scholarly journals “I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions

2020 ◽  
Vol 14 (3) ◽  
pp. 47-60
Author(s):  
Magdalena L. Barrera
Keyword(s):  
Identity Development ◽  
Graduate Student ◽  
Doctoral Programs ◽  
Academic Community ◽  
Bachelor's Degree ◽  
Student Experiences ◽  
Master's Program ◽  
Student Orientation ◽  
New Graduate ◽  
Bachelor's Degrees

In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor’s degree programs. A greater proportion of this student population is completing bachelor’s degrees and continuing into master’s and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master’s program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.

scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

An Early Graduate Program in Computers and Communications

2005 ◽  
Author(s):  
Arthur W. Burks
Keyword(s):  
Graduate Student ◽  
Research Group ◽  
Graduate Program ◽  
Electronic Computer ◽  
Advanced Study ◽  
The Arts ◽  
New Graduate ◽  
The Subject ◽  
Electronic Computers ◽  
John Holland

This is the story of how, in 1957, John Holland, a graduate student in mathematics; Gordon Peterson, a professor of speech; the present writer, a professor of philosophy; and several other Michigan faculty started a graduate program in Computers and Communications—with John our first Ph.D. and, I believe, the world's first doctorate in this now-burgeoning field. This program was to become the Department of Computer and Communication Sciences in the College of Literature, Science, and the Arts about ten years later. It had arisen also from a research group at Michigan on logic and computers that I had established in 1949 at the request of the Burroughs Adding Machine Company. When I first met John in 1956, he was a graduate of MIT in electrical engineering, and one of the few people in the world who had worked with the relatively new electronic computers. He had used the Whirlwind I computer at MIT [33], which was a process-control variant of the Institute for Advanced Study (IAS) Computer [27]. He had also studied the 1946 Moore School Lectures on the design of electronic computers, edited by George Patterson [58]. He had then gone to IBM and helped program its first electronic computer, the IBM 701, the first commercial version of the IAS Computer. While a graduate student in mathematics at Michigan, John was also doing military work at the Willow Run Research Laboratories to support himself. And 1 had been invited to the Laboratories by a former student of mine, Dr. Jesse Wright, to consult with a small research group of which John was a member. It was this meeting that led to the University's graduate program and then the College's full-fledged department. The Logic of Computers Group, out of which this program arose, in part, then continued with John as co-director, though each of us did his own research. This anomaly of a teacher of philosophy meeting an accomplished electrical engineer in the new and very small field of electronic computers needs some explanation, one to be found in the story of the invention of the programmable electronic computer. For the first three programmable electronic computers (the manually programmed ENIAC and the automatically programmed EDVAC and Institute for Advanced Study Computer) and their successors constituted both the instrumentation and the subject matter of our new Graduate Program in Computers and Communications.

scholarly journals Emotions, Play and Graduate Student Writing

2018 ◽  
Vol 28 ◽  
pp. 103-126 ◽  
Author(s):  
Cecile Badenhorst
Keyword(s):  
Graduate Student ◽  
Emotional Reactions ◽  
Student Experiences ◽  
Student Writing ◽  
Research Writing ◽  
Pedagogical Strategies ◽  
Writing Anxiety ◽  
Graduate Research ◽  
Scholarly Identity ◽  
Critical Feedback

While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized as part of the graduate student writing journey. Many students experience writing anxiety, particularly when receiving feedback on dissertations or papers for publication. Feedback on writing-in-progress is crucial to meeting disciplinary expectations and developing a scholarly identity for the writer. Yet many students are unable to cope with the emotions generated by criticism of their writing. This paper presents pedagogical strategies—free-writing, negotiating negative internal dialogue, and using objects to externalize feelings—to help students navigate their emotions, while recognizing the broader discursive context within which graduate writing takes place. Reflections on the pedagogical strategies from nineteen Masters and PhD students attending a course, Graduate Research Writing, were used to illustrate student experiences over the semester. The pedagogical strategies helped students to recognize their emotions, to make decisions about their emotional reactions and to develop agency in the way they responded to critical feedback. By acknowledging the emotional nature of writing, students are more open to creativity, originality, and imagination.

Higher Education Leading With Social, Emotional, and Academic Development

2021 ◽  
pp. 56-77
Author(s):  
Tara Madden-Dent ◽  
Deborah Oliver ◽  
Brooke Stratton ◽  
Eleanor A. Strand ◽  
Kimberly Reed
Keyword(s):  
Large Scale ◽  
Academic Development ◽  
Student Experiences ◽  
Educational Systems ◽  
Digital Learning ◽  
Social Emotional ◽  
Post Secondary ◽  
Service Programs ◽  
New Graduate ◽  
Programs Of Study

Institutions of higher learning serve as global catalysts for equitable educational systems as drivers of educator workforce that lead with social, emotional, and academic development (SEAD) practices. Colleges and universities are well-positioned to instruct on explicit social emotional learning (SEL) not only within pre-service programs of study, but have the unique opportunity to provide continuous education for in-service educators. This large-scale capacity to influence those who shape student experiences is more important today than ever before as schools seek safer, more inclusive campuses and digital learning environments with culturally responsive and respectful communication and interactions. The need for SEL skills across workforce sectors conflicts with the lack of SEL education in higher educational programs. To contribute to the body of literature around post-secondary SEL education, this chapter introduces new graduate-level SEAD courses and how they influenced pre-service and in-service teacher candidates.

scholarly journals 4262 Latinas and Cervical Cancer: A Nursing-Community Collaborative Project for Improving Health in Vulnerable Populations

2020 ◽  
Vol 4 (s1) ◽  
pp. 63-63
Author(s):  
Maria Elena Ruiz ◽  
Efrain Talamantes
Keyword(s):  
Health Care ◽  
Cervical Cancer ◽  
Nursing Students ◽  
Clinical Training ◽  
Pap Smear ◽  
Health Agency ◽  
Health Service Delivery ◽  
Academic Community ◽  
Student Experiences ◽  
Cancer Knowledge

OBJECTIVES/GOALS: We present findings of an academic-community health agency study that explored knowledge of cervical cancer and risks among Latinas. The collaboration between the UCLA School of Nursing and AltaMed, a community-based health organization provided diverse clinical training and opportunities to decrease disparities in marginalized communities. METHODS/STUDY POPULATION: We developed a 19-item open-ended survey guide (English/Spanish) to explore knowledge, beliefs and practices related to cervical cancer. Eight nursing students (females and males) completed a 10-week public health focused practicum at four clinical sites. Students interviewed volunteer Latinas (N = 51) and recorded their responses. Prior to surveying Latina clients, the nursing instructor developed a script and mentored the student through the recruitment process. The survey included items on the Papanicolaou exam (pap smear), the HPV, beliefs and knowledge of risks for cervical cancer and recommendations for health service delivery. RESULTS/ANTICIPATED RESULTS: The Latina participants ranged in age from 20-50s, 70% spoke English, most were US born (52%) and 29% were from Mexico. The majority had received a Pap exam (88%), but fewer understood the purpose for the Pap (72%) or the association between HPV and cervical cancer (6%). Five major themes emerged: (1) knowledge deficits regarding women’s preventive care, and the HPV vaccine; (2) limited Spanish language educational materials; (3) importance of respectful client-provider interactions; (4) modesty; and 5) scheduling appointments and the importance of a diverse workforce that understand cultural and language nuances. Recommendations included ways to improve health literacy, cervical cancer knowledge, and delivery of culturally specific health care. DISCUSSION/SIGNIFICANCE OF IMPACT: Finding highlight the importance of putting “personalismo” into practice; linking health behaviors, vaccines, and health care to addresses cervical cancer risks. The collaboration maximized student experiences with opportunities build evidence based sustainable programs for vulnerable communities.

scholarly journals Analysing Students’ Achievement in the Learning of Electronics Supported by ICT Resources

Electronics ◽  
2019 ◽  
Vol 8 (3) ◽  
pp. 264 ◽  
Author(s):  
David Valiente ◽  
Luis Payá ◽  
Susana Fernández de Ávila ◽  
Juan Ferrer ◽  
Oscar Reinoso
Keyword(s):  
Circuit Simulation ◽  
Bachelor's Degree ◽  
Information Communication ◽  
Learning Program ◽  
Learning Programs ◽  
Technology Applications ◽  
Bachelor's Degrees ◽  
Teaching Programs ◽  
Technology Resources

Over the past few decades, the incipient growth of technology applications sustained by electronics has contributed to the adaption of learning programs in many engineering degrees at university, fostering the presence of electronics subjects. This highlights the paramount importance of improving the teaching of electronics, especially in the first years of Bachelor’s degrees in engineering. However, despite the fact that the teaching programs have been periodically renewed with more practical sessions, the students’ outcomes are still noticeably low. So far, results only confirm improvements in the students’ performance in the resolution of electronic circuits. Nonetheless, this is generally subject to the application of repetitive circuit resolution models, to the detriment of the real and active understanding of electronic principles. In this context, this study assesses the actual efficacy of different ICT (Information, Communication and Technology) resources, introduced into an electronics course, taught in an engineering Bachelor’s degree, within the Spanish official university system. These resources have been sequentially introduced during five consecutive years. We have conducted a statistical analysis to infer whether all the resources are equally relevant for the achievement of the students or not. In addition, we have designed a survey to measure the perceived improvement in the understanding of concepts, acquired competences, and reported satisfaction and attitude towards the use of specific resources during the program. Amongst others, LMS (Learning Management System) support, online PBL (Problem-Based Learning) activities, and CSA (Circuit Simulation Applets) have been considered. Overall, the designed learning program has been intended to provide students with long-term references to enrich their resources’ background regarding electronics.

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