scholarly journals Designing a culture of co-learning: Mobilizing knowledge about KTT-KMb amongst graduate students

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Andrea LaMarre ◽  
Kate Bishop-Williams ◽  
Megan Racey ◽  
Lindsay Day ◽  
Tylar Meeks
Keyword(s):  
Graduate Students ◽  
Knowledge Translation ◽  
Nous Avons ◽  
Student Learning ◽  
Graduate Student ◽  
Knowledge Mobilization ◽  
Field Note ◽  
The University ◽  
Training Opportunities ◽  
And Training

The goal of this Field Note is to outline our experiences developing and maintaining a Knowledge Translation and Transfer-Knowledge Mobilization (KTT-KMb) Learning Circle for graduate students at the University of Guelph. Since the fall of 2013, we have planned and held events and training opportunities for graduate students across the university’s colleges and maintained an online presence for our membership of 107 students. In this article, we reflect on the successes of the Learning Circle, including a sustained presence across an interdisciplinary group, securing funding, and engaging in successful collaborations. We also highlight our challenges, including attendance at events, staying relevant in a quickly evolving field, and striving toward sustainability. Our hope is that this article provides a non-prescriptive guideline for students wishing to develop similar “by student, for student” initiatives to scaffold graduate student learning and engagement in KTT-KMb.Résumé : Dans ce field note, nous visons a surligner nos experiences en développant et maintenir un cercle d’apprentissage pour la mobilization des connaissances pour les étudiants de deuxième et troisième cycle à Université de Guelph. Depuis 2013, nous avons organise de nombreuses événements et formations pour les étudiants de toutes les collèges à l’Université; nous avons aussi maintenu un présence web pour nos 107 membres. Dans cet article, nous réfléchissons au sujet des succès du cercle, ci inclus une présence soutenu au coeur d’un nombre de membres interdisciplinaires, du succès a obtenir les fonds, et les collaborations conçus pour réaliser nos buts. Nous surlignons aussi nos defis, en tant que les difficultés attirer les étudiants aux événements, rester au courant dans une domaine en evolution, et viser à la durabilité. Nous espèrons que l’article fournira une guide non-préscrit pour les étudiants qui veulent développer des initiatives “par étudiants, pour étudiants” qui visent a soutenir les connaissances et engagement dans la domaine de la mobilisation des connaissances.Mots clés : Mobilization des conaissances; Partage du savoir; Étudiants; Formation; Communauté de practique

scholarly journals Resource Exchange: A Case Study

1982 ◽  
Vol 1 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Geoffrey Nelson ◽  
Edward M. Bennett ◽  
James Dudeck ◽  
Richard V. Mason
Keyword(s):  
Public School ◽  
School Board ◽  
Service Organizations ◽  
Resource Exchange ◽  
The Public ◽  
Exchange Program ◽  
The University ◽  
Training Opportunities ◽  
And Training

This paper describes a resource exchange program between two human service organizations: a public school board and a university. This case study illustrates the utility of the concept of resource exchange as a response to pressures for the effective management of limited human resources. With an emphasis on mutual goals, needs, and strengths, the resource exchange program expanded resources available to both organizations. For the public school board, new services in the form of primary, secondary, and tertiary prevention programs were developed. For the university, research and training opportunities were created. Finally, the fragmentation between and within the organizations was reduced in correspondence with their increased mutual interdependence.

Choosing a field: How graduate student choices of field sites reflect different ideas of 'real' anthropology in Colombia and the United States

2012 ◽  
Vol 5 (1) ◽  
pp. 10-31
Author(s):  
Laura Macía
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Student ◽  
Cultural Anthropology ◽  
The United States ◽  
University Of Pittsburgh ◽  
The University ◽  
Do So ◽  
Proper Field

This paper examines the decisions and motivations of graduate students in cultural anthropology when defining the field sites and topics of their final projects. The decisions among students at the Universidad de los Andes in Colombia are contrasted with those at the University of Pittsburgh in the United States. A review of recent final projects in both universities was conducted, along with a survey and some follow-up questions with students in both institutions. A main difference found is that students at los Andes are more willing to do applied fieldwork at 'home', while students at Pittsburgh are far more reluctant to do so and prefer to go to distant fields. This distinction is partly explained by the histories of the anthropologies practised in each locale, and of what have been considered 'proper' field sites in cultural anthropology. In particular, a vision of anthropology as an applied enterprise emerged at different historical moments in these two geo-political locations, and those visions are associated with quite different, opposed values today.

scholarly journals 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

2011 ◽  
Vol 3 ◽  
pp. 177
Author(s):  
Natasha Patrito Hannon ◽  
Svitlana Taraban-Gordon
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Effective Teaching ◽  
Student Learning ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Faculty Members ◽  
Development Programs ◽  
Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

Postgraduate student of the University: the technology of scientific work and pedagogical activity

2018 ◽  
Author(s):  
Семен Резник ◽  
Semen Reznik
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Graduate School ◽  
Technology Training ◽  
Scientific Work ◽  
Postgraduate Student ◽  
Research And Teaching ◽  
Content System ◽  
The University

Examines the content, system and technology training in graduate school, preparing for independent scientific activities, methodology of scientific work, and gives recommendations for the writing, preparation and defense of a thesis. Much attention is paid to the preparation of a graduate student to work at the Department of the University, the organization and planning of his life and work. For graduate students and degree applicants, as well as for students who want to devote themselves to research and teaching.

Graduate Students' Perceptions of Outstanding Graduate Advisor Characteristics

2007 ◽  
Vol 27 (2) ◽  
pp. 28-35 ◽  
Author(s):  
Jennifer L. Bloom ◽  
Amanda E. Propst Cuevas ◽  
James Warren Hall ◽  
Christopher V. Evans
Keyword(s):  
Grounded Theory ◽  
Graduate Students ◽  
Student Success ◽  
Graduate Student ◽  
Role Models ◽  
Practice Theory ◽  
Research Practice ◽  
University Of Illinois ◽  
Graduate Student Success ◽  
The University

The advising literature confirms the graduate student–graduate advisor relationship as the most important factor in graduate student success. To better understand the characteristics of graduate advisors that students find most helpful, we conducted a grounded theory study with a constructivist design that involved a qualitative textual analysis of Outstanding Graduate Advisor of the Year Award nominations from MD-PhD students enrolled in the Medical Scholars Program at the University of Illinois at Urbana-Champaign. Five major themes emerged from this analysis, and the results indicate that students perceive the following graduate-advisor characteristics to be most helpful: demonstrated care for students, accessibility, role models in professional and personal matters, individually tailored guidance, and proactive integration of students into the profession. Relative Emphasis: research, practice, theory

scholarly journals Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

2015 ◽  
Vol 45 (3) ◽  
pp. 15-33
Author(s):  
Meagan A. C. Troop ◽  
Lauren E. Wallar ◽  
Erin Aspenlieder
Keyword(s):  
Graduate Students ◽  
Student Teaching ◽  
Graduate Student ◽  
Self Efficacy ◽  
Research Question ◽  
Individual Interviews ◽  
Development Programming ◽  
Vital Component ◽  
The University

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.  

Establishing a Forensic Training Clinic

2021 ◽  
pp. 45-65
Author(s):  
Mary Alice Conroy
Keyword(s):  
Graduate Students ◽  
Faculty Members ◽  
Competence To Stand Trial ◽  
Court System ◽  
State University ◽  
Sexual Offenses ◽  
Training Clinic ◽  
Sam Houston State University ◽  
The University ◽  
Training Opportunities

The collaboration described in this chapter differs somewhat from that in other chapters. A university in Texas—Sam Houston State University—established a forensic training clinic staffed by doctoral trainees in clinical psychology and supervised by faculty members. This clinic offered services to courts in the region, primarily involving the evaluation of individuals involved in the criminal justice system on issues such as competence to stand trial, sentencing for individuals committing sexual offenses, mental state at the time of the offense, and others. This yielded valuable specialized training opportunities for graduate students, strong evaluations at a reasonable rate for courts, and an opportunity to generate funding for the university and the training program. The “collaboration,” therefore, was between the university and the court system rather than a state department of mental health; however many of the developmental and operational considerations were comparable to those described in other chapters.

Evaluative Speech Acts of Ghanaian Graduate Students: A Case Study of the University of Cape Coast, Ghana

1970 ◽  
Vol 5 (1) ◽  
pp. 87-112
Author(s):  
Abraham Kwesi Bisilki ◽  
Isaac Bisilki
Keyword(s):  
Content Analysis ◽  
Graduate Students ◽  
Graduate Student ◽  
Speech Acts ◽  
Language Use ◽  
Academic Community ◽  
Cape Coast ◽  
Evaluative Language ◽  
The University

This paper describes an aspect of language use in the Ghanaian academic community, specifically investigating the use of evaluative speech acts in the review language of graduate students at the University of Cape Coast (UCC). The study is situated in Hyland’s (2004) conceptual framework of evaluative language. Using a content analysis approach to corpora, the study revealed that the reviews of the graduate students contained both positive and negative evaluative speech acts as well as linguistic mitigating strategies meant to soften criticisms that were face-threatening. However, it is worthy of note that the positive speech acts or praises were recorded in a higher proportion than were the criticisms. More intriguing was the discovery that much more of both the praise and the criticism were focused on the text, rather than on the author. Overall, the pattern of evaluative language use discovered in this analysis, if generalisable, renders the academic discourse culture of the Ghanaian graduate student more akin to Asian linguistic cultures than to Western ones.   Actes de Discours Evaluatif des Etudiants de Cycle Supérieur de l’University of Cape Coast, Ghana   Résumé Cet article décrit un aspect de l’utilisation du langage dans la communauté académique ghanéenne, en examinant, notamment, l’utilisation des actes de discours évaluatif dans le langage des étudiants de cycle supérieur de l’University of Cape Coast (UCC). Cette étude se situe dans le cadre théorique conceptuel de Hyland (2004) relatif à l’utilisation du langage évaluatif.  En utilisant une approche pour l’analyse du contenu appliquée au corpus, l’étude a révélé que les évaluations des étudiants de cycle supérieur comprenaient à la fois les actes de discours positif et négatif ainsi que certaines stratégies atténuantes linguistiques adoptées pour adoucir les critiques qui étaient menaçantes pour la face. Toutefois, il est important de noter que les actes de discours positif ou d’éloges étaient enregistrés dans une proportion supérieure à celle des critiques. Il est aussi intéressant de noter que, selon la découverte faite, la plupart des éloges et des critiques étaient concentrés sur le texte, plutôt que sur l’auteur. En général, le schéma d’utilisation du langage découvert dans cette analyse, si généralisable, rend la culture de discours scolaire de l’étudiant ghanéen de cycle supérieur plus comparable aux cultures linguistiques asiatiques qu’à celles de l’Occident.

Biofeedback Technician Training Program for Undergraduate and Graduate Students

1989 ◽  
Vol 16 (1) ◽  
pp. 22-24 ◽  
Author(s):  
Ralph B. Hammond ◽  
Ann J. West
Keyword(s):  
Cost Effectiveness ◽  
Graduate Students ◽  
Training Program ◽  
Clinical Training ◽  
Counseling Center ◽  
University Of Arkansas ◽  
Little Rock ◽  
Technician Training ◽  
The University ◽  
And Training

This article describes a biofeedback technician training program that allowed the university to solve problems concerning budget, dwindling resources, and providing clinical training experiences for students. The program functioned for 7 years at graduate and undergraduate levels with the cooperation of two independent departments, Department of Psychology and the Counseling Center, at University of Arkansas at Little Rock. Selection and training of participants in the program, equipment used, cost-effectiveness, and benefits to all involved are discussed.

scholarly journals Graduate Student Learning Abroad: Emerging Trend?

2014 ◽  
pp. 14-15 ◽  
Author(s):  
John M Dirkx ◽  
Kristin Janka Millar ◽  
Brett Berquist ◽  
Gina Vizvary
Keyword(s):  
United States ◽  
Graduate Students ◽  
Student Learning ◽  
Graduate Student ◽  
The United States ◽  
Black Box ◽  
Michigan State University ◽  
State University ◽  
Graduate Level ◽  
The World

Within the United States and around the world, universities are increasingly sending their graduate students abroad. But we know relatively little about the learning derived from these international experiences or how they contribute to graduate-level education. Researchers at Michigan State University have begun to explore this “black box” of internationalization, providing some answers and raising more questions.

Sign in / Sign up

Export Citation Format

Share Document