Validity of the GRE without Restriction of Range

1993 ◽  
Vol 72 (1) ◽  
pp. 123-127 ◽  
Author(s):  
Bradley E. Huitema ◽  
Cheri R. Stein
Keyword(s):  
Academic Performance ◽  
Graduate Students ◽  
Graduate School ◽  
Doctoral Program ◽  
Psychology Department ◽  
Graduate Record Examination ◽  
Standard Deviations ◽  
Restriction Of Range ◽  
Biased Estimates ◽  
Predictors Of Academic Performance

Restriction of range is a frequently acknowledged issue in estimating the validity of predictors of academic performance in graduate school. Data obtained from a doctoral program in a psychology department where graduate students were admitted without regard to Graduate Record Examination (GRE) scores yielded essentially identical standard deviations on this test for the 204 applicants and 138 enrolled students. The GRE-Total validity coefficients obtained on subjects in the enrolled sample ranged from .55 through .70; these values are considerably higher than those typically reported. The data are congruent with the argument that uncorrected GRE validity coefficients yield biased estimates of the unknown validity in unrestricted applicant pools.

Predictive Validity of the Graduate Record Examination with and without Range Restraints

1997 ◽  
Vol 81 (1) ◽  
pp. 211-220 ◽  
Author(s):  
Kenneth Oldfield ◽  
Janet R. Hutchinson
Keyword(s):  
Graduate Students ◽  
Grade Point Average ◽  
Predictive Validity ◽  
Graduate School ◽  
Graduate Record Examination ◽  
Output Variable ◽  
Grade Point ◽  
Input And Output ◽  
Input Variables ◽  
Suggested Explanation

Most studies show that scores on the Graduate Record Examination (GRE) have low predictive validity for graduate grade point average. One suggested explanation is that the input and output variables have restricted ranges. Restriction of the input variables results when students with low GRE scores are omitted from the analysis. The output variable is constricted since most students receive an A or B in courses. However, the present study shows that the GRE has low predictive validity even when both the input and output variables are more widely distributed for a sample of graduate students. The need for better screening mechanisms to select from among applicants to graduate school is discussed.

scholarly journals Trends and Themes in Graduate Research Papers in UIC: Towards a Compendium of Research Outputs from 2007 to 2012

10.17158/484 ◽  
2016 ◽  
Vol 19 (1) ◽  
Author(s):  
Rhodora S. Ranalan
Keyword(s):  
Academic Performance ◽  
Research Design ◽  
Graduate School ◽  
Intervention Program ◽  
Research Output ◽  
Doctoral Program ◽  
Research Topic ◽  
Research Papers ◽  
Research Production ◽  
Performance As Research

<p>Among the different units of a university, it is the graduate school department which can be considered as the main breeding ground of future researchers. As such, the study intended to investigate the profile, themes and trends of the research papers produced by the UIC graduate school program for five years, from AY 2007-2008 until AY 2011-2012. Using content analysis, the study found that 65% of the manuscripts were master’s theses and 35% were dissertations. The PHDEL students were conducting the most dissertations and the MAEM students are conducting the most theses. School year 2008-2009 was the most productive year for both the doctoral and master’s programs. There were more research papers using only two variables are conducted only in one school, and utilizing students as respondents. There are also more manuscripts using descriptive correlation as research design and chose academic performance as research topic. Twenty-five percent of the manuscripts had research outputs with intervention programs as the most preferred type of output. Five trends were revealed and these are: decrease in research production in the doctoral program; students as respondents, two variables, and one school as research scope; descriptive correlation as research design; academic performance as research topic; and intervention program as research output.</p><p> </p><p><strong>Keywords:</strong> Trends and themes, research papers, graduate school, UIC, descriptive correlation, Davao City, Philippines.</p>

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.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

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.

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