scholarly journals A GRADUATE COURSE IN FIRE PROTECTIVE DESIGN AND BUILDING CODES AN INDUSTRY AND UNIVERSITY COLLABORATION

2017 ◽  
Author(s):  
M. J. Frye ◽  
P. Zurkan
Keyword(s):  
Graduate Students ◽  
Building Codes ◽  
Direct Result ◽  
Graduate Course ◽  
Graduate Studies ◽  
Course Content ◽  
International Graduate ◽  
Seminar Series ◽  
The University ◽  
In Fire

Since the fall of 2013, the Faculty of Engineering has offered a graduate course in Fire Protective Design and Building Codes based on Part 3 of the National Building Code of Canada. The course is made available to graduate students in architecture and to all branches of engineering. It is also offered to off campus practicing architects and engineers who wish to either take the course for credit or who would like to audit the course.Introduction of this course into the graduate studies program at the University of Manitoba was the direct result of collaboration between the university Centre for Engineering Professional Practice and Engineering Education and industry. Industry financial support for the course instructors was provided by the Winnipeg Construction Association and the Association of Professional Engineers and Geoscientists of Manitoba. (Engineers Geoscientists Manitoba).This paper provides an overview of the course objectives, the course content and the expected and realized outcomes. The course proved to be very popular, with course registration averaging between fourteen and eighteen graduate students each year. It was highly rated by the year end student course evaluations. It was particularly popular with international graduate students, many who came from countries where exposure to fire protective design and building codes was limited or non-existent. As a spin off from the course, in 2015, the Winnipeg Construction Association began offering a workshop/seminar series of five half day courses. These workshop/seminars have been oversubscribed and are attended by a very diverse group of construction practitioners that includes architects, engineers, building officials and contractors.

scholarly journals How to choose a fruitful research project: advice from graduate students

SURG Journal ◽  
1969 ◽  
Vol 4 (1) ◽  
pp. 5-6
Author(s):  
Lee-Anne Huber ◽  
Alexandra Guselle
Keyword(s):  
Graduate Students ◽  
Research Topic ◽  
University Of Pennsylvania ◽  
Graduate Studies ◽  
Research Project ◽  
Associate Dean ◽  
Long Time ◽  
Fruitful Research ◽  
The University ◽  
Phd Program

Selecting a research topic is an integral part of graduate studies. According to Skip Brass, Associate Dean and Director of the MD-PhD program at the University of Pennsylvania, you need to “pick a problem that interests you. You will be living with it for a long time. Make sure it is something you will want to wrestle with even when the going gets rough. It has to make you want to get up early, work late, come in on the weekend, and think about it in the shower.” This paper aims to make the process of choosing and evaluating a research topic a little easier through providing some helpful steps in formulating a successful project.

scholarly journals Teaching Critical Reflection to Graduate Students

2014 ◽  
Vol 7 (1) ◽  
pp. 56 ◽  
Author(s):  
Gavan Peter Longley Watson ◽  
Natasha Kenny
Keyword(s):  
Graduate Students ◽  
Critical Reflection ◽  
Learning Strategy ◽  
University Teaching ◽  
Learning Approach ◽  
Graduate Course ◽  
Applied Learning ◽  
Post Secondary ◽  
Life Long Learning ◽  
The University

Critical reflection is a highly valued and widely applied learning approach in higher education. There are many benefits associated with engaging in critical reflection, and it is often integrated into the design of graduate-level courses on university teaching, as a life-long learning strategy to help ensure that learners build their capacity as critical reflective teaching practitioners. Despite its broad application and learning benefits, students often find the process of engaging in critical reflection inherently challenging. This paper explores the challenge associated with incorporating critical reflection into a graduate course on University Teaching at the University of Guelph. Strategies for effectively incorporating critical reflection are presented, based largely on Arsonson’s (2011) framework for teaching critical reflection and the outcomes of a workshop offered at the 2013 STLHE Conference. The strategies discussed have multi-disciplinary relevance, and can be broadly applied to improve how critical reflection is incorporated into post-secondary courses.

scholarly journals Graduate Student Professional Development: A Case Study

2004 ◽  
Vol 14 (4) ◽  
pp. 625-627 ◽  
Author(s):  
Hector Eduardo Pérez ◽  
Kent D. Kobayashi
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Graduate Students ◽  
Course Evaluations ◽  
First Year ◽  
Tropical Plant ◽  
Seminar Series ◽  
Research Leadership ◽  
Strongly Agree ◽  
The University

Graduate students within the Tropical Plant and Soil Sciences Department at the University of Hawaii at Manoa developed a program that addressed their concerns regarding career enhancement and planned a Professional Development Seminar Series. Students identified topics related to enhancing their overall graduate experience and professional development, such as ethics in research, leadership in graduate school and beyond, interviewing skills, and writing critically for publications. Experts from the University of Hawaii and business communities presented 35- to 40-minute seminars on the various topics. Expectations of the students included participation in discussion sessions and completion of a critical thinking exercise after each presentation. Course evaluations revealed that the new seminar series was considered to be as effective as established courses within the department. On a scale from 1 = strongly disagree to 5 = strongly agree, students learned to value new viewpoints [4.2 ± 0.8 (mean ± SD)], related what they learned in class to their own experiences (4.5 ± 0.8), and felt the course was a valuable contribution to their education (4.4 ± 0.9). Students suggested offering the course during fall semesters to incoming students, reinforcing of the critical thinking exercise, and making the course mandatory for first-year graduate students.

scholarly journals What’s in a Seminar?

Eos ◽  
2020 ◽  
Vol 101 ◽  
Author(s):  
Benjamin Keisling ◽  
Raquel Bryant ◽  
Nadia Fernandez ◽  
Mariela Arredondo ◽  
Nigel Golden
Keyword(s):  
Graduate Students ◽  
Seminar Series ◽  
University Of Massachusetts ◽  
The University ◽  
Equity And Inclusion

Graduate students at the University of Massachusetts Amherst redesigned their departmental seminar series to increase diversity, equity, and inclusion, and other institutions could do the same.

The current status and future prospects of precision medicine

2020 ◽  
Vol 58 (9) ◽  
pp. 1423-1425 ◽  
Author(s):  
Maria D. Pasic
Keyword(s):  
Graduate Students ◽  
Precision Medicine ◽  
Laboratory Medicine ◽  
Current Status ◽  
Future Prospects ◽  
Graduate Course ◽  
University Of Toronto ◽  
Genomic Technologies ◽  
The University

AbstractOver the last 5 years I have been coordinating a graduate course on genomic technologies and their applications in medicine. The course is offered to graduate students in the Department of Laboratory Medicine and Pathobiology at the University of Toronto. In attending the diverse lectures, I came to better understand the burgeoning field of “personalized” or “precision” medicine (PM) and its current status and future prospects. Below, I provide my personal views on this topic.

A Study of Chinese International Students Enrolled in the Master of Education Program at a Canadian University

2017 ◽  
Vol 6 (2) ◽  
pp. 210-235 ◽  
Author(s):  
George Zhou ◽  
Tian Liu ◽  
Glenn Rideout
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
International Graduate Students ◽  
Cultural Challenges ◽  
Curriculum And Pedagogy ◽  
International Graduate ◽  
The University ◽  
Master Of Education

Abstract Even though more and more studies have been reported in the literature about international undergraduate students’ learning experiences in North America, little research has been done to study international graduate students on North American campuses. The university where this study took place has recently established a cohort-based Master of Education (M. Ed.) program for international students. This study was designed to investigate the adaptation of the international graduate students (all Chinese) who were enrolled in the M.Ed. program with a focus on their learning experiences, the challenges they encountered, and the suggestion they had for improvement of the program. Data analysis reveals that while Chinese international graduate students shared some common challenges with international undergraduate students such as language and cultural challenges, they had unique perspectives and expectations on curriculum and pedagogy. Suggestions for curriculum development for Chinese international graduate students are highlighted.

scholarly journals Exploring the Academic English Socialization of International Graduate Students in Taiwan

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Shu-Wen Lan
Keyword(s):  
Graduate Students ◽  
International Graduate Students ◽  
Academic English ◽  
Structured Interviews ◽  
Socialization Process ◽  
International Graduate ◽  
Negative Perceptions ◽  
English Speaking ◽  
Practice Framework ◽  
The University

Through 24 semi-structured interviews with non-native English-speaking (NNES) international graduate students, this study explores their academic English socialization experiences in Taiwan guided by Lave and Wenger’s (1991) community of practice framework and Lee and Rice’s (2007) concept of neo-racism. Throughout a complicated academic English socialization process, newcomers became increasingly competent in communicating with the university community in English. However, this process was not unproblematic; challenges included differential welcome and treatment, a relative lack of interaction with Taiwanese peers or students outside their own ethnic groups, and negative perceptions of their accents and non-fluent English. Findings suggest a need to stimulate deeper reflection on international students’ experiences in host communities, where they are increasingly the targets of nationality-based discrimination.

scholarly journals Agency and Accountability in the Academic Reading of International Graduate Students

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Mahmoud Altalouli
Keyword(s):  
Graduate Students ◽  
International Graduate Students ◽  
Reading Practices ◽  
Literacy Practice ◽  
Graduate Course ◽  
First Semester ◽  
Academic Reading ◽  
Individual Interviews ◽  
International Graduate ◽  
English Reading

This grounded theory study explores the academic English reading practices of six EAL (English as an additional language) students from Asia in a graduate course in their first semester at a U.S. university. Academic reading is an understudied yet foundational literacy practice for graduate students. Data include classroom observations of the graduate course during one semester; individual interviews with six students and the course instructor; and the collection of documents. Drawing on the analytic lenses of agency and accountability, the findings show that while the requirements established by the instructor and syllabus explicitly or implicitly held students accountable for the work, students also responded strategically to the course’s accountability structure. They agentively made choices about how to engage with the readings in terms of the purposes for which they read and how much time they spent on the readings.

scholarly journals Investigation and Reform Measures of the Current Situation of Cultivating the Innovative Ability of HVAC

2021 ◽  
pp. 282-285
Author(s):  
Jing Lv ◽  
◽  
Jia-Hao Huang ◽  
Lei Feng
Keyword(s):  
Graduate Students ◽  
Questionnaire Survey ◽  
Science And Technology ◽  
Current Situation ◽  
Actual Situation ◽  
Graduate Course ◽  
Teaching Mode ◽  
Experimental Teaching ◽  
Cultivation Mode ◽  
The University

This article conducted a questionnaire survey on HVAC graduate students in the University of Shanghai for Science and Technology, analyzed the problems existing in the cultivation of innovative ability of them and combined with the actual situation of HVAC major postgraduates, it was proposed that the cultivation mode of hierarchically classifying and teaching students according to their aptitudes for students with different professional abilities and development directions. It is proposed some reform measures such as the reform of the graduate course system and teaching mode, strengthen the cultivation of post-graduates ability to discover and solve problems, implement joint schools-enterprises training and strengthen experimental teaching, which promote the cultivation of HVAC graduate students' innovative ability.

scholarly journals An online course in multicultural materials for LIS graduate students at the University of South Florida

2017 ◽  
Vol 31 (3) ◽  
pp. 32 ◽  
Author(s):  
Linda B. Alexander
Keyword(s):  
Young Adults ◽  
Graduate Students ◽  
Information Science ◽  
South Florida ◽  
Online Course ◽  
Library And Information Science ◽  
Science Students ◽  
Graduate Course ◽  
Adults And Children ◽  
The University

The author discusses the content included in an online course on “Multicultural Materials for Young Adults and Children.” This graduate course (LIS 5937) for Library and information Science students at the University of South Florida, is a very popular offering for those who plan to work with youth in libraries. The class teaches students how to respond to the reading needs of our diverse patron base by understanding aspects of their values and customs as well as their ways of interacting.

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