sue Barker ◽  
Ginny Felstehausen ◽  
Sue Couch ◽  
Judith Henry
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Demographic Variables ◽  
Orientation Programs ◽  
Willingness To Participate ◽  
Delayed Entry ◽  
Interest Level ◽  
Personal Importance

The authors explore the usefulness of orientation programs for students aged 27 and older who delayed entry to graduate school and whether differences in personal importance of orientation programs, willingness to participate in them, and preferences in matters of scheduling and topics. The results indicated that several demographic variables affected the interest level in some topics, suggesting that a cafeteria-workshop style format, which would allow students to select just those sessions that were of interest to them, may be the best for this group.

Orientation Programs for Older and Delayed-Entry Graduate Students

1997 ◽  
Vol 35 (1) ◽  
pp. 57-68
Author(s):  
Sue Barker ◽  
Ginny Felstehausen ◽  
Sue Couch ◽  
Judith Henry
Keyword(s):  
Graduate Students ◽  
Orientation Programs ◽  
Delayed Entry

scholarly journals The doctoral dissertation and scholarly communication: Adapting to changing publication practices among graduate students

2018 ◽  
Vol 79 (1) ◽  
pp. 34 ◽  
Author(s):  
Roxanne Shirazi
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Scholarly Communication ◽  
Doctoral Dissertation ◽  
Copyright Transfer ◽  
Graduate Research ◽  
Future Publication ◽  
Electronic Theses And Dissertations ◽  
The Relationship ◽  
Theses And Dissertations

When I first began working with electronic theses and dissertations (ETDs), the conversation in libraries appeared to revolve around open access and publication embargoes. It seemed to me that the primary task for scholarly communication librarians in this area was to broaden access to graduate research while protecting future publication opportunities for individual authors. As graduate students begin to publish earlier in their careers, the relationship between the doctoral dissertation and scholarly publishing is evolving. Many students now include their own previously published work in a dissertation, requiring instruction in publication contracts and copyright transfer agreements at the point of submission to the graduate school.

A Local Resource for Advising Applicants to Clinical Psychology Graduate Programs

1992 ◽  
Vol 19 (1) ◽  
pp. 52-54 ◽  
Author(s):  
David M. Todd ◽  
Donald Farinato
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Clinical Psychology ◽  
Graduate Programs ◽  
Additional Benefit ◽  
Personal Knowledge ◽  
Sources Of Information ◽  
Local Resource ◽  
Informal Information

Undergraduates planning to apply to graduate school in clinical psychology have few resources for identifying suitable programs. Published sources are limited and uneven in their coverage of topics that may be important to applicants. Visits and interviews can be helpful but expensive and difficult to arrange. This article describes a procedure for polling departmental graduate students and faculty who have personal knowledge of programs. This procedure does not obviate the need for other sources of information, but it makes informal information more readily available. As an additional benefit, the survey involves the support of faculty and graduate students for undergraduates.

scholarly journals Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research

2017 ◽  
Vol 7 (4) ◽  
pp. 925-943 ◽  
Author(s):  
Brian A. Burt ◽  
Alexander Knight ◽  
Justin Roberson
Keyword(s):  
Graduate Students ◽  
Cultural Identity ◽  
Student Affairs ◽  
Black Men ◽  
Graduate School ◽  
Graduate Programs ◽  
Ethnically Diverse ◽  
Promising Practices ◽  
Foreign Born ◽  
Domain Specific

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.

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

2010 ◽  
Vol 43 (03) ◽  
pp. 557-560 ◽  
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.

The Golden Virtue of Eclecticism in Economics John R. Commons Award Lecture

2000 ◽  
Vol 44 (1) ◽  
pp. 3-4
Author(s):  
Paul A. Samuelson
Keyword(s):  
Public Finance ◽  
Graduate Students ◽  
Graduate School ◽  
Public Expenditure ◽  
Award Winner ◽  
Award Recipient ◽  
The Past ◽  
Course Work ◽  
Honor Students ◽  
The Commons

This award consists of no stipend for the recipient—rather travel money for graduate students presenting papers at the Meetings in 2001 and 2002 will be given in the name of the Commons award recipient. As we all know, ODE exists to honor students. This year's Commons award winner has arguably had more influence on students during the past fifty years than any other economist. We all became acquainted with him when we were undergraduates—via a book simply titled Economics. When we first started graduate school we met him again with a book known as Foundations. And when we started course work in our fields, in field after field we encountered seminal papers he had written. For example: in Public Finance “The Pure Theory of Public Expenditure”; in International Economics “International Trade and the Equalization of Factor Prices.” The list goes on and on and on—but I won't. It is my distinct privilege to be able to introduce this year's John R. Commons award winner: Prof. Paul Samuelson.

What They Do Not Tell You in Graduate School: Observations from the Field

1997 ◽  
Vol 41 (2) ◽  
pp. 883-887 ◽  
Author(s):  
Rob Hutton ◽  
Ron Shapiro ◽  
Arnie Lund ◽  
Kristen Gilbert ◽  
Georgia Green ◽  
...  
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Career Options ◽  
Insight Into

This panel is designed to provide graduate students with information about career options. We hope to provide some insight into: the kinds of things they can do to prepare for the job world while still in graduate school; the process of finding and selecting a job; and, how success on the job is assessed in the first few years.

scholarly journals Understanding Women’s Experience in Graduate Mathematics Through a Focused Identity Lens

2018 ◽  
Vol 3 (2) ◽  
pp. 112
Author(s):  
Lynn Liao Hodge ◽  
Lauren Wagener Riva
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate School ◽  
Graduate Program ◽  
Southeastern United States ◽  
Social Situation ◽  
School Mathematics ◽  
Grade School ◽  
The Social ◽  
The World

Despite relatively equal proportions of boys and girls enrolled in STEM courses during grade school, women are significantly underrepresented in STEM degrees and occupations around the world (Hill, Corbett, and St. Rose, 2010). The field of mathematics reflects this trend. Our focus in this article is on three women graduate students in mathematics at a University in the Southeastern United States. In particular, we were interested in their identities that include their perspective on the graduate program. Specifically, we sought to understand the norms, expectations, and resources of the social situation in which their identities were developing. As will become apparent, the three students illustrate different identities as they participated in graduate school mathematics.

THE HISTORIAN AS PUBLIC MORALIST: THE CASE OF CHRISTOPHER LASCH

2012 ◽  
Vol 9 (3) ◽  
pp. 733-744
Author(s):  
THOMAS BENDER
Keyword(s):  
Graduate Students ◽  
Intellectual History ◽  
Graduate School ◽  
Complex Analysis ◽  
Psychological Needs ◽  
Social Location ◽  
Christopher Lasch ◽  
Social Type ◽  
American Intellectual ◽  
American Intellectual History

When I entered graduate school in the fall of 1966, planning to study American intellectual history and perhaps intellectuals specifically, all the talk among the more advanced graduate students was a recently published book, The New Radicalism in America, 1889–1963: The Intellectual as a Social Type (1965), by Christopher Lasch. I read it eagerly, but I was not sure what to make of it. The author, Christopher Lasch, offered a very complex analysis of intellectuals’ lives and their social location—or lack of it. It gave as much space to their psychological needs as to their ideas. That seemed to diminish them. Just what did he intend? I wondered.

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