scholarly journals Post-Graduation Plans of International Science and Engineering Doctoral Students Attending U.S. Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Dorothy N. Ugwu ◽  
Maria Adamuti-Trache
Keyword(s):  
Doctoral Students ◽  
English Language ◽  
Academic Support ◽  
School Experiences ◽  
Science And Engineering ◽  
Integration Model ◽  
Model Study ◽  
Language Difficulties ◽  
Scientists And Engineers ◽  
Institutional Initiatives

This study examines the post-graduation plans of international science and engineering doctoral students at a public research-intensive university, and the extent to which graduate school experiences influence post-graduation plans. The study is grounded in Tinto’s Integration Model as well as Berry’s Acculturation Model. Study findings highlight the variety of challenges international doctoral students go through such as adapting to a new culture, experiencing English language difficulties, and cultural, social, and academic adjustment barriers. Using survey data collected in 2013-2014, this study reveals the complexity of factors that affect post-graduation plans and need for institutional initiatives to provide socio-cultural and academic support, and recommends changes in immigration policies to sustain the retention of talented international scientists and engineers upon degree completion.

scholarly journals Public engagement with a twist

2016 ◽  
pp. 12-15
Author(s):  
Elizabeth Stevenson ◽  
Tony Lynch ◽  
John Palfrey
Keyword(s):  
Public Engagement ◽  
Science Communication ◽  
English Language ◽  
First Language ◽  
Science And Engineering ◽  
Language Studies ◽  
University Of Edinburgh ◽  
Scientists And Engineers ◽  
The University

An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.

Future Directions in International Science Education

1997 ◽  
Vol 3 (1) ◽  
pp. 233-239 ◽  
Author(s):  
Patrick Holmes
Keyword(s):  
Science Education ◽  
Engineering Education ◽  
Science And Engineering ◽  
Future Directions ◽  
International Dimension ◽  
The World ◽  
Scientists And Engineers ◽  
Science And Engineering Education

The international dimension of science and engineering education is of paramount importance and merits serious consideration of the coherent skill set that is required to allow scientists and engineers more readily to transport themselves and their work to other locations in the world. 

Breaking Communication and Linguistic Barriers: Designing a Course of Technical Writing in Hebrew

1987 ◽  
Vol 17 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Miriam Braun ◽  
Judith Rosenhouse
Keyword(s):  
Technical Writing ◽  
Technical Information ◽  
Foreign Languages ◽  
Common Language ◽  
Future Prospects ◽  
Linguistic Barriers ◽  
Language Difficulties ◽  
Formal Presentation ◽  
Scientists And Engineers ◽  
The Common

Scientists and engineers have to present technical information effectively. But when they do it, they face language difficulties which are beyond formal grammar as taught at school. To overcome this problem, we designed a systematic course for technical writing aimed at breaking such language barriers by planned channeling of the scientific message. The course was designed to improve the communication skills of scientists and engineers. In keeping with this goal effective writing criteria were defined and formal presentation conventions were described. Because Hebrew is the common language in Israel, problems of Hebrew structures were presented. The massive infiltration of vocabulary and syntactic elements from foreign languages into scientists' Hebrew style were addressed. An evaluation apparatus was also applied and future prospects of the course were discussed.

Rola aplikacji dydaktycznych w nauczaniu zdalnym

e-mentor ◽  
2021 ◽  
Vol 88 (1) ◽  
pp. 30-36
Author(s):  
Lidia Pokrzycka ◽  
Keyword(s):  
Public Relations ◽  
Doctoral Students ◽  
Teaching Methods ◽  
English Language ◽  
Doctoral Studies ◽  
Internet Applications ◽  
E Learning ◽  
Ict Tools ◽  
Free Mode ◽  
Journalism Students

In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.

scholarly journals Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

2018 ◽  
Vol 33 (1) ◽  
pp. 136-157 ◽  
Author(s):  
Jill Koyama ◽  
Ethan Chang
Keyword(s):  
Critical Discourse Analysis ◽  
English Language ◽  
Academic Support ◽  
Actor Network Theory ◽  
The United States ◽  
Education Policies ◽  
Community Based ◽  
English Language Acquisition ◽  
Refugee Students ◽  
State Education

Despite the central role schools have played in the resettlement of refugees, we know little about how principals, teachers, parents, and staff at community-based organizations interpret and negotiate national immigration policy and state education policies. Combing critical discourse analysis (CDA) and actor-network theory (ANT), we capture how these actors work together and against each other to enact supports with regard to these newcomer students. Data includes a 36-month ethnography of refugee networks in Arizona. We argue that policies around English language acquisition and academic support further isolate refugee students and diminish their formal learning experiences in the United States.

Towards a typology of linguistic and stylistic errors in scientific abstracts written by low-proficiency geoscience and mechanical engineering doctoral students in France

Fachsprache ◽  
2020 ◽  
Vol 42 (3-4) ◽  
Author(s):  
Anthony Saber ◽  
Audrey Cartron ◽  
Claire Kloppmann-Lambert ◽  
Céline Louis
Keyword(s):  
Doctoral Students ◽  
Writing Assessment ◽  
Mechanical Engineering ◽  
English Language ◽  
Native Speakers ◽  
Scientific Writing ◽  
Error Ratio ◽  
Key Issues ◽  
Native Speakers Of English ◽  
Traditional Grammar

To date, few studies have attempted to formulate typologies of errors by non-native speakers in English scientific writing. In this study of 123 doctoral dissertation abstracts written by doctoral students in France, we present a tentative typology of frequent errors that covers issues with general grammar, expert grammar and style. In order to specifically ascertain the errors made by students who experience very significant difficulties, the 123 items of our corpus were chosen after an initial review of 1018 abstracts because they demonstrated low linguistic and stylistic proficiency. The typology of errors was sought in support of an error identification exercise in the Scientific Writing Assessment Program (SWAP), an English language certification recently developed at ENS Paris-Saclay. Although some disciplinary variation was seen in the distribution of errors, a convergence towards six major error types (determiners, syntax, tense choice, compound phrases, collocations and lack of clarity) was observed (62.96% of all errors in geoscience, and 83.89% in mechanical engineering), suggesting that efforts to mitigate errors should primarily focus on these key issues. Another key finding was that, in contrast with previous studies, traditional grammar issues did not represent the bulk of overall errors (52.78% in geoscience and only 37.32% in mechanical engineering), while the overall frequency of stylistic errors was high in both corpora (30.25% in geoscience, 46.05% in mechanical engineering), showing the importance of errors in relation with genre-specific style. We propose a metric of error frequency, the Comprehensive Error Ratio or CER, to assess the overall quality of abstracts written by non-native speakers of English. In conclusion, we suggest that any typology of errors in ESP/EAP contexts results from a trade-off between seeking descriptive specificity and achieving the specific purposes for which a typology is developed.

Remote Teaching Laboratories in Science and Engineering

2011 ◽  
pp. 1749-1753 ◽  
Author(s):  
Dietmar Kennepohl
Keyword(s):  
New Technologies ◽  
Controlled Experiments ◽  
Science And Engineering ◽  
Science Courses ◽  
Laboratory Courses ◽  
Remote Laboratories ◽  
Excellent Method ◽  
Scientists And Engineers ◽  
Distance Educators ◽  
Viable Method

For scientists and engineers, the idea of remote controlled experiments is not a new. Remote control is often used when an experiment or instrument is physically inaccessible by virtue of location or danger. It is also an excellent method for sharing expensive equipment and facilities with other researchers. However, employment of remote laboratory access to deliver the practicum components of distance science courses is much more recent and certainly not as common. Historically, the complexity and technology involved has often dissuaded universal adoption of this method in regularly run laboratory courses. However with the increasing availability and robustness of new technologies, the use of remote laboratories is being explored by many distance educators in the sciences as a viable method of offering a first-class laboratory experience for the student.

scholarly journals An Integrated Geometric-Graph-Theoretic Approach to Representing Origami Structures and Their Corresponding Truss Frameworks

2019 ◽  
Vol 141 (9) ◽  
Author(s):  
Yao Chen ◽  
Pooya Sareh ◽  
Jiayi Yan ◽  
Arash S. Fallah ◽  
Jian Feng
Keyword(s):  
Mechanical Analysis ◽  
Geometric Graph ◽  
Theoretic Approach ◽  
Graph Products ◽  
Science And Engineering ◽  
Graph Theoretic ◽  
Graph Theoretic Approach ◽  
Repeated Unit ◽  
Unit Cells ◽  
Scientists And Engineers

Origami has provided various interesting applications in science and engineering. Appropriate representations and evaluation on crease patterns play an important role in developing an innovative origami structure with desired characteristics. However, this is generally a challenge encountered by scientists and engineers who introduce origami into various fields. As most practical origami structures contain repeated unit cells, graph products provide a suitable choice for the formation of crease patterns. Here, we will employ undirected and directed graph products as a tool for the representation of crease patterns and their corresponding truss frameworks of origami structures. Given that an origami crease pattern can be considered to be a set of directionless crease lines that satisfy the foldability condition, we demonstrate that the pattern can be exactly expressed by a specific graph product of independent graphs. It turns out that this integrated geometric-graph-theoretic method can be effectively implemented in the formation of different crease patterns and provide suitable numbering of nodes and elements. Furthermore, the presented method is useful for constructing the involved matrices and models of origami structures and thus enhances configuration processing for geometric, kinematic, or mechanical analysis on origami structures.

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