The Unknown Unknowns

2015 ◽  
Vol 6 (4) ◽  
pp. 19-29
Author(s):  
Debbie L. Hahs-Vaughn ◽  
Charles D. Dziuban ◽  
Cynthia Y. Young
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Graduate School ◽  
Faculty Positions ◽  
Challenges And Opportunities ◽  
Political Economic

Graduate education is influenced by trends and events that are political, economic, social, technological, and demographic. These materialize into challenges and opportunities for graduate students, an overview of these is provided in the paper along with recommendations for navigating graduate education, written from the perspective of individuals who have successfully completed graduate school, who have served (or continue to serve) in faculty positions, and who can offer advice via their roles in administration. As expressed through the paper, the opportunities outweigh the challenges, particularly if you are deliberate in your roadmap, relentless in your quest to be informed, are wise enough to know what you don't know and ask questions (lots of questions) until you know the things that were, simply, not on your horizon.

Understanding Contemporary Workers' Struggles: Remembering David Montgomery

2012 ◽  
Vol 82 ◽  
pp. 48-49
Author(s):  
Mae Ngai
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Social History ◽  
Graduate School ◽  
Labor Movement ◽  
Union Organizing ◽  
New Haven ◽  
Life Of The Mind ◽  
The Mind

I was not one of David's students, though I wanted to be. I had applied to Yale for graduate school and had gone up to New Haven to meet him beforehand. But I didn't get in. Apparently, the admissions committee (which he wasn't on that year) considered it too risky to admit someone who had worked in the labor movement, in light of the union organizing going on among Yale's graduate students and employees. I thought this was ironic because, although I was sympathetic to the Yale organizing, I was searching for the life of the mind. If I had wanted to organize workers, I would have continued what I was already doing. In any case, I ended up elsewhere, and I've had no complaints about my graduate education. David and I stayed in touch over the years, and I was honored by a kind review he wrote of my first book in the Journal of Social History.

scholarly journals Providing Access, Serving Programs, and Inclusiveness; a Tripartite Model for Graduate Schools

2019 ◽  
Vol 21 (2) ◽  
pp. 64-80
Author(s):  
Sweeney Windchief
Keyword(s):  
Graduate Students ◽  
Affirmative Action ◽  
Graduate Education ◽  
School Leadership ◽  
Graduate School ◽  
School Administrators ◽  
Academic Support ◽  
Academic Programs ◽  
Tripartite Model ◽  
Critical Questions

The objective of this paper is to address critical questions and issues related to academic support and inclusivity for graduate students in the context of graduate education. Graduate school leadership, underrepresented student participation, and affirmative action are examined to ascertain connectivity to support the benefits of diversity. A comprehensive, tripartite model is provided to guide institutions specifically by assisting graduate school administrators who are charged to improve inclusiveness regarding academic programs and departments. This model can help provide services and award funding with a level of precision that avoids inarticulate support by delineating the different needs that programs have. 

Graduate students’ agency and resistance after oppressive experiences

2019 ◽  
Vol 11 (1) ◽  
pp. 57-71 ◽  
Author(s):  
Rosemary J. Perez ◽  
L. Wesley Harris, Jr ◽  
Claire K. Robbins ◽  
Cheryl Montgomery
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Graduate School ◽  
Visual Methods ◽  
Self Advocacy ◽  
Content Type ◽  
Socially Constructed ◽  
Socialization Processes ◽  
The Usa ◽  
Practical Implications

Purpose The purpose of this study was to explore how graduate students demonstrated agency after having oppressive or invalidating experiences based on their socially constructed identities during graduate school and the effects of leveraging agency. Design/methodology/approach This study used critical constructivist qualitative methods (i.e. interviews and visual methods) to explore how 44 graduate students across an array of disciplines and fields at two public research institutions in the USA demonstrated agency after having oppressive or invalidating experiences targeting one or more of their socially constructed identities. Findings In response to oppressive or invalidating experiences related to their socially constructed identity, participants engaged in self-advocacy, sought/created support via community, conserved their psychological and emotional energy and constructed space for identity-conscious scholarship and practice. Although participants leveraged their agency, the strategies they used were often geared toward surviving environments that were not designed to affirm their identities or support their success. Research limitations/implications This study highlights the need for additional research to complicate educators’ understandings of how graduate students respond to oppressive or invalidating experiences and the nature of bi-directional socialization processes. Practical implications The findings of this study reinforce the need to foster equitable and inclusive graduate education experiences where students may use their agency to thrive rather than to survive. Originality/value Few studies examine graduate students’ agency during their socialization to their disciplines and fields. This study adds complexity to researchers’ understandings of bi-directional socialization processes in the context of graduate education.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

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.

scholarly journals Democratizing ownership and participation in the 4th Industrial Revolution: challenges and opportunities in cellular agriculture

2021 ◽  
Author(s):  
Robert M. Chiles ◽  
Garrett Broad ◽  
Mark Gagnon ◽  
Nicole Negowetti ◽  
Leland Glenna ◽  
...  
Keyword(s):  
Business Models ◽  
Industrial Revolution ◽  
Cultured Cells ◽  
Advanced Materials ◽  
High Stakes ◽  
Digital Platforms ◽  
Challenges And Opportunities ◽  
The Status ◽  
Political Economic ◽  
Industry Sectors

AbstractThe emergence of the “4th Industrial Revolution,” i.e. the convergence of artificial intelligence, the Internet of Things, advanced materials, and bioengineering technologies, could accelerate socioeconomic insecurities and anxieties or provide beneficial alternatives to the status quo. In the post-Covid-19 era, the entities that are best positioned to capitalize on these innovations are large firms, which use digital platforms and big data to orchestrate vast ecosystems of users and extract market share across industry sectors. Nonetheless, these technologies also have the potential to democratize ownership, broaden political-economic participation, and reduce environmental harms. We articulate the potential sociotechnical pathways in this high-stakes crossroads by analyzing cellular agriculture, an exemplary 4th Industrial Revolution technology that synergizes computer science, biopharma, tissue engineering, and food science to grow cultured meat, dairy, and egg products from cultured cells and/or genetically modified yeast. Our exploration of this space involved multi-sited ethnographic research in both (a) the cellular agriculture community and (b) alternative economic organizations devoted to open source licensing, member-owned cooperatives, social financing, and platform business models. Upon discussing how these latter approaches could potentially facilitate alternative sociotechnical pathways in cellular agriculture, we reflect upon the broader implications of this work with respect to the 4th Industrial Revolution and the enduring need for public policy reform.

scholarly journals Participatory On‐Farm Research during Graduate School: Challenges and Opportunities

CSA News ◽  
2021 ◽  
Author(s):  
Fernanda Souza Krupek ◽  
Carlos Bonini Pires ◽  
Gabriela Inveninato Carmona
Keyword(s):  
Graduate School ◽  
Challenges And Opportunities ◽  
On Farm

Exploration in the Curriculum and Teaching Based Cultivation of Innovation Capabilities for Graduate Students

2013 ◽  
Vol 655-657 ◽  
pp. 2132-2135
Author(s):  
Xiao Gui Zhang ◽  
Yan Ping Du
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Preliminary Analysis ◽  
Teaching Experience ◽  
Education And Training ◽  
Training And Education ◽  
Starting Point ◽  
Teaching Curriculum ◽  
And Training ◽  
Fundamental Objective

Cultivation of innovation capabilities not only is the top priority in the training and education of graduate students, but also a fundamental objective of the teaching curriculum for graduate students. Based on the practice of graduate education and training as a starting point, and combined with the author’s own teaching experience and understanding, this paper conducts a preliminary analysis and exploration on the ways and means of cultivation of innovation capabilities for graduate students.

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.

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