Introducing the Graduate Student Voice: Perceptions of Academic Success as Shared by Students at a South African–Based Private Higher Education Institution

While trauma-inclusive approaches to student learning have been well documented in K–12 contexts, postsecondary education has done little to incorporate trauma-inclusive pedagogy into college classrooms. Using a sample (n = 529) of graduate and undergraduate students at a public rural-serving regional serving university, this study aims to explore differences in students’ perception of academic success in courses where trauma-inclusive practices were used and courses where these practices were not. Findings provide evidence that students felt more successful in courses where trauma-inclusive practices were used. Additionally, researchers were able to demonstrate that differences in perceptions of success were more pronounced between students who have been exposed to traumatic life experiences, particularly in the course where participants felt the least successful. Implications for future research, practice, and models of educational development are discussed.

Purpose This study aims to answer the following research questions: What factors contribute to faculty, postdocs, research staff and graduate students feeling part of a healthy and inclusive team environment? Design/methodology/approach The authors conducted student, postdoctoral fellow, staff and faculty focus groups to solicit perceptions on the characteristics of healthy and inclusive research teams, and how research team members can contribute to shaping this environment. Focus groups were semistructured and guided by an appreciative inquiry approach. Thematic analysis was used to summarize and categorize findings across focus groups and to understand how these themes contributed to the overall research questions. Findings The authors conducted 11 focus groups that were comprised of 48 different individuals: 30 graduate students (6 focus groups), 6 faculty members (2 focus groups), 6 staff members (2 focus groups) and 6 postdoctoral fellows (1 focus group). Themes that were discussed included collaboration and clarity on role definition; effective communication; cultivating safe relationships; promoting and modeling work–life balance; and supporting professional development in these areas. Originality/value This study reinforces the role that research teams can have on how graduate students, postdoctoral fellows, staff and faculty experience the research environment. The authors also identified a number of themes and factors that can be used to develop training initiatives to facilitate healthy research team environments.

Background A student psychological health survey, conducted in 2015-2016 among over 10,000 students at the University of Montreal (UdeM), gives an alarming picture of psychological distress associated to feelings of loneliness. The objective of this phenomenological study is to better understand the experience of isolation from the perspective of UdeM graduate students. Methods As part of a qualitative methods course, five semi-directed interviews and a focus group (n = 8) were conducted with graduate students and a psychologist from UdeM. Hybrid thematic analysis of verbatim and inter-rater debriefing were conducted using NVivo 11 software. Results Thematic analysis illustrates that most graduate students feel isolated at some point during their studies, but also that the impact and the meaning of this loneliness feeling is variable. It can be perceived positively when it is sought, temporary and/or allows one to be more productive. It can be perceived negatively when it is involuntary, constant over time and/or does not improve academic effectiveness. Personality, academic and social contexts, as well as support by peers and supervisors appear to modify feelings of isolation. Conclusions This study demonstrates the importance of context for graduate students' feelings of isolation. Further research is needed to move towards saturation of perspectives around this phenomenon. Key messages Graduate students reported that the experience and the repercussions of isolation may differ in whether it is sought or involuntary. Factors that seem to influence the feeling of loneliness include academic context and supervisor support. Further research is needed to discriminate the impact of these different contextual factors.

The purpose of this study is to understand Black college athletes’ perceptions of academic success and how social support contributes to their academic success at predominantly white institution of higher education (PWIHE). Utilizing a qualitative approach, the authors conducted narrative interviews to capture the experiences of Black college athletes (n = 9) at a PWIHE in the southwest region of the United States. Critical race theory was employed to understand the social realities and academic experiences of racial minorities within the academic environment. Findings revealed Black college athletes’ social support was based on their role as a college athlete and as a racial minority, thus reinforcing the notion of social isolation and alienation. Acknowledging the National Collegiate Athletic Association’s (NCAA) definition of academic success (e.g., grade point average, graduation), it is plausible that understanding how college athletes perceive academic success and value of social support can aid in achieving academic success according to the NCAA of not only Black college athletes, but a diverse body of college athletes.

ObjectiveIdentify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support.BackgroundNonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed.MethodDuring an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis.ResultsTwo themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life.ConclusionThe study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States.ImplicationsFamily science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.

Motivation and psychological characteristics play important roles in college student success. Upon matriculation, pre-health students must strive for academic success to present competitive profiles for health professions schools. In this qualitative study, 17 high-achieving, upper level pre-health students at a large, mid-Atlantic university participated in focus groups and wrote letters of advice to incoming freshmen, which provided insight into their definitions of academic success and the psychological and contextual factors they perceive as promoters of success. They struggled to reconcile their mastery goals for academic success with perceived expectations to perform and compete for admissions to health professions schools. Students with grit maintained passion for long-term goals and actively sought resources to support individual needs.

Objectives Bystander intervention (BI) is a prevention approach commonly used for interpersonal violence, but is less studied for problematic alcohol use (PAU). Domestic graduate and international students’ life experiences bring a unique context for the potential application of BI to PAU. Methods and Measures We conducted a mixed methods study that consisted of a needs assessment and focus groups at a southeastern university in the U.S. The aims of this study were to understand (1) differences in PAU BI opportunities for domestic graduate versus international students, (2) reasons for differences in PAU BI use, and (3) barriers/facilitators in use of PAU BI. Results Overall, participants had few opportunities to use BI. Domestic graduate students had slightly more opportunities compared to international students. Most prominent reasons for lack of opportunities included not wanting to drive, the cost of drinking, and holding a graduate student identity (e.g. not interested in heavy drinking). Trusting others to be responsible for themselves was a common barrier noted for not using BI for PAU. Conclusion PAU BI programs should contextualize experiences of domestic graduate and international students to provide appropriate skill development that considers unique barriers and facilitators to intervention use.

Aim/Purpose: This study explored the experiences of a group of historically underrepresented graduate students at a research-intensive university to understand their perceived supports and barriers to academic persistence and success and how these related to their background, socioeconomic status, language, and cultural differences. Background: Attending graduate school can provide learning in specialized disciplines, creating opportunities for career advancement and gains in income. Under-represented students (i.e., underrepresented minorities, females in STEM, first-generation students, part-time, and international students) often encounter additional barriers in graduate school, such as a lower sense of belonging, imposter phenomenon, or microaggressions. However, they may find emotional support through family and friends and mentor support through faculty and advisors. Maslow’s Hierarchy of Needs was used to understand how these graduate student success factors acted as supports and barriers to motivate students to reach their optimal potential. Methodology: In this qualitative narrative study, interview transcripts from fourteen graduate students studying at an R1 university in the United States were restoried into narratives. For the typographic analyses, themes emerged from the individuals’ stories. Similarities in the data were organized into categories, and relationships were sought between the categories. For the rhetorical analyses, short storylines developed from these cases were used to derive opposition statements and syllogisms. Contribution: This study illuminates the graduate student experience through novel analytical methods and a well-regarded psychological theory – Maslow’s Hierarchy of Needs – tied to graduate student success factors. Although each person’s graduate experience is unique, the study findings lead to recommendations to enhance the graduate student experience for all students. Findings: Case analyses revealed nine major themes linked to students’ backgrounds, socioeconomic status, language, and cultural differences: (1) mentor support, (2) sense of belonging, (3) financial support, (4) peer support, (5) community, (6) imposter phenomenon, (7) microaggressions, (8) family obligations, and (9) access and opportunity for academic research and writing. Recommendations for Practitioners: Universities can better support graduate students by providing better professional development for faculty to serve as mentors, using a cohort-based model for better peer support, financial counseling for graduate students, better mental health services and access, more parental support considerations, and more opportunities for research experiences. Recommendation for Researchers: Researchers will gain a more nuanced understanding of individuals’ circumstances – particularly those students who have many complicating life circumstances (e.g., enrollment status, family, finances, citizenship) – by collecting and analyzing qualitative data. Mixed methods, using validated instruments, could also enhance our understanding of graduate education. Impact on Society: Universities that follow the recommendations in this study will enhance the experiences of graduate students, likely increase graduation rates, and contribute to a more educated and more diverse workforce. Future Research: For universities that have already implemented some of the suggested support structures (e.g., mentor professional development, cohort programs, and financial counseling), future research could investigate their utility to graduate students.

The research aims to examine the role of family support and job stress to work – life balance among women nursing paramedic at Medan city hospital. This research used quantitative method. Total 324 women nursing paramedic at Medan city hospital participated in this research. The measurement conducted by using family support scale, job stress scale and work – life balance scale. Data on this research was analyzed using regression test. The results of this research show that there was the role of family support and job stress to work – life balance among women nursing paramedic at Medan city hospital cause statistic shows that F value 90.602 > F table 19.493 and p = 0,000 < 0,050. Another result this research approve that there was the role of family support to work – life balance among women nursing paramedic at Medan city hospital cause statistic shows that T value 10.910 > T table 1.967 and p = 0,000 < 0,050. and result this research approve that there was the role of job stress to work – life balance among women nursing paramedic at Medan city hospital cause statistic shows that T value -8.260 > T table 1.967 and p = 0,000 < 0,050. Another result is perceived family support of women nursing paramedic at Medan city hospital categorized as high, experienced job stress women nursing paramedic at Medan city hospital categorized as high and work – life balance of women nursing paramedic at Medan city hospital categorized as low. Therefore, it is recommended that further research be carried out with qualitative methods or mixed design and consider other variables

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

Sophisticated systems and technologies have led to the proliferation of e-resources and their adoption alongside print media in higher learning institutions, particularly with the rise of e-learning. To ensure effective utilization of e-resources, citation and referencing competences remain integral in graduate students’ research, learning and scholastic achievement. Nonetheless, studies done reveal that e-resources remain underutilized. This study aimed at investigating the role of citation and referencing competences in enhancing e-resource utilization among graduate students in Christian Universities in Nairobi County. Descriptive survey research design was used to gather comprehensive data. Stratified and systematic sampling was employed to select graduate students, and purposive sampling to select librarians. The target population was 843 graduate students and 8 library staff. A 20% sample was selected, resulting to 168 graduate students and 8 librarians. Questionnaires collected data from graduate students and the librarians were interviewed. Thematic analysis was done for qualitative data, which was presented thematically and using verbatim. Quantitative data analysis was conducted using SPSS, employing descriptive and inferential statistical techniques. The results were presented in tables and figures. The findings revealed that graduate students showed a strong preference for and effectively utilized a variety of e-resources. Additionally, they demonstrated a satisfactory understanding and application of citation, referencing styles, and reference management software/tools. The Pearson correlation analysis indicated a strong positive linear association. Consequently, the study concluded that citing and referencing significantly affected graduate students’ use of e-resources. Based on these findings, the study recommends mandatory training in citing and referencing for graduate students in Christian universities in Nairobi County. It emphasizes the need to market e-resources, analyze usage statistics, and reassess the library budget. Additionally, attention should be given to mastering referencing, improving citation ability, and utilizing reference management tools/software in a bid to optimizing e-resource use and overall academic success.

The development of information technology requires students to have good academic digital literacy skills to support their study success. However, many students still have difficulty in accessing, evaluating, and utilizing academic information sources effectively. This study aims to evaluate the effectiveness of academic digital literacy training in improving students’ academic success, as measured by increasing digital literacy, academic assignment grades, and perceptions of academic success. The study used a quasi-experimental design (one group pretest-posttest design) involving 60 students from social science and education study programs. The training was conducted in six sessions covering scientific information searches, use of reference management, citation writing, and academic ethics. The instruments used included academic digital literacy tests, final assignment grades, and a scale of perceptions of academic success. Data analysis was carried out using a paired sample t-test. The results showed a significant increase in academic digital literacy scores (mean pretest = 62.13; posttest = 83.45; p < 0.001), final assignment grades (mean pretest = 75.62; posttest = 84.73; p < 0.001), and students’ perceptions of academic success (mean pretest = 3.32; posttest = 4.18; p < 0.001). Academic digital literacy training has been shown to be effective in improving students’ digital literacy skills and academic success.

Objective: Graduate students are more likely to experience mental illness than their peers in the general population. One potential source of support for personal issues and/or mental illness is a graduate student’s faculty advisor. Although the relationship between faculty advisors and graduate students can positively influence the success and overall well-being of graduate students, graduate students may be reluctant to disclose mental health issues to their advisors. This study explores graduate students’ perspectives on factors that influence their decision to disclose, or not to disclose, personal mental health information to their faculty advisor. Participants: The participants for this study were 28 graduate students from three universities in the southern United States. Methods: Four semi-structured focus groups were conducted over Zoom. Results: Thematic analysis of a series of focus groups with graduate students identified several consistent themes related to this disclosure decision-making process. Conclusions: Results have implications for mental health literacy and interpersonal communication interventions for those charged with mentoring graduate students.

A descriptive correlation design was used to determine the relationship between cognitive, attitude, and social support with disaster preparedness of grades nine and ten public high schools students. Nine hundred thirty- three students were selected through purposive sampling from disaster prone areas of the Philippines. The result revealed that the respondents' cognitive factors in terms of perceived severity, susceptibility, self- efficacy, and response efficacy toward disaster preparedness were high. They have positive attitudes towards disaster preparedness. Moreover, their social support in terms of family, peer, and school support was also high. Perceived severity, self-efficacy, and response efficacy were positively related to planning, mitigation and response. However, perceived susceptibility was not significantly related to planning, mitigation and response. On the other hand, the attitude was significantly related to planning and response but not significantly related to mitigation. Social support was significantly related to disaster preparedness. There was a significant difference in disaster preparedness between male and female, but there was no significant difference in disaster preparedness when the type of housing was considered. The predictors for planning were school and family support, perceived response efficacy, peer support, and perceived severity. On the other hand, family, peer and school support, perceived self-efficacy and response efficacy predicted the respondents' disaster preparedness in terms of mitigation. School support, perceived response efficacy, peer support, and perceived severity and family support predicted the respondents’ disaster preparedness in terms of response. Based on the findings, a risk management program was developed.

Nearly 95% of doctoral students teach or mentor undergraduate students during their graduate programs. However, institutional emphasis remains squarely on research development and productivity, often at the expense of pedagogical training. While a graduate student's research skills are developed and evaluated through lab rotations, field‐specific course work, and thesis or dissertation projects, there are rarely any requirements for instructor or graduate teaching assistant (GTA) training, evaluation, or supervisory feedback. This trend is particularly concerning as GTAs are commonly used in large introductory and lower‐level classes to teach the smaller laboratory and recitation sections, as it often gives GTAs more direct contact with students than the professor. To address this deficit, graduate students from the Cell Biology and Anatomy and Anthropology Departments of Augusta University and Pennsylvania State University, respectively, have created a Pedagogy Interest Workgroup (PIW) to create an opportunity for students to come together and discuss educational topics, such as developing a teaching philosophy, student motivation, and types of teaching methods. Participation in the PIW is voluntary, with meetings occurring every other week. The purpose of this study is to assess perceptions and benefits of participation in the PIW. Graduate students and faculty at Augusta University, Pennsylvania State University, and Augustana College who have participated in the PIW will be included in the study (n = ~30). Perceptions and potential benefits of participation in the PIW will be evaluated through pre‐ and post‐participation surveys, semi‐structured focus groups, and interviews with PIW participants, covering teaching experience, self‐evaluations of teaching efficacy and self‐confidence, and opinions and recommendations for future PIW curricula. Pre‐PIW survey data has already been collected. Post‐PIW surveys, focus groups, and interviews will be completed after the first semester of the PIW concludes in late November 2018. Data are being acquired and analyzed under IRB protocols approved at Augusta University (IRB No. 1302688‐1). A comparison of means will be used to assess the relationships between variables for survey questions answered via a Likert‐type scale. Thematic analyses will be utilized for narrative responses from surveys, focus groups, and interviews. Data analysis will directly reflect which aspects of the PIW provide beneficial pedagogical training to graduate students. The data gathered will further be utilized to refine the curriculum for future cohorts in order to better provide pedagogical education and training for GTAs and future career academics.Support or Funding InformationN/AThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.