Education Graduate Students Research Articles

How to Prepare Faculty and Graduate Students for Public Humanities Leadership

Abstract Graduate career development has grown over recent years with increasing interest in public scholarship and career diversity. In interviews with 41 public humanities leaders, participants agreed that public humanities introduces students to various career opportunities through community-engaged work and allows them to develop skills needed for those careers, such as event planning and fundraising. Some participants also noted that career diversity is becoming an important area of public humanities leadership roles. However, participants shared that faculty have not been formally prepared for their public humanities roles, and, in turn, faculty have not been prepared to teach graduate students for public humanities or career diversity. How do faculty prepare students for opportunities when they do not feel prepared for those same opportunities? This piece offers answers to that question.

In Situ Atomic‐Scale Experiments Reveal the Atomistic Mechanisms of Grain Boundary Plasticity

AbstractGrain boundary (GB) plastic deformation is a critical deformation mode that can significantly affect the microstructure and mechanical properties of metals. Given its importance, numerous studies have been conducted over the past few decades to investigate the atomistic mechanism of GB plasticity, which includes GB migration, GB sliding, and grain rotation. These three deformation modes typically occur simultaneously and interact cooperatively. Despite substantial advancements in understanding the atomic‐scale mechanisms of GB plasticity, there is a scarcity of review papers addressing the in situ atomic‐scale mechanisms of GB plasticity. This work aims to provide a comprehensive overview of the atomistic mechanisms of GB plasticity in metals, detailing modes predicted by theoretical models and molecular dynamics (MD) simulations, as well as discussing mechanisms verified by in situ atomic‐scale experiments. Additionally, it examines the factors influencing GB deformation. The authors intend for this review to serve not only as a valuable resource for researchers in the field of nanocrystalline (NC) metals but also as a textbook for educating graduate students.

Summer School in Computational Physiology: A Collaborative Course in Modeling Excitable Tissues

ABSTRACT Computational modeling of physiology is a multiscale, multidisciplinary field requiring a diverse set of skills and backgrounds. The Simula Summer School in Computational Physiology aims to teach graduate students from around the world practical methods for multiscale modeling of excitable tissues (specifically, the heart and brain). This joint summer school is collaboratively based on the complementary expertise and shared educational goals of three institutions: Simula Research Laboratory, the University of Oslo, and the University of California San Diego. The summer school’s core goal is to promote successful research collaboration among the host institutions and to train excellent computational researchers. Keys to the success of this type of school include sustainable funding, close mentorship, and innovative, adaptive teaching tools. Using a combination of lectures, hands-on programming modules, and real-world projects in small groups with experienced scientific mentors, this unique program is an immersive way for young scientists to develop skills and network with future peers from around the world.

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

This research study explores the mentoring experiences of graduate student and early career instructors who teach online courses at a mid-size public university in the United States. As members of a centralized online learning unit that works with instructors teaching online courses across a range of disciplines, we sought to better understand the mentoring experiences of instructors who are new to online teaching. Using a narrative methodology, we analyzed interview transcripts and found that graduate student and early career instructors have variable access to mentoring, experience different sources of mentoring, and engage with multiple types of mentoring. We found that graduate student instructors have more access to different sources and types of mentoring than early career instructors, but that both groups desired additional mentoring opportunities. Participants recognized the value of mentoring experiences as part of their overall professional development. We conclude with suggested actions for units looking to support mentoring for online instructors.

Achievement motivation and mental health among medical postgraduates: the chain mediating effect of self-esteem and perceived stress.

Medical postgraduates generally experience high levels of depression and anxiety. Previous studies have investigated the impact of various achievement motivations on depression/anxiety among medical students. This study focused on self-esteem and perceived stress, examining the internal mechanisms through which achievement motivation affects depression/anxiety. 530 medical postgraduate students (66.04% female and 33.96% male) were administered the Achievement Goal Orientation Scale, Self-Esteem Scale, Perceived Stress Scale, and Depression-Anxiety-Stress Scale. Results indicated that: (1) mastery-approach goals were negatively correlated with depression/anxiety; mastery-avoidance goals were positively correlated with depression/anxiety; performance-avoidance goals positively predicted depression/anxiety; (2) self-esteem mediated the relationship between achievement motivation and depression/anxiety; (3) perceived stress played a mediating role in the relationship between achievement motivation and depression/anxiety; (4) self-esteem and perceived stress played a chain mediating role in the relationship between achievement motivation and depression/anxiety; (5) there was no significant linear correlation between mastery-approach goals and depression/anxiety. Although this study employed a cross-sectional design and self-report scales, both of which have certain limitations, the findings still hold significant theoretical and practical implications. The research reveals a mediating pathway between achievement goals and mental health, offering new insights into mental health education for medical graduate students.

Exploring the Adoption Phenomenon of Artificial Intelligence by Doctoral Students Within Doctoral Education

The adoption of artificial intelligence (AI) in academia is an emerging field of interest. However, there is scant literature that explores the phenomenon of AI adoption by graduate students in doctoral education. This study employs collaborative autoethnography to explore and better understand the nuances of how doctoral students experience AI technologies within academic pursuits. A critical analysis of data revealed that the collective researcher-participant experiences offered the primary overarching theme of adoption strategy, with four distinct subthemes: adoption fear, adoption resistance, adoption feasibility, and adoption ethics. The findings suggest a balanced approach to AI adoption depends on the development of comprehensive strategies that are informed by a deep understanding of both the technological capabilities and the human factors involved. We urge both doctoral students and educators involved in doctoral programs to think critically about these identified themes. For doctoral students, this analysis offers valuable insights into challenges associated with integrating AI technologies into formal learning environments, potentially enhancing a management strategy for their doctoral studies. Educators tasked with integrating and evaluating AI technologies for doctoral coursework may develop a deeper understanding of the challenges their students may encounter during the adoption process.

How supervisor Machiavellianism affects graduate student creativity: a mediated moderation model

ABSTRACT Innovation and creativity are essential for graduate education, and supervisors have a substantial responsibility to foster the creative abilities of graduate students. However, empirical studies investigating how supervisor personality affects graduate student creativity are rare. To enhance the ability of higher education institutions to cultivate creativity among graduate students, we examined how supervisor Machiavellianism leads graduate students to perceived objectification, reducing graduate student creative performance based on the Job Demands-Resources model and Job-Demand-Control-Support theory. We proposed personal initiative as the moderator to explore boundary conditions of the relationship between supervisor Machiavellianism and perceived objectification. Results from 326 graduate students across three time points indicated that supervisor Machiavellianism negatively affects graduate students’ creative performance, and graduate students’ perceived objectification fully mediates the relationship. Additionally, graduate student personal initiative moderated this relationship. Graduate students with high personal initiative can mitigate the negative effects of Machiavellian supervisors. Our findings emphasize the significance of considering the individual traits of both supervisors and graduate students in graduate education with valuable theoretical and practical implications discussed.

Improving Grief Counseling: Enhancing the Education and Confidence of Psychology Graduate Students

Most therapists do not receive formal graduate training in grief counseling and may rely on outdated knowledge and questionable skills when working with grieving clients (Dodd et al., 2022; Jankauskaite et al., 2021). This study aimed to develop a virtual intervention to educate psychology graduate students about grief counseling and evaluate whether this training can increase knowledge in grief and grief counseling and self-efficacy in working with grieving individuals. This mixed-methods study compared participants in three conditions (full video intervention, partial video intervention, and control). When controlling for prior grief counseling training and experience, those randomized to the full video intervention had higher grief and grief counseling knowledge and self-efficacy in working with bereaved individuals than those in the partial intervention and control groups. Further, qualitative results highlighted the assessment and treatment approaches that therapists-in-training would use with a bereaved client across conditions. Overall, the full intervention is a feasible and efficacious way to teach psychology doctoral students about grief counseling and increase their confidence in working with bereaved clients. Future research considerations and recommendations are discussed.

Development of fetal magnetic resonance imaging (MRI) phantom.

Anthropomorphic phantoms play an important role in routine clinical practice. They can be used to calibrate magnetic resonance imaging (MRI) scanners, control the diagnostic equipment quality, and reduce the acquisition time. The latter is especially critical for diagnosing fetal anomalies, which requires optimal image quality within the shortest possible time. This paper aims to develop an MRI fetal phantom and determine the materials that best mimic the magnetic resonance (MR) characteristics of its internal organs. Future phantom features will include simulations of fetal limb movements. A single MRI study of a pregnant woman at 20 weeks 3 days of gestation was used as a reference and for image segmentation. Anonymized Digital Imaging and Communication in Medicine (DICOM) files were imported into 3D Slicer v. 5.2.1 for segmentation of the uterus, fetus, and internal organs. Based on the performed segmentation, a three-dimensional model was obtained for printing on a 3D printer. The mold was 3D printed on an Anycubic Photon M3 Max printer. The paper showcases the selection and manufacturing of compositions to simulate the relaxation times of the fetal organs. Formulations for emulsions and carrageenan- and agar-based hydrogels are presented. The selected compositions were used to fill the 3D printed model. Statistical analysis showed no significant differences in absolute and relative signal values obtained from scans of a pregnant woman at 20 weeks and 3 days and a fetal phantom. During the study, an anthropomorphic fetal phantom was constructed, filled with compositions with relaxation times T1 and T2 similar to the control values of the corresponding tissues. The phantom can be used to set up and optimize fetal MRI protocols, train and educate medical students, residents, graduate students, and X-ray technicians, as well as to timely control image quality and equipment serviceability.

Understanding how socio-historical contexts inform approaches to improving racial climate in stem graduate education within the United States

Purpose The purpose of this study was to examine how two socio-historical contexts within the United States, the Movement for Black Lives and the COVID-19 pandemic, informed approaches to improving racial climate in science, technology, mathematics and engineering (STEM) graduate education. Design/methodology/approach The authors used a general qualitative inquiry research study design to conduct focus groups (n = 121) with graduate students, postdoctoral fellows and faculty members from across STEM disciplines as well as administrators whose work involves STEM graduate students. Participants were from two US institutions involved in a National Science Foundation networked improvement community seeking to create inclusive environments for STEM graduate students. Findings This study demonstrates how these socio-historical contexts illuminated and amplified on-going efforts to address racial climate for graduate students in US-based graduate education. In response to these events, STEM faculty devoted time that otherwise might have gone to purely technical or scientific endeavors to addressing racial climate. However, some faculty members remain hesitant to address racial climate and efforts appear to have further waned over time. While diversity, inclusion and equity efforts came to the forefront of the collective consciousness during this time, participants worry that these efforts are not sustainable, particularly without support from faculty and administrators. Practical implications The findings from this study will inform efforts to improve racial climate in STEM graduate programs. Originality/value This study fills an identified need to capture how socio-historical contexts, like the US Movement for Black Lives and the COVID-19 pandemic, have influenced approaches to improving racial climate in STEM graduate programs.

Climate change and societal transformation: a cohort-based international experiential learning program with an interdisciplinary focus on environmental education for graduate students

Climate change is not geographically homongeneous and disproportionally affects African nations, making the acceleration of knowledge sharing and mobilization among African-centric researchers critical for developing adaptative and preventative solutions. An interdisciplinary approach to environmental education is therefore essential. While mechanisms like short-term international exchange programs have been explored, little research has focused on a cohort-based approach centered on environmental education of international and interdisciplinary doctoral students and early career researchers. Drawing from the literature on international experiential learning and cohort-based models and employing a Theory of Change framework, we report on the outcomes of an innovative four-year environmental education short-term study program in Canada involving three cohorts of post graduate scholars from Sub-Saharan Africa. Our findings demonstrate that an interdisciplinary cohort approach is beneficial in accelerating research capacity for tackling complex problems such as climate change. Furthermore, participating scholars benefited from cross-learning, research dissemination, community engagement, network development, and enhanced soft skills. Recommendations for successfully organizing and delivering a cohort-based international exchange program are also discussed.

The Enlightenment of a Counseling Case for Mental Health Education among Graduate Students

Psychological crisis intervention is a critical aspect of mental health education. A case study is present on the psychological crisis resulting from academic pressure among graduate students and the use of the Satir model is proposed for crisis intervention. Additionally, there are recommended to strengthen life and frustration education for graduate students, emphasize the importance of training graduate tutors in mental health knowledge and skills, assist graduate students in improving their mental resilience, and enhance their interpersonal skills.

Exploring Chinese international students’ critical thinking skills: A systematic literature review

AbstractMost graduate students in higher education are classified as adult learners, being 24 years old, and have responsibilities and commitments outside of higher education. This literature review presents how Chinese international graduate students face challenges in the US due to sociocultural, ideological, and educational differences. This systematic literature review explores these students' critical thinking skills, which are crucial factors for academic success but have been underexplored. Three themes were identified as follows: (1) critical thinking education in China, (2) stereotypes of perceived lack of critical thinking, and (3) comparative views of critical thinking between Chinese and American college students. Each theme presents a landscape of how critical thinking is interpreted. Themes suggest several trends, including cultural variations that may impede Chinese international students from showcasing their critical thinking abilities, notwithstanding their inherent capacity for critical thinking. Recommendations include ways to improve critical thinking among international students and call for more comparative studies between Chinese and American college students. The findings offer valuable insights into the internationalization of higher education curricula and the promotion of global learning.

The paradoxes of U.S. graduate assistantships in education: navigating competing tensions and the impact of stress on graduate wellbeing

Purpose Graduate students employed in graduate teaching and research assistantship positions have a unique experience of the institution because of their status as student-employees. Graduate assistants (GAs) face specific challenges around their well-being as they navigate various relationships and environments throughout their educational trajectory. The purpose of this study is to examine the specific workplace challenges GAs experience and their overall effect on GA wellbeing. Design/methodology/approach This research study examines graduate assistant responses from 12 US research universities to the Faculty Survey of student Engagement for Graduate student Instructors survey. This study’s analysis examined the open-ended responses (n = 493) at the end of the survey that asked participants for additional comments regarding their departmental and/or institutional experiences. Three waves of coding were implemented by the authors to identify common themes and areas of concern on GA working conditions. Findings The findings led to the creation of a concept map on GA working conditions that include three main components: contextual factors, stress and well-being and competing tensions. Within each component are subthemes related to social identity, funding, campus climate, time and priority concerns and assistantship structure and support. The map demonstrates the enmeshed connection across areas. Practical implications Findings suggest institutional investments through programming, system-level changes and interpersonal support to improve GA working conditions and their well-being. Originality/value Research on GA experiences with working conditions and well-being in a US context is limited. This study is valuable because many graduate students who occupy graduate assistantships are asking for increased pay and benefits at their institution. Graduate assistantship labor organizing is occurring alongside institutions’ focus on improving health outcomes for graduate students.

Teaching future faculty: Pedagogical training in public administration PhD programs in the US

ABSTRACT While pedagogical practice is not mandatory in doctoral programs, many doctoral students often serve as graduate student instructors or teaching assistants for college courses. However, most institutions neither mandate nor offer pedagogical training as part of doctoral education. Effective teaching necessitates subject matter expertise and proficiency in pedagogical techniques, which are best acquired through mentorship, training programs, and administrative support. In this article, we discuss the results from a content analysis of US Public Administration PhD programs to evaluate the status of pedagogical training through publicly available information. Given that these sites and handbooks offer critical information for potential doctoral students, we evaluate the type of public information that would help potential students when applying to and making decisions regarding PhD programs. Our study reveals a significant disparity in pedagogical training requirements and resources across the sample of PhD programs.

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Integrated Practice of Cultivating Innovative Ability and Ideological Education for Graduate Students of Materials Science Major

Aiming at the problem of weak integration of innovation ability and ideological education of postgraduates in materials major, this paper explores postgraduates’ cultivation work under the support of Liaocheng University. It is found that the cultivation of the innovation ability of postgraduates in materials can be the realization path and sublimation carrier of ideological education, ideological education can provide spiritual support and methodological guidance for the former, and the organic integration of the two is feasible. Constructing the fit relationship between innovation ability and ideological education, institutionalizing tutor guidance, establishing tutor + counselor + professional teacher communication mechanism, and taking disciplinary competitions as a handhold can achieve the integration of innovation ability cultivation and ideological education of graduate students in materials major.

Review of the textbook “Oncology 2.0” edited by D. Sci. (Med.), Professor Sh.Kh. Gantsev

The textbook “Oncology 2.0”, prepared by a team of authors under the guidance of Professor Sh.Kh. Gantsev, is a comprehensive presentation of modern approaches and methods in oncology, aimed at training specialized personnel in this field. The textbook uses an integration approach that combines clinical and morphological aspects of oncology. The textbook material complies with the Federal State Educational Standard of Higher Education. The book is written at a high scientific and methodological level. The integration of the latest achievements in scientific research, the latest diagnostic and treatment methods are presented, which makes it an important tool for the education of residents and graduate students. The textbook stands out for its detailed description of the processes of carcinogenesis and cellular mechanisms of malignant transformation. The textbook is intended for residents and graduate students specializing in the field of oncology, oncological radiotherapy, molecular and cellular aspects of cancer and can be used as the main educational literature in the discipline.

Experiences from teaching graduate students how to design net Zero Emission Buildings in Norway

Experiences from teaching graduate students how to design net Zero Emission Buildings in Norway