Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program

2016 ◽  
Vol 55 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Diane Cepanec ◽  
Amanda Humphries ◽  
Kendra L. Rieger ◽  
Shelley Marshall ◽  
Yenly Londono ◽  
...  
Keyword(s):  
Graduate Student ◽  
Award Program ◽  
And Training

scholarly journals Reflections on graduate professor training

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Larissa Roberta Alves ◽  
Márcia Aparecida Giacomini ◽  
Verônica Modolo Teixeira ◽  
Silvia Helena Henriques ◽  
Lucieli Dias Pedreschi Chaves
Keyword(s):  
Graduate Student ◽  
Learning Process ◽  
Teaching Practice ◽  
University Professors ◽  
Self Reflection ◽  
Self Evaluation ◽  
Doctoral Graduate ◽  
Teaching Learning ◽  
First Contact ◽  
And Training

Abstract Objective: To reflect on activities aimed at the development of graduation students, in a teaching internship program, in the perspective of master’s degree and doctoral graduate education and training. Method: It is a reflexive study, based on the discursive formulation about required competencies and guidelines proposed by the National Graduation Plan (named PNPG, Plano Nacional de Pós-Graduação) for professor training articulated to the graduate. Results: The teaching internship program is a way for the formation of university professors, through the preparation of the graduate student. In addition, it shows the relevance of the professor supervisor role in the construction of the learning of these individuals. Conclusion and implications for practice: The first contact with teaching practice, through the teaching internship program, is relevant for constructing a critical look at the teaching-learning process. In this type of Program, it is possible to learn to be and make teaching in a participatory manner, to value interactive relations, to boost autonomy, to stimulate self-evaluation and self-reflection of the graduate student, allowing them to participate actively in the learning process.

scholarly journals Geoinformatics Education in China

2014 ◽  
Vol XL-6 ◽  
pp. 49-54
Author(s):  
D. Li ◽  
J. Gong ◽  
P. Yue
Keyword(s):  
Graduate Education ◽  
Graduate Student ◽  
Technological Development ◽  
Education And Training ◽  
Current Status ◽  
Expert Group ◽  
General Review ◽  
Education In China ◽  
And Training ◽  
Scientific And Technological Development

The paper will give an overview of the current status of education in Geoinformatics in China. First, the paper will provide a general review of the scientific and technological development of Geoinformatics in China. It then presents how the development affects the education and training in China. In the paper, universities and institutes in China that can award academic degrees related to Geoinformatics will be summarized. Next, the paper will report the work having been done by the expert group on Surveying and Mapping, including the revision of discipline catalogue and guide for graduate education and requirements. A list of typical curriculain Geoinformatics education is suggested. Finally, activities on promoting the graduate student exchange platform will be presented.

scholarly journals Autonomía y formación a nivel posgrado. Una reflexión sobre las tensiones del proceso formativo desde La reproducción / Autonomy and training at the postgraduate level. A reflection on the tensions of the training process from Reproduction

2020 ◽  
pp. 57-69
Author(s):  
Armando Ulises Cerón Martínez
Keyword(s):  
Graduate Student ◽  
Educational Researcher ◽  
Educational Institutions ◽  
Graduate Level ◽  
Training Process ◽  
Intellectual Autonomy ◽  
Postgraduate Level ◽  
Educational Sciences ◽  
Level Of Training ◽  
And Training

¿Es la autonomía intelectual de un estudiante en formación producto de su proceso formativo a nivel posgrado? ¿En qué medida la autoridad pedagógica de un director de tesis ahoga o motiva autonomía intelectual de su tutorado para que con autoridad pueda este auto-representarse en obras y productos académicos? ¿Cómo conciliar las metas de las instituciones educativas a nivel posgrado de formar para la investigación y a la vez pretender desarrollar la autonomía intelectual del estudiante al que se le pretende formar como investigador educativo? Con base en experiencias previas en la Maestría y el Doctorado en Ciencias de la Educación de la Universidad Autónoma del Estado de Hidalgo, se comparten algunas consideraciones respecto al tema sugerido, y analizadas desde la obra de Bourdieu y Passeron La reproducción, en donde se logra identificar al menos cuatro tipos o dimensiones de autoridad en los actos pedagógicos, que permiten comprender el grado de autonomía intelectual alcanzable por el estudiante de posgrado por el tipo de lecturas y producciones académicas que realiza, no necesariamente durante su proceso formativo, sino una vez acabado éste, pues así podría hablarse de un habitus investigativo “bien formado”. ABSTRACT Is the intellectual autonomy of a student in training a product of his training process at the postgraduate level? To what extent does the pedagogical authority of a thesis supervisor stifle or motivate the intellectual autonomy of his student so that can be self-authorized in academic works and products? How to reconcile the goals of educational institutions at the graduate level of training for research and at the same time trying to develop the intellectual autonomy of the student who is intended to be trained as an educational researcher? Based on previous experiences in the Master’s and Doctorate in Educational Sciences of the Autonomous University of the State of Hidalgo, some considerations regarding the suggested topic are shared, and analyzed from the work of Bourdieu and Passeron Reproduction, where manages to identify at least four types or dimensions of authority in pedagogical acts, which allow understanding the degree of intellectual autonomy achievable by the graduate student by the type of readings and academic productions he performs, not necessarily during his training process, but once finished this one, because thus one could speak of a “well-formed” investigative habitus.

scholarly journals Designing a culture of co-learning: Mobilizing knowledge about KTT-KMb amongst graduate students

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Andrea LaMarre ◽  
Kate Bishop-Williams ◽  
Megan Racey ◽  
Lindsay Day ◽  
Tylar Meeks
Keyword(s):  
Graduate Students ◽  
Knowledge Translation ◽  
Nous Avons ◽  
Student Learning ◽  
Graduate Student ◽  
Knowledge Mobilization ◽  
Field Note ◽  
The University ◽  
Training Opportunities ◽  
And Training

The goal of this Field Note is to outline our experiences developing and maintaining a Knowledge Translation and Transfer-Knowledge Mobilization (KTT-KMb) Learning Circle for graduate students at the University of Guelph. Since the fall of 2013, we have planned and held events and training opportunities for graduate students across the university’s colleges and maintained an online presence for our membership of 107 students. In this article, we reflect on the successes of the Learning Circle, including a sustained presence across an interdisciplinary group, securing funding, and engaging in successful collaborations. We also highlight our challenges, including attendance at events, staying relevant in a quickly evolving field, and striving toward sustainability. Our hope is that this article provides a non-prescriptive guideline for students wishing to develop similar “by student, for student” initiatives to scaffold graduate student learning and engagement in KTT-KMb.Résumé : Dans ce field note, nous visons a surligner nos experiences en développant et maintenir un cercle d’apprentissage pour la mobilization des connaissances pour les étudiants de deuxième et troisième cycle à Université de Guelph. Depuis 2013, nous avons organise de nombreuses événements et formations pour les étudiants de toutes les collèges à l’Université; nous avons aussi maintenu un présence web pour nos 107 membres. Dans cet article, nous réfléchissons au sujet des succès du cercle, ci inclus une présence soutenu au coeur d’un nombre de membres interdisciplinaires, du succès a obtenir les fonds, et les collaborations conçus pour réaliser nos buts. Nous surlignons aussi nos defis, en tant que les difficultés attirer les étudiants aux événements, rester au courant dans une domaine en evolution, et viser à la durabilité. Nous espèrons que l’article fournira une guide non-préscrit pour les étudiants qui veulent développer des initiatives “par étudiants, pour étudiants” qui visent a soutenir les connaissances et engagement dans la domaine de la mobilisation des connaissances.Mots clés : Mobilization des conaissances; Partage du savoir; Étudiants; Formation; Communauté de practique

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

A Qualitative Examination of User Perceptions of User-Driven and App-Controlled Hearing Technologies

2019 ◽  
Vol 28 (4) ◽  
pp. 993-1005 ◽  
Author(s):  
Gitte Keidser ◽  
Nicole Matthews ◽  
Elizabeth Convery
Keyword(s):  
Hearing Aids ◽  
Care Delivery ◽  
Hearing Aid ◽  
New Technology ◽  
Successful Implementation ◽  
Semistructured Interview ◽  
User Perceptions ◽  
Template Analysis ◽  
Training And Support ◽  
And Training

Purpose The aim of this study was to examine how hearing aid candidates perceive user-driven and app-controlled hearing aids and the effect these concepts have on traditional hearing health care delivery. Method Eleven adults (3 women, 8 men), recruited among 60 participants who had completed a research study evaluating an app-controlled, self-fitting hearing aid for 12 weeks, participated in a semistructured interview. Participants were over 55 years of age and had varied experience with hearing aids and smartphones. A template analysis was applied to data. Results Five themes emerged from the interviews: (a) prerequisites to the successful implementation of user-driven and app-controlled technologies, (b) benefits and advantages of user-driven and app-controlled technologies, (c) barriers to the acceptance and use of user-driven and app-controlled technologies, (d) beliefs that age is a significant factor in how well people will adopt new technology, and (e) consequences that flow from the adoption of user-driven and app-controlled technologies. Specifically, suggested benefits of the technology included fostering empowerment and providing cheaper and more discrete options, while challenges included lack of technological self-efficacy among older adults. Training and support were emphasized as necessary for successful adaptation and were suggested to be a focus of audiologic services in the future. Conclusion User perceptions of user-driven and app-controlled hearing technologies challenge the audiologic profession to provide adequate support and training for use of the technology and manufacturers to make the technology more accessible to older people.

Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

2013 ◽  
Vol 20 (3) ◽  
pp. 91-106 ◽  
Author(s):  
Rachel Pizarek ◽  
Valeriy Shafiro ◽  
Patricia McCarthy
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Literature Review ◽  
Low Cost ◽  
Experimental Designs ◽  
Auditory Training ◽  
Hearing Impairments ◽  
Communicative Disorders ◽  
And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

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