Teaching Rites of Passage: Workshop summary

1970 ◽  
Vol 5 (1) ◽  
Author(s):  
Panel II Challenges
Keyword(s):  
Rites Of Passage ◽  
Research Student ◽  
Workshop Summary ◽  
Postgraduate Research

Twelve presentations, each of around fifteen to twenty minutes, were delivered in three different panels over the two days. The first panel, entitled Challenges, brought together four papers reflecting on the experience of changing from the transition from postgraduate research student to tutoring, teaching and lecturing.

scholarly journals Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice

2018 ◽  
Vol 16 (3) ◽  
pp. 31
Author(s):  
Cosette Crisan ◽  
Melissa Rodd
Keyword(s):  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Practitioner Research ◽  
Research Student ◽  
Doctoral Research ◽  
Graduate Teaching ◽  
Short Course ◽  
Postgraduate Research ◽  
Research Students ◽  
Mathematics Research

Graduate Teaching Assistants (GTAs) are postgraduate research students who contribute to the teaching of undergraduates while they pursue their own doctoral research. This paper reports on a mathematics-specific 10 learning hour introduction to teaching for postgraduate mathematics research student GTAs. The principles that guided the design of the course are discussed and results from our practitioner research are presented. We found that ‘training’ could not be delivered in such a short course yet, paradoxically perhaps, education could be achieved, given the qualities of our GTA participants.

The making of a British theoretical physicist – E. C. Stoner's early career

1994 ◽  
Vol 27 (3) ◽  
pp. 277-290 ◽  
Author(s):  
Geoffrey Cantor
Keyword(s):  
Early Career ◽  
The Other ◽  
Cavendish Laboratory ◽  
Research Student ◽  
Friday Afternoon ◽  
University Physics ◽  
The Press ◽  
Theoretical Physicist ◽  
Postgraduate Research ◽  
The University

In 1924 Edmund Clifton Stoner (1899–1966), a 24-year-old research student at the Cavendish Laboratory, Cambridge, sought a university post in physics. Having previously studied at Cambridge as an undergraduate, Stoner was nearing the end of three years' postgraduate research under Professor Sir Ernest Rutherford's supervision. 1924 was not, however, an auspicious time to seek employment since vacancies in university physics departments were scarce. Rutherford showed a kindly interest in Stoner's career and summoned him to his residence – Newnham Cottage – one Friday afternoon in March. Acknowledging Stoner's diabetes as a major concern, he ‘pointed out that I [Stoner] really wanted a job where I could take things fairly easily… He, of course, is prepared to “back me up” & was really very charming, though not very useful in any definite way.’ Subsequent visits to the Appointments Board proved ‘quite fruitless’. Stoner declined to apply for a post at Armstrong College, Newcastle, and only in mid-July did he hear of two more attractive positions. The first, at Durham University, was advertised in the press. Rutherford, who was ‘Affable – pleased with my work(!)’, advised him to apply. Interviewed together with several other candidates, Stoner was unsuccessful but not greatly disappointed. The other post, at the University of Leeds, was brought to his attention by Rutherford.

scholarly journals A learning development-faculty collaborative exploration of postgraduate research student mental health in a UK university

2020 ◽  
Author(s):  
Russell Delderfield ◽  
Mathias Ndoma-Egba ◽  
Kirsten Riches-Suman ◽  
James Boyne
Keyword(s):  
Mental Health ◽  
Administrative Support ◽  
Well Being ◽  
Poor Mental Health ◽  
Research Student ◽  
Postgraduate Research ◽  
Induction Practices ◽  
Learning Development ◽  
Research Students ◽  
Collaborative Exploration

Mental ill-health is an escalating problem in higher education. Not only does this impact students’ ability to learn, it can lead to poor completion, with learners opting to withdraw from studies, even if attainment has been satisfactory. The aim of this study was to gain insight about perceptions of poor mental health from postgraduate research students in a diverse UK university and canvas opinion regarding how the University could improve this. A short, pragmatic survey with basic quantitative and qualitative responses was distributed. This was analysed by a team comprising the learning developer responsible for postgraduate researcher learning development, academics and a doctoral student. The study found that poor mental health was evident, with over three quarters of respondents reporting some experience of mental ill-health. We identified five areas in need of attention: University Systems, Supervisor Training, Well-being Monitoring, Building Networks, and Finance. Sources of University-based stress were finance, administrative support, and an environment where a perception that poor mental health was an expectation rather than a problem was experienced. Students preferred to access support outside the academic environment. This is the first study of its kind at a diverse, plate-glass UK university, to consider research student mental ill-health, with a staff-student team working with data, and the learning developer spear-heading changes across postgraduate research. These findings have already influenced university strategy, staff training, and induction practices. The synthesis of the five areas could be used to visualise where further work is needed to improve mental health in these learners.

scholarly journals Reinterpreting ‘Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions’ by Cork (2018)

2018 ◽  
Vol 1 (1) ◽  
pp. 109
Author(s):  
Najima Mohamed ◽  
Nicola Blacklaws ◽  
Zainab Mustafa
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
School Of Education ◽  
Research Student ◽  
Postgraduate Research ◽  
Union Education ◽  
Critical Reflections

A podcast discussion that explores the ideas around student-staff collaborations within a Higher Education context. The podcast is produced by Nicola Blacklaws (Postgraduate research student in History), Zainab Mustafa and Najima Mohamed (Undergraduate students in Neuroscience), with contributions from Frances Deepwell (Director of Leicester Learning Institute), Lorna Cork (Reinterpretation Manager and tutor for School of Education) and Azza Abdulla (Students' Union Education Officer).

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