Retention and Institutional Effort: A Self-Study Framework

NASPA Journal ◽  
2001 ◽  
Vol 39 (1) ◽  
Author(s):  
Dudley B. Woodard ◽  
Sherry L. Mallory ◽  
Anne M. De Luca
Keyword(s):  
Graduate Students ◽  
Assessment Framework ◽  
Self Study ◽  
Institutional Retention ◽  
Retention Effort

This article describes a retention assessment framework as a way of helping practitioners use existing literature and research to assess how good their institutional retention effort is. It addresses the rationale for the framework, why some institutions graduate students at higher rates than predicted given the entry characteristics of its students, and how to use the framework.

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

scholarly journals Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

2013 ◽  
Vol 10 (1) ◽  
pp. 37-51
Author(s):  
Mary A. Bair ◽  
◽  
Cynthia E. Mader ◽  
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Academic Writing ◽  
College Of Education ◽  
Faculty Members ◽  
Writing Difficulties ◽  
Faculty Collaboration ◽  
Graduate Preparation ◽  
Self Study ◽  
Analyze Data

This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course assignments, and course assessments. We found discrepancies between faculty and student perceptions about graduate preparation for academic writing and between the espoused and enacted curriculum. Both faculty and students identified problems associated with synthesizing theory and research. We discuss the need for teacher-scholars in today's educational environment, the challenges facing curriculum improvement, and several program-specific measures being undertaken to address identified gaps in academic writing and critical thinking.

Technology of special concretes on sulfur and sulfur-bitumen binders

2019 ◽  
Author(s):  
Борис Усов ◽  
Boris Usov ◽  
Татьяна Горбунова ◽  
Tatiana Gorbunova
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
Higher Educational Institutions ◽  
Aggressive Environment ◽  
Self Study ◽  
State Educational ◽  
Modern Technologies

The publication is a textbook for teaching and studying in technical higher educational institutions of modern technologies for the production of special concretes on sulfur and sulfur-bitumen binders. The results of foreign and domestic researchers on the use of sulfur in structures, products operating in an aggressive environment, and types of modification of road bitumen and asphalt. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students studying in the areas of training 08.03.01 and 08.04.01 "Construction" and specialty 08.05.01 "Construction of unique buildings and structures", as well as for graduate students. It is also useful for self-study.

scholarly journals Why Don’t They Participate? A Self-Study of Chinese Graduate Students’ Classroom:Involvement in North America

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Chunlei Lu ◽  
Wenchun Han
Keyword(s):  
Graduate Students ◽  
North America ◽  
Cultural Values ◽  
North American ◽  
Learning Performance ◽  
Future Research ◽  
Classroom Performance ◽  
Chinese Graduate Students ◽  
Self Study ◽  
East West

China is now the world’s largest source of international students. In terms of learning performance, Chinese graduate students studying in North America exhibit distinct differences from students who are born and raised in North America. Conflicting cultural values compel Chinese students to reconcile East-West cultures, and put an onus on North American instructors to implement culturally-sensitive pedagogy. Employing the theoretic framework of yin-yang theory, this paper examines Chinese graduate students’ classroom performance against the backdrop of East-West cultural negotiation, and specifically seeks to identify which factors inhibit Chinese graduate students’ participation in North American classrooms. Drawing from their own living experiences, the authors employ self-study in the methodological form of narrative inquiry – in conjunction with references from existing literature – to investigate Chinese graduates’ classroom challenges. Results reveal six factors impacting students’ classroom performance: language; knowledge of the education system; knowledge of the social system; personality; influence of traditional culture; and social/economic/political changes. Future research directions are also suggested.Key words: Chinese graduates, East-West, cross-culture, North America, classroom involvement, self-study 

scholarly journals Graduate Students’ Evolving Perceptions of Writing Collaboratively

1969 ◽  
Vol 41 (2) ◽  
pp. 62-81
Author(s):  
Anita H. Ens ◽  
Karen Boyd ◽  
L. Allyson Matczuk ◽  
Warren T. Nickerson
Keyword(s):  
Graduate Students ◽  
Community Of Practice ◽  
Collaborative Writing ◽  
Language And Literacy ◽  
Doctoral Studies ◽  
Socially Constructed ◽  
Self Study ◽  
Relational Aspect ◽  
Process Product

As members of a language and literacy doctoral cohort, we four authors attempt to situate ourselves within a community of practice in which knowledge is socially constructed. In this context, we explore our identities as collaborative writers and researchers. This paper documents the self-study that we undertook while collaboratively writing scholarly articles. We framed our research with three questions addressing process, product, and theory. How do individual writers approach a collaborative assignment, both emotionally and cognitively? Do writers perceive a difference in the quality of collaborative text versus individual text? How does experience connect to theory? Our experience indicated an increased consciousness of our writing processes and made us more aware of issues of style, audience, and clarity. Furthermore, the data emphasized the relational aspect of collaborative writing. We concluded that collaborative writing has a place in doctoral studies for its potential in increasing dialogue within a discourse community.  

scholarly journals Collaborative Co-Mentored Dissertations Spanning Institutions: Influences on Student Development

2007 ◽  
Vol 6 (2) ◽  
pp. 119-131 ◽  
Author(s):  
Richard McGee ◽  
Mary J. DeLong
Keyword(s):  
Graduate Students ◽  
Student Development ◽  
Interpersonal Skills ◽  
National Institutes Of Health ◽  
Independent Research ◽  
Structured Interviews ◽  
Research Collaborations ◽  
Self Study ◽  
Research Questions ◽  
Research Mentor

The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Complications of trying to work with two mentors are managed through careful program design and mentor selection. In the collaborative model, students develop a complex set of scientific and interpersonal skills. They lead their own independent research projects, drawing on the expertise of multiple mentors and acquiring skills at negotiating everyone's interests. They develop high levels of independence, maturity, flexibility, and the ability to see research questions from different perspectives. No evidence was found that co-mentoring diminishes the normally expected accomplishments of a student during the Ph.D. Multi-mentored dissertations require skills not all graduate students may possess this early in training, but for those who do, they can promote rapid and extensive development of skills needed for collaborative, interdisciplinary research.

Teaching as We Learn

2020 ◽  
pp. 62-83
Author(s):  
Mellinee K. Lesley ◽  
Julie Smit
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Positive Impact ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Research Paradigm ◽  
Engaged Scholarship ◽  
Education Doctorate ◽  
Self Study

Increasingly, universities are embracing engaged scholarship as a vehicle for research that is “meaningful” and capable of reaching beyond the walls of academia to bring about a positive impact on society. While this shift toward citizen scholars is taking place philosophically in institutions of higher education across the United States (e.g., Carnegie Project on the Education Doctorate), few faculty have experience or training in the implementation of engaged scholarship and are, thus, reticent to both attempt this research paradigm and teach students about it. Given such a conceptual chasm, this chapter examines issues encountered by two faculty while working with graduate students to conduct engaged scholarship and provides observations about mentoring students into this paradigm of research. Through a self-study constructed as a bricolage, insights into mentoring graduate students through processes of building trust, collective discovery, meaningful impact, and publishing are presented.

The advantages of self-study CPR

1989 ◽  
Vol 53 (2) ◽  
pp. 139-141
Author(s):  
RE Watson ◽  
J Hollway ◽  
TB Fast
Keyword(s):  
Self Study
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