Graduate Student Engagement and Campus Programming

2022 ◽  
pp. 122-148
Author(s):  
Mariann Sanchez ◽  
Trista Beard
Keyword(s):  
Student Engagement ◽  
Graduate Student

scholarly journals 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

2011 ◽  
Vol 3 ◽  
pp. 177
Author(s):  
Natasha Patrito Hannon ◽  
Svitlana Taraban-Gordon
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Effective Teaching ◽  
Student Learning ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Faculty Members ◽  
Development Programs ◽  
Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

scholarly journals Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

2019 ◽  
Vol 6 (2) ◽  
pp. 186-212
Author(s):  
Kimberly Cervello Rogers ◽  
Robert Petrulis ◽  
Sean P. Yee ◽  
Jessica Deshler
Keyword(s):  
Factor Analysis ◽  
Student Engagement ◽  
Exploratory Factor Analysis ◽  
Graduate Student ◽  
Internal Consistency ◽  
Interrater Reliability ◽  
Scree Plot ◽  
Observation Protocol ◽  
Development And Validation ◽  
Student Instructor

AbstractThis paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students’ development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors’ and students’ actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.

The Importance of Graduate Student Engagement in a Campus Language Diversity Initiative

2018 ◽  
Vol 46 (3) ◽  
pp. 215-228 ◽  
Author(s):  
Stephany Brett Dunstan ◽  
Amanda Eads ◽  
Audrey J. Jaeger ◽  
Walt Wolfram
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Graduate Student ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Research Literature ◽  
Diversity Education ◽  
Language Diversity ◽  
State University ◽  
North Carolina State University

In 2012, North Carolina State University launched a campus-wide linguistic diversity program, “Educating the Educated,” with a goal of engaging the campus community about language as a key element of diversity and increasing general knowledge of language and dialect differences. The program has successfully grown over the past several years since its launch, in large part due to the leadership efforts of the program’s student ambassadors. Student ambassadors are involved in peer education on campus, seek out opportunities to engage the campus and local communities, and develop partnerships on campus with existing organizations to enhance diversity education efforts with the inclusion of language diversity. A majority of these student ambassadors are graduate students in the linguistics Masters program. In this paper, we discuss the importance of the student ambassadors to the success of the program in terms of their contributions and advancement of program objectives. We also highlight the importance of graduate students being engaged on their campus, drawing from higher education research literature on graduate student engagement and the critical role it plays in academic and professional development.

scholarly journals From Assistants to Partners

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Jennifer Lock ◽  
Carol Johnson ◽  
Laurie Hill ◽  
Christopher Ostrowski ◽  
Luciano Da Rosa dos Santos
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Graduate Students ◽  
Graduate Student ◽  
Faculty Members ◽  
Academic Careers ◽  
Professional Identities ◽  
Scholarship Of Teaching ◽  
Working Together

Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.

Observer Agreement on Disfluency and Stuttering

1981 ◽  
Vol 24 (4) ◽  
pp. 595-600 ◽  
Author(s):  
Richard F. Curlee
Keyword(s):  
Graduate Student ◽  
Adult Male ◽  
Observer Agreement

Groups of undergraduate and graduate stndent listeners identified the stutterings and disfluencies of eight adult male stutterers during videotaped samples of their reading and speaking. Stuttering and disfluency loci were assigned to words or to intervals between words. The data indicated that stuttering and disfluency are not two reliable and unambiguous response classes and are not usually assigned to different, nonoverlapping behaviors. Furthermore, judgments of stuttering and disfluency were distributed similarly across words and intervals. For both undergraduate and graduate student listeners, there was relatively low unit-by-unit agreement among listeners and within the same listeners from one judgment session to another.

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

Sign in / Sign up

Export Citation Format

Share Document