Sustainability in arts and design education: graduate students’ motivations, practices and future visions

This study focuses on how moral values differ and vary according to variants such as education, culture, thoughts, religion, gender and family relations .It handles the issue of moral education in Jordan, from the perspective of graduate students in Petra University. Since we are facing new challenges in this era and region of the world, we are more affected by cultural and environmental effects that change our moral system. This ethical issue is highly important in a world where materialistic values are more pressing on our behavior. This study directly tackles Jordanian culture and mainly youth in universities, so that a specially tailored questionnaire was built to study the moral value educational system that Jordanian youth in private universities believe in, taking Petra University as a sample. This questionnaire covers all areas of morality and all issues dealing with ethical dilemmas, and their answers were analyzed according to certain dimensions that have to do with moral education, moral dilemmas, moral choice, moral crises, moral sensation, moral awareness, the awareness of right, and justice from the perspective of Jordanian graduate students. Many factors were being taken into consideration, especially the eastern, Muslim, Jordanian culture, the youth mentality affected by education, the Arab culture, information systems, and human rights issues. The study ends with a description of the moral value education system of graduates in Petra University as a special model of private universities.

In graduate students' study and thesis writing, advisors are significantly influential. Therefore, relationship between advisors and students is extremely important. With positive relationship, advisors will advise students with efforts and have positive daily interaction with students. According to the researcher's observation, in almost all graduate schools in Taiwan, there is the number limit of advisors' students. Hence, many graduate students cannot find the favorite advisors. Does the limit restrict advisors' receiving of students or graduate students' selection of advisors? How do graduate students feel when they cannot find the favorite advisors? Will it negatively influence their learning attitude toward the following thesis writing? What are the reasons? These are the focuses of this study. From perspectives of graduate students, we intend to explore number limit of advisors' students. To collect data, this study plans to conduct interviews on graduate students who currently study in master and doctoral programs in Taiwan, who have advisors that are not their priority and who are unsatisfied. This study selects subjects by purposive sampling, in consideration of average distribution of gender, age and college. The outline of self-designed semi- structured interview is the tool of interview. One-on-one interview is conducted on 20 subjects. By interview with graduate students, this study will recognize graduate students' views toward number limit of advisors' students and the effect on their learning attitude toward thesis writing. When number limit will be the obstacle and problem for students' selection of advisors and influence students' learning attitude toward thesis writing, the departments should thus consider the problems of graduate students' rights and system. Thus, result of this study will be the reflection on regulation of number limit of advisors' students.

Research shows that factors like campus food environment, food accessibility, and acculturation may shape students' eating patterns and influence their physical and emotional well-being. Although research has investigated factors that contribute to student food choices, few, if any, prior studies have examined this topic from the perspective of graduate students' own experiences. By utilizing Photovoice methodology, the current study aims to fill the research gap as well as supplement the current literature, providing insights from graduate students' everyday realities and feedback from policymakers. Three overlapping themes emerged across all images: (1) unhealthiness becomes the norm, (2) the convenience of food influences decisions, and (3) healthy food consumption a symbol of cultural identity. The feedback from University policymakers in relation to identified themes revealed two key issues. First, the information about dining options on campus is not visibly present anywhere on campus. Second, much of dining services is designed with undergraduate students in mind. The findings of this study suggested that universities should provide a better environment to promote healthy food consumption, improve students' awareness of healthy options, make healthy options convenient enough to consume, limit students' access to unhealthy food, and consider the needs of international students.

The use of technology in learning English is very important, it can make the process of learning more effective and easy. Here, the kahoot! is one of the digital quiz in learning English, that used online media very process of learning. The purpose of this study is to know the perspective of graduate students’ of English education study about the uses of kahoot! as a digital quiz in learning English. This study used questioners to collects data. The number of the participants involved in this study were 10 students from private university in Yogyakarta that sitting in the second master program. In addition the methodology in this study is descriptive qualitative. This study found that Kahoot! makes the atmosphere of classroom more interactive and energetic, the participant were more interested and motivated. In addition Kahoot! gives the positive influenced in learning process and make the classroom more interactive fun.
 

The aim of this research is to reveal the status of academic advising in graduate education in the field of classroom teaching. In this regard, it aims to examine the perceptions of academics and graduate students regarding the phenomenon of academic advising, their expectations from academic advising, the problems they encounter during the academic advising process, and their proposed solutions to these problems. In line with these objectives, a qualitative research approach was adopted in the study. Phenomenology, which is one of the qualitative research types, was used as the research model. The sample of the study consists of thesis-based master's students, doctoral students, and academics who provide academic advising in the graduate education programs of Akdeniz University, Anadolu University, Afyon Kocatepe University, Gazi University, Muğla Sıtkı Koçman University, Pamukkale University, Dokuz Eylül University, and Ege University in the 2020-2021 academic year. According to the findings of the study regarding the perceptions of graduate education academic advising, it was observed that both academics and graduate students have a positive perception of the phenomenon of academic advising. Furthermore, both academics and graduate students generally define academic advising as a guidance process. Regarding the expectations related to graduate education academic advising, it was found that both academics and g raduate students have various expectations from academic advising. Regarding the problems encountered in graduate education academic advising, the findings reveal that academics face difficulties mainly due to the students' deficiencies in scientific research skills and scientific research methods during the thesis stage. On the other hand, graduate students face problems in the academic advising process, particularly in terms of academics not providing timely feedback, inadequate guidance in research methods, and working with an advisor they did not choose. Additionally, it emerged that the main problem for graduate students in the field of classroom teaching is the difficulty in finding academics specialized in their field. The findings regarding the proposed solutions to the problems in graduate education academic advising indicate that academics mainly emphasize two topics in their proposed solutions. Firstly, it is suggested that especially master's students should go through a one-year preparation process, such as scientific preparation, before starting their master's courses. Secondly, it is recommended that academics who will provide academic advising should undergo a specific education on "academic advising" and a framework should be established for academic advising. When examining the proposed solutions from the perspective of graduate students, it is seen that the most commonly expressed solution is the ability to choose the individuals who will provide them with academic advising throughout their graduate education.

“That’s My Face to the Whole Field!”: Graduate Students’ Professional Identity-Building through Twitter at a Writing Studies Conference

Quis docebit ipsos doctores? A Graduate Student Perspective on Learning to Teach Classics Michael Goyette The field of classics has traditionally prepared many of its college- and university-level teachers by more or less directly plunging them into the classroom, having [End Page 104] them “learn on the fly.”1 Most professors enter their first full-time teaching positions having obtained teaching experience as graduate students, but rarely is this experience accompanied by formal training in pedagogy. As a current Ph.D. student who has taught various undergraduate courses in the fields of classics and English literature in the City University of New York system over the past five years, I would like to reflect upon some of the challenges that come with being cast into the teaching role with little to no prior formal educational training. By outlining some of my personal experiences as a classics instructor, I will provide a lens through which to examine some of the problems and growing pains a graduate student instructor might experience when trying to figure out how to teach, and I will also suggest that some aspects of my experience may reflect an ongoing shift (for the better) in how the profession is training new teachers. Many of the issues I will share are common to the general experience of graduate students or recent Ph.D.s teaching classics, while others are more specific to teaching in a large urban university system. In the fall of 2008, I started teaching my first undergraduate course in classics, a core-curriculum course called “Classical Cultures” intended to expose students to works of Greek and Roman literature in English translation. A couple of months before the course started, the department in which I would be teaching provided me with a sample syllabus that an instructor had used to teach the course previously. I was told that I had the freedom to adapt this syllabus as I saw fit, but I was not totally sure what to do with this information. Having never designed a syllabus and having never received any training in this, I was nervous about making too many alterations to the sample syllabus. To be sure, the department offered a three-hour orientation session a few days before classes for the semester started, and has continued to do so prior to each semester I have taught there, and these sessions have been very helpful in elucidating departmental policies and planting the seeds for certain teaching skills to be developed. At the same time, a three-hour session is perhaps not enough, especially for someone going into their first semester of teaching classics. To return to my first syllabus: I had never even selected or ordered textbooks for a course, making me still more hesitant to adopt sweeping changes. Regarding the course policies on the sample syllabus, I could see that expectations for aspects such as attendance, participation, and submitting work late were not specified, but I was not really sure how much specificity was necessary. Feeling as if in a state of aporia, I naturally turned to my own past learning experiences as a way of reflecting on these issues. Typically, the syllabi I had received for both my undergraduate and graduate courses gave little explanation about the criteria in question. While such ambiguity might suffice in certain learning environments, I quickly came to believe that the lack of a precise and detailed policy about such matters, at the school where I was now teaching, could unintentionally give rise to a set of problems and complications. [End Page 105] In fact, I soon realized that my entire learning experience had occurred in environments dramatically different from the one in which I was now employed. While I was greatly excited by the opportunity to work with students from a diverse range of backgrounds—in terms of race, ethnicity, religion, educational experience, age, and disability status—I was not sure how to handle myself as a teacher in such a dynamic situation. Since I had not yet established any practiced or favored teaching approaches, my first instinct was to emulate my favorite teachers, and to try to avoid being like the teachers I disliked...

The current study aimed to identify the effectiveness of employing artificial intelligence (AI) applications in conducting research from the perspective of faculty members and graduate students in Emirati universities. It also aimed to identify the challenges hindering such use. The researcher adopted quantitative, qualitative, and descriptive analytical approaches. He designed a five-point Likert questionnaire to collect data about such effectiveness. He uploaded it to Google Forms. He distributed it to several WhatsApp groups to collect data from faculty members and graduate students in five Emirati private universities. Sixty-five faculty members and one hundred sixty graduate students (including males and females) filled in the questionnaire forms. In addition, the researcher interviewed fifteen faculty members and twenty graduate students (including males and females) who were chosen from the same universities to identify such challenges. Thus, the researcher used the purposive sampling technique in this study. It was found that using AI applications in conducting research is effective. The challenges hindering such use include facing technical problems while using these applications. The researcher recommends offering faculty members free access to some AI applications that can assist them in the research process.

Novel transdisciplinary programs have developed that train graduate students to combat traditional disciplinary siloes and emphasize collaborative, boundary-crossing approaches. Insights into how to improve such programs usually originate from the limited number of faculty who have either founded or taught in such programs. However, graduate students have long fostered the development of transdisciplinary approaches and continue to identify avenues for addressing the nuanced socio-ecological issues of today. The perspectives of graduate students engaged in transdisciplinary education can offer universities insights into how to promote ethical community engagement and integrate action-oriented thinking into program development. As students across the first four cohorts in a transdisciplinary graduate program (Penn State’s LandscapeU), we identify elements of research approaches that can enhance transdisciplinary graduate education based on our collective experiences and explore how our experiences relate to our graduate student peers in transdisciplinary programs within the extant literature. We synthesize this material to present 19 recommendations for improving transdisciplinary education that can be generalized across contexts. Graduate students, faculty, and administrators should consider implementing our recommendations to strengthen their existing programs, advocate for more effective community engagement, and integrate into proposals for future transdisciplinary graduate programs. Given the increasing complexity of socio-ecological problems, this work draws attention to the vast resources available from graduate student experiences and how these experiences can be used to advance transdisciplinary science.

Objectives: This study aimed at exploring the obstacles scientific research in the departments of curriculum and instructional methods in Jordanian universities. Methods: A questionnaire of 59 paragraphs was developed by the researcher to figure out the perspectives of graduate students. The questionnaire was distributed to five domains: working conditions, publishing procedures, research teams, research reviewers, and writing research. It was distributed on (71) of Graduate Students in five universities. Results: The study showed that the five areas confirmed the existence of obstacles facing graduate students in conducting scientific research to varying degrees, ranging from very high levels to low levels, and were arranged in descending order as follows: researchers, working conditions, publication procedures, research arbitration, writing research, and that the areas of scientific research obstacles vary according to the level of study (Master, Ph.D.), the number of and to publish it, more often than graduate students of the doctoral level face. Conclusion: The study recommended the importance of training graduate students (Masters and Ph. D.) in the Departments of curricula and teaching methods, on how to design scientific research, identify its problem and stages of implementation, statistical treatments, increase the issues of university educational journals, select arbitrators who adhere to the deadlines set in the arbitration of research, urge civil society institutions to provide financial and moral support for outstanding scientific research and work to employ the results of scientific research in economic development programs.

PurposeThis paper aims to present journey mapping as a creative practice that can be used to “do doctoral education differently”, specifically, in a way that supports the wellbeing of doctoral students and centres students often excluded in post-secondary planning and program development. It understands journey mapping through the lens of feminist care ethics, critical and decolonizing disability studies, theories of Indigenous relationality, systems thinking, and action-oriented approaches.Design/methodology/approachUsing collaborative autoethnography, it critically analyses authors’ experiences of a journey mapping process initiated by students in a new interdisciplinary doctoral program in Ontario, Canada. For this study, the authors invited all students currently enrolled in the program and the Program Director to share their reflections on their experiences with journey mapping as a creative practice. They then conducted collaborative data analysis, working together to identify common themes, experiences and tensions which arose throughout the journey mapping process.FindingsThe study analysis positions journey mapping as a creative practice of collective memory, which can facilitate connection, healing and change. It suggests that this practice can be used to resist problematic ideals of individualism, and competition within academia, by offering a process through which graduate students can build community, advocate for programmatic changes, and move towards individual and collective wellbeing.Originality/valueDrawing on the lived experiences in an interdisciplinary doctoral program, this paper brings together work that explores student experience and creative practice in graduate education with the practice of journey mapping, to highlight the possibilities and tensions of using this approach. In the changing landscape of doctoral education, practices that centre students’ voices and support student wellbeing must be developed, and the resources needed to support such practices better understood.

Computational methods, coding, and software are important tools for conducting research. In both academic and industry data analytics, open-source software (OSS) has gained massive popularity. Collaborative source code allows students to interact with researchers, code developers, and users from a variety of disciplines. Based on the authors’ experiences as graduate students and coding instructors, this paper provides a unique overview of the obstacles that graduate students face in obtaining the knowledge and skills required to complete their research and in transitioning from an OSS user to a contributor: psychological, practical, and cultural barriers and challenges specific to graduate students including cognitive load in graduate school, the importance of a knowledgeable mentor, seeking help from both the online and local communities, and the ongoing campaign to recognize software as research output in career and degree progression. Specific and practical steps are recommended to provide a foundation for graduate students, supervisors, administrators, and members of the OSS community to help overcome these obstacles. In conclusion, the objective of these recommendations is to describe a possible framework that individuals from across the scientific community can adapt to their needs and facilitate a sustainable feedback loop between graduate students and OSS.

The objective of this article is to investigate the viewpoints of both undergraduate and graduate students of English regarding online education in the aftermath of the Corona virus pandemic, which commenced in March 2020 and resulted in immediate, hit-or-miss changes within the higher education sector. To realize this aim, the study examines the perspectives of graduate and undergraduate students in the English Department at The Hashemite University in the fields of literary, cultural, and critical studies. Consequently, fifty graduate students were asked to write a well-thought essay in which they express their opinion about their experience in online education. On the other hand, eighty-four undergraduate students had to respond to a questionnaire designed to express their opinion within a scale of different responses. The results for both groups show that there is no significant difference between their attitudes. In general, there is a propensity to endorse a novel educational approach that integrates the traditional on-campus education with the most recent online off-campus education.

The socialization (SC) process of doctoral students for the professoriate (PF) ideally should reflect the career they aspire to enter. However university needs for research dollars often supersede graduate student educational demands. Higher educational research suggests rethinking of the academy's values and structural organization is needed to address the issue of insufficient departmental graduate student PF SC. Even so, many research intensive departments at major land grant universities do not require graduate students to teach, creating a gap in necessary training tools. To bridge this gap, graduates students become responsible for seeking out teaching opportunities, independent of their graduate program or department. Two different testimonies are presented here of biomedical graduate students’ self‐SC for the PF and illustrate a divergent track of choices and options that ultimately lead to a common goal of gaining valuable teaching experience. These testimonies expand on the variety of opportunities available (ranging from formal training in a Minor in College Teaching Program to practical experience gained from part‐time teaching at the university and at other surrounding private colleges), the experiences gained, and the lessons learned.

Creative Practice Ethnographies focuses on the intersection of creative practice and ethnography and offers new ways to think about the methods, practice, and promise of research in contemporary interdisciplinary contexts. How does creative practice inform new ways of doing ethnography and vice versa? What new forms of expression and engagement are made possible as a result of these creative synergies? By addressing these questions, the authors highlight the important roles that ethnography and creative practice play in socially impactful research. This book is aimed at interdisciplinary researchers, scholars, and students of art, design, sociology, anthropology, games, media, education, and cultural studies.