Graduate Community Research Articles

The Role of Media Education in Qualification of Students for Media Work Market (Survey Study)

This research aims to identify the role of media education in qualifying students for the media job market. And investigating the role of media education in developing media talents among media students in universities and government institutes in the Kurdistan Region - Iraq. For its type of descriptive study, the research relied on a sample survey method for the community of graduates of media departments in universities and government institutes. The sample was drawn from the original research community in a non-random, intentional manner. The total number of respondents included (134) media graduates from all governorates of the region. Among the most important findings of the research: The results showed a positive role for media education in qualifying students for the media work market in universities, technical and governmental academic institutes in the Kurdistan Region - Iraq, and a somewhat negative role, related to the lack of availability of media departments with the necessary equipment and applied means for producing media work.

Creating a Student Athlete Sports Nutrition Curriculum: A Graduate Community Nutrition Course Service-learning Project

Creating a Student Athlete Sports Nutrition Curriculum: A Graduate Community Nutrition Course Service-learning Project

Identifying and Responding to Gaps in Services for International Graduate Students and Postdoctoral Fellows to Enhance the Graduate Community and Promote Quality Research Outcomes

The growing enrollment of international students in doctoral science, technology, engineering, and mathematics (STEM) programs in the U.S. has contributed to the need for an increase in specifically-designed programs, resources, and services that address the unique challenges of the international student population. When transitioning to the U.S. to pursue higher education, international students often experience obstacles, including language barriers, sociocultural challenges, and academic alienation, which significantly impacts the ability to successfully adapt to the new learning and living environment, oftentimes continuing throughout the duration of the program. Furthermore, international postdoctoral fellows engaged in STEM research fields may lack a sense of belonging due to similar barriers. The recruitment and retention of competitive international students and postdoctoral fellows directly impacts the quality and magnitude of research outcomes, while also enhancing and enriching the cultural diversity and experience of the graduate community. We use data collected from an international student and postdoctoral survey distributed to more than 65 students and 90 postdoctoral fellows as well as listening sessions to identify gap areas where additional resources are required and where modifications are needed to more productively serve the international population at Augusta University. Our findings indicate that international students and postdoctoral fellows experience more anxiety and isolation when they are not supported, personally, socially and academically, by their administrative leaders, faculty, peers, and surrounding community. Incoming students who were connected with current graduate students prior to their arrival to the U.S. experienced a greater level of support and were more confident and comfortable in their adjustment to society in the U.S. The implementation of additional events and experiences led by the responses of the international population, including research shadowing opportunities in on-campus laboratories, social gatherings connecting students and postdoctoral fellows of different cultures, writing circles and professional development workshops, and one-on-one sessions enhances community belonging and prioritizes personal and professional growth among this vulnerable student population. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Community of origin, preferred community, and gender are predictors for veterinary graduates from Auburn University choosing rural food animal employment.

With 47 states experiencing a federally recognized veterinary shortage, it is important to identify areas of need and an evidence-based strategy for solving this complex problem. 478 graduates of the Auburn University College of Veterinary Medicine. First destination outcomes for graduates from the Auburn University College of Veterinary Medicine DVM classes of 2019 to 2022 (n = 478) were examined. Logistic regression and latent class analysis were conducted to identify variables that can predict a graduate's choice of employment in rural, food animal versus other employment settings. Results indicate that a graduate's community of origin (rural, suburban, urban), preferred community, and gender have the strongest relationships with choice of employment setting (location and type). These findings can be used to influence admissions practices by colleges of veterinary medicine to shape the demographics of veterinary classes and the potential practice location and types of veterinary graduates.

Contribution of Local Product Purchase Policy to Improvement of the 21st Century Learning

This study aims to analyze the contribution of the "Bela-Beli" policy for improving 21st-century skills in vocational education graduates, including creativity, critical thinking, problem-solving, communication, collaboration, and digital literacy. This research is ex-post facto research with a quantitative data approach. This study involved 155 respondents from the community who graduated from vocational education in Kulon Progo Regency. Data was collected through a questionnaire method with a 4 Likert scale questionnaire instrument with answer options Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). The collected data were then analyzed using regression analysis and structural equation modeling (SEM). The results of the research that have been analyzed show that the "Bela-Beli" policy contributes significantly to the improvement of 21st-century skills which include creativity, critical thinking, problem-solving, communication, collaboration, and digital literacy in the vocational community of graduates of vocational education. Thus, the policy is very feasible to continue to be applied, even to be developed, so that the community can continuously improve the 21st-century skills currently needed in the world of work, especially for vocational education graduates.

Brand Journalism Approach in Corporate Communication of Educational Organization

Nowadays we see the principal fast changes in the Internet space. We live in media world and this factor make strong effect on all aspects of our life. Educational organizations are also the part of this new world and they have to change not only within the media space but also, according to changes in the social life. Social communication and new generations in social space asks about new methods, technologies and tools of communication between educational organization and its stakeholders. Brand journalism as rather new approach lets to find new technologies and tools in corporate communication of educational organization. Such tools as using the webtools of educators and their personal public for creating the positive media image for example gives additional opportunities for educational organizations. This is confirmed by the research. Also, the increasing of competition makes educational organizations to react on new circumstances in the market. Considering all of the above brand journalism can be new opportunity to form effective communication for educational organizations and as a result the increasing of their competition attractiveness. The tools and technologies of brand journalism work to create a positive media image and build brand awareness. Brand journalism allows a modern educational organization to use its own corporate media more efficiently. As well as such tools of brand journalism as the formation of a community of graduates, strengthening the news agenda of an educational organization, the use of teachers and students in video content allows you to create and strengthen a positive media image.

ACADEMIC CULTURE OF A LINGUIST SERHIY DOROSHENKO

The article outlines the values of the academic culture of a linguist, teacher of the Department of Ukrainian Language at the A. S. Makarenko Sumy Pedagogical Institute Serhii Ivanovich Doroshenko. It is noted that the university currently positions itself as a community of teachers, scientists, students, employees, graduates and partners of the institution, who develop the cultural and spiritual traditions of the institution. Academic culture is specified as a culture of learning, academic literacy, and tolerance, which are formed in the educational environment and are realized in the dialogical interaction of the participants in educational academic practices of the famous universities of our city. The scope of the researcher’s scientific interests, his formation at Kharkiv University, and the influence of the personality of the linguist O. Potebny are outlined. Attention is focused on the following academic values of the linguist Serhiy Doroshenko: fundamental principles and values of the university community, cultural and professional development of participants in the educational process, formation of students as individuals, respect for learning, teaching combined with research, ethical rules of academic communication, problematic lectures, seminars. The culture of academic partnership of the institute’s teachers is outlined. The analyzed works and memories of the linguist give reason to note that the personality of the researcher should be characterized by spiritual elitism and intelligence. Serhiy Ivanovych gave priority to the researcher’s social responsibility, honest description of scientific results and taught future teachers to thorough scientific research.

Экспликация категории тональности в текстах виртуального жанра

The research dealt with the category of tonality explicated in the texts of virtual communication. It featured the official community of students, graduates, academics, and employees of the Ural State Law University in the Vkontakte social network. The research objective was to identify the specifics of tonality in the communicative and pragmatic aspects of the virtual genre. The method of categorical-textual analysis revealed the types of tonality that made up the tonal field of virtual communication, as well as their linguistic explication means at the lexical, morphological, syntactic, and graphical levels. A specific transformation of tonal varieties proved to be a characteristic feature of the hybrid virtual genre: it combined a monologue text and a reflective commentary on it. The neutral and benevolent tonalities of the monologue tonal core were complemented by peripheral varieties of the commentary text with pleading and disapproving tonalities. In the commentary texts, the tonality of benevolence remained in the core, while the neutral tonality became peripheral. The communicative and pragmatic solution was evaluated as positive when the tonality in the tonal core of monologue texts and comments was benevolent, or when the neutral tonality of the monologue text turned benevolent in the commentary. These tactics yielded a positive perception of the information presented by the sender of the message.

Utilising AQAS 2021 Suggestions to Improve Postgraduate Primary Education Doctoral Programme Curriculum: Reflections from the Field

This study seeks to analyse the doctoral programme curriculum in basic education, Jakarta State University, and follow up on the recommendations of the AQAS international accreditation agency as a standard curriculum requirement. The programme was evaluated by collecting, analysing and following up on information regarding the challenges and confidence on the ability to meet the curriculum requirements. Responses to indicators are presented with comparisons based on the characteristics of the components of the AQAS/EQF accreditation review. The findings focused on the documentation and assessment process. The most frequently reported challenges were lack of enthusiasm or support from staff and students; need for common understanding regarding the curriculum; and time constraints faced by teaching staff. Overall, the programme evoked a moderate level of confidence from the alumni and graduate community. However, the characterisation of the basic education curriculum could not be determined. The findings show that the basic education doctoral study programme requires support from teaching staff to reduce the burden of curriculum, especially courses that are adapted to Outcome-Based Education OBE. Likewise, students' perceptions of the lecture process using a student-active learning approach may influence some programmes, as well as the implementation of the 6Cs, especially foreign language communication competence, which is a challenge for faculty and teaching staff. Further research is imperative to determine how the programme addresses this issue, and explore whether study programmes may report differently on EQF indicators after completing an accreditation review. The findings may help the postgraduate education association evaluate the joint curriculum. Keywords: curriculum, EQF, AQAS, basic education, assessment, accreditation,

Utilising AQAS 2021 Suggestions to Improve Postgraduate Primary Education Doctoral Programme Curriculum: Reflections from the Field

This study seeks to analyse the doctoral programme curriculum in basic education, Jakarta State University, and follow up on the recommendations of the AQAS international accreditation agency as a standard curriculum requirement. The programme was evaluated by collecting, analysing and following up on information regarding the challenges and confidence on the ability to meet the curriculum requirements. Responses to indicators are presented with comparisons based on the characteristics of the components of the AQAS/EQF accreditation review. The findings focused on the documentation and assessment process. The most frequently reported challenges were lack of enthusiasm or support from staff and students; need for common understanding regarding the curriculum; and time constraints faced by teaching staff. Overall, the programme evoked a moderate level of confidence from the alumni and graduate community. However, the characterisation of the basic education curriculum could not be determined. The findings show that the basic education doctoral study programme requires support from teaching staff to reduce the burden of curriculum, especially courses that are adapted to Outcome-Based Education OBE. Likewise, students' perceptions of the lecture process using a student-active learning approach may influence some programmes, as well as the implementation of the 6Cs, especially foreign language communication competence, which is a challenge for faculty and teaching staff. Further research is imperative to determine how the programme addresses this issue, and explore whether study programmes may report differently on EQF indicators after completing an accreditation review. The findings may help the postgraduate education association evaluate the joint curriculum.

Formulaic language in oral academic discourse socialization of graduate students in a Northern Cyprus university

AbstractSocialization studies have emphasized the concept of indexicality, in that certain linguistic forms, having “salient social meanings and resonances” (Duff 2019: 12), are used to socialize novices to various social dimensions such as social roles, social statuses, power and social identities (Burdelski and Cook 2012). The present study explored, within the framework of second language socialization, how a group of graduate students in a non-western educational context were socialized to oral academic discourse in whole-class discussions through a specific type of formulaic language, lexical bundles. The study employed corpus techniques and conducted frequency and functional analyses of the attested data collected from whole-class discussions by a cohort of graduate candidates over one academic semester in a graduate English Language Teaching (ELT) course. The results of the study revealed that the graduate students used various lexical bundles with varying frequencies and functions that exhibited their socialization into the oral academic discourse of their graduate course community. The findings of the study offer some implications for the socialization role of lexical bundles to respective graduate community discourse in non-western tertiary contexts.

Training a diverse workforce to address the opioid crisis

ABSTRACT This article describes an interprofessional workforce development program that aims to train current and future behavioral health professionals in culturally- and developmentally-appropriate, integrated care for adolescents and transitional-aged youth. This federally-funded program is implemented in one region in the United States because the location has a substantial shortage of providers. The program meets the local needs by training a diverse group of master-level graduate students and community partners on evidence-based practices for substance misuse, including opioid misuse, and common mental health conditions. This article includes recommendations on key aspects to include in behavioral health workforce development programs.

Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices.

In this first‐person account, we describe the changes we made to align our graduate student‐level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID‐19 pandemic stay‐at‐home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma‐informed environment. We then discuss the changes we made to the class to better align with healing justice, including how enrolled students (i.e., co‐authors) experienced the process of the course (e.g., reworking the syllabus, starting class with check‐ins and an exercise to engage our parasympathetic nervous systems), as well as the content of the course (e.g., service projects to support people who are undocumented, unhoused, or minoritized in other ways; photovoice). We end with implications for teaching community psychology, including the importance of universal design, and for scholar‐activist PhD programs.

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception.

Ongoing efforts to improve diversity in science, technology, engineering, and mathematics (STEM) primarily manifest as attempts to recruit more women and individuals from historically marginalized groups. Yet, these efforts fail to repair the specific, systemic issues within academic communities that hinder diverse individuals from persisting and thriving in STEM. Here, we present the results of a quantitative, multiyear effort to make the academic climate of an R1 STEM department more inclusive. We use a student-led, department-specific, faculty-supported initiative to assess and improve the climate of the Department of Chemistry at the University of California, Berkeley, as a case study. Our results provide quantitative evidence that community discussions grounded in our own data, alongside cooperative community efforts to address the issues present in those data, are effective methods for driving positive change. Longitudinal assessment of our academic climate from 2018 to 2020 via annual department-wide surveys indicates that these interventions have succeeded in shifting the perception of our academic climate. This study confirms the positive outcomes of having a practical, sustainable, and data-driven framework for affecting change within a graduate community.

An exploration of community development higher education in the United States: A programmatic study

ABSTRACT The field of community development has grown substantially over the past few decades. This is characterized by an increased demand for professionals who can engage in community development efforts and assist in establishing impactful solutions to community issues. This increased demand has created a need for robust Community Development Education programs in higher education to educate community development practitioners. However, due to the minimal interaction between community development educators, historically there has been very little consensus about the fundamental skills, knowledge and pedagogy necessary for the development of community change agents. Therefore, a foundational national study was undertaken to document undergraduate and graduate community development programs in higher education across the United States. Results identified 107 Community Development Education programs and outlined baseline program demographics. Future directions and implications for the field are also provided.

Maturzyści małopolskich szkół średnich z 1920 roku. Przyczynek do dziejów szkolnictwa średniego w Polsce w dwudziestoleciu międzywojennym

Since 1850, education in middle schools and real schools ended with Matura exams. The Matura exam was a pass into adult life, an important event for the local community and lists of graduates were published in school reports, as well as in the national and local press. This custom was successful in times of peace, but it was impossible to implement during hostilities. The most difficult year to recreate is 1920 due to the ongoing Polish-Bolshevik war. The article is a contribution to the organisation of information on secondary school graduates who passed the exam in this difficult year for Poland.

Designing an online graduate community for research practice: Going beyond single purpose design

Providing library research support for graduate students during a thesis/dissertation or capstone project is a scaffolded and long-term process. Librarians meet with students several times as they journey through this liminal space to becoming scholars. Currently, COVID-19 adds to this already high-stakes and stressful experience. This case study will describe how graduate student needs assessment data were utilized to design an online virtual space that provides a more holistic approach for graduate student support during this disorienting time that integrates the seminal theories of Kuhlthau’s Model of the Information Search Process and Schlossberg's Transition Theory.

Аспирант и его диссертация: потенциал и риски защиты

In this paper, the authors attempted to answer the question about the reasons for the unsatisfactory state of learning outcomes in graduate school. A multidimensional typology of graduate students was carried out (using the example of Dubna State University) using cluster analysis with preliminary factor analysis. The authors identified the key latent factors: interaction with the supervisor, sociocultural potential, organization of work on the thesis, career opportunities underlying the cluster model. Inside the graduate community, there are four internally homogeneous clusters: “depressed”, “resource”, “disappointed”, and “random”. It is shown that the most promising from the point of view of scientific “growth” and the defense of the thesis are graduate students of the second group – “resource”. At the same time, the strongest motivational factors that act as a guarantor of the successful completion of postgraduate studies and defending a thesis are still the established interaction with the supervisor and interest in the research topic - the traditional “values” of any graduate student.

Why we still need to talk about class

ABSTRACT This article places the aim of the Incubate Propagate research network – to address the obstacles for artists outwith the graduate community to access theatre-making careers – in dialogue with some key and recurring concerns in contemporary debates around class identification in the twenty-first century. It argues that articulation of class discrimination and disadvantage in the field of theatre-making is critical, not despite the complexity of reaching contemporary definitions of class, but because that very complexity reveals precisely the extent of the problem and the specific, and often unconscious, ways in which discrimination is operating. The article extends the debate from an emphasis on economic capital to examine the critical importance of social and cultural capital to class identity, discrimination and privilege in the arts. It focuses, in particular, on ways in which the historical infantilization of the poor continues to influence artistic and policy decisions in the twenty-first century, and highlights the importance and challenges of emerging cultural capital in the sub-field of avant-garde and experimental theatre practice – the context in which emerging theatre-makers mostly operate.

GRADUATE EDUCATION TOWNHALL: Strengthening Models for Mentoring and Advising Graduate Students at Mason (2 hours)

Graduate students are considered one of the most vulnerable populations in higher education. They face financial uncertainty, pressure to graduate within a given time frame and before funding runs out, and disruption in academic work. The beginning of this session will provide updates and highlight ongoing initiatives to help and support graduate students at Mason. The second part of the session will be used as a Q&A and conversation with the Mason graduate community to cultivate a culture of Graduate Education excellence at Mason. This is a collaborative effort between Office of Graduate Education, Office of Faculty Affairs and Development, and Office of Research.