Graduate School Application Research Articles

The worker bee’s dilemma part 2: exit strategy saboteur

Research methodology This descriptive case study is written using factual case information was obtained from an employee of the firm with their consent. All names, including the firm name, have been anonymized. Case overview/synopsis After being denied promotion, Vivienne began the first step to her long-term exit strategy by seeking another graduate degree. Her supervisor failed to supply the recommendation he’d promised for her graduate school application. Vivienne felt that his breach of trust was deliberate and now must decide what course of action to take. This case analyzes Vivienne’s organization, needs and ambition using management theories, laws and concepts. It also analyzes the phenomenon of trust, specifically vertical trust between managers and employees, and it leads to an important career crossroads for Vivienne. Complexity academic level Undergraduate. Courses: Organizational Behavior, Human Resource Management

COMMUNICATION SKILLS AND REPORT WRITING FOR BUILDING SCIENTISTS

ABSTRACT Communication Skills and Report Writing for Building Scientists addresses the primary questions of inexperienced technical writers: “How should my report be written?” and “How do I present my work in style, format, data presentation and illustration program?” An undergraduate research report is given as an example of good report writing and key elements of the report are highlighted for student learning. This concise handbook also covers writing to land a job or applying to graduate school, and a step-by-step guide is provided on how to successfully navigate the job search or graduate school application process. Several sample resumes are provided as well as effective means to communicate with prospective employers or graduate programs of interest. The last section of this guide covers writing on the job and speaks to the kinds of tasks students face when they make the transition from classroom reporting to workplace communication, where problems are often open-ended and audiences cannot be assumed to be building science professionals. Instruction is also given to students on how to use the library as a research tool and how to master various virtual communication platforms: Zoom, Microsoft Teams and LinkedIn.

COMMUNICATION SKILLS AND REPORT WRITING FOR BUILDING SCIENTISTS

ABSTRACT Communication Skills and Report Writing for Building Scientists addresses the primary questions of inexperienced technical writers: “How should my report be written?” and “How do I present my work in style, format, data presentation and illustration program?” An undergraduate research report is given as an example of good report writing and key elements of the report are highlighted for student learning. This concise handbook also covers writing to land a job or applying to graduate school, and a step-by-step guide is provided on how to successfully navigate the job search or graduate school application process. Several sample resumes are provided as well as effective means to communicate with prospective employers or graduate programs of interest. The last section of this guide covers writing on the job and speaks to the kinds of tasks students face when they make the transition from classroom reporting to workplace communication, where problems are often open-ended and audiences cannot be assumed to be building science professionals. Instruction is also given to students on how to use the library as a research tool and how to master various virtual communication platforms: Zoom, Microsoft Teams and LinkedIn.

Creating an Undergraduate Research Program in Otolaryngology-Head and Neck Surgery (Oto-HNS) for Students Underrepresented in Medicine.

To report implementation and outcomes associated with a novel paid Summer Undergraduate Research Education Program (SREP) over the first 2years in an academic otolaryngology program recruiting students underrepresented in medicine (URiM). A 10-week program including a research bootcamp, curriculum, mentoring, and clinical shadowing was created. Grant funding to provide salary and support for transportation, conference attendance, and graduate school preparation or applications was procured. Primary objectives included (1) development of successful mentorship relationships; (2) increasing student-reported outcomes using pre- and post-program surveys to assess confidence, career planning, and overall satisfaction; (3) increasing exposure to medicine; (4) completion of an oral presentation; and (5) submission of a manuscript. Secondary objectives included abstract submission and completion of a graduate exam course or graduate school applications. Tertiary objectives included conference attendance and graduate school matriculation. One hundred thirty-five total applications were reviewed (89 from year 1 and 46 from year 2). Twelve students were interviewed for 3 spots in year 1, while 11 students were interviewed for 6 spots in year 2 (median application score, 9.25 (range, 1-14); median interview score, 8.7 (range, 5.4-10); acceptance rate, 6.7% (9/135)). Students met all primary objectives. Mean program survey scores increased from 3.8 to 4.77 (p < 0.0001). Eight of nine students submitted an abstract to a national conference, with five of eight students accepted for a presentation. Two students were accepted into graduate school, while five others are on track for graduate school application. Identifying mentors, curriculum, and opportunities to meaningfully strengthen graduate school applications for URiM students through a clinically rigorous, financially supported, and research-focused summer program in an academic otolaryngology program is feasible and may be an effective means of increasing diversity in medicine and otolaryngology. The online version contains supplementary material available at 10.1007/s40670-024-02021-z.

BRIDGING THE GAP: A SEQUENTIAL MIXED-METHODS STUDY OF TRUST NETWORKS IN GRADUATE APPLICATION, ADMISSIONS, AND ENROLLMENT

Undergraduate education in the U.S. is racially/ethnically stratified, and there is limited mobility for Black and Latinx BS recipients in STEM majors into the PhD programs from which faculty hiring disproportionately occurs. Bridge programs are proliferating as a means of increasing minoritized students' enrollment in STEM graduate programs, but little social science examines mechanisms of their impact or how impacts depend on the graduate programs to which students seek access. This sequential mixed-methods study of the Cal-Bridge program analyzed trust networks and mechanisms of relational trust as factors in graduate school application, admissions, and enrollment decisions. First, using social network analysis, we examined patterns in the graduate programs to which seven cohorts of Cal-Bridge scholars applied, were admitted, and chose to enroll. Then, we conducted an in-depth case study of the organization in the Cal-Bridge network with the highest centrality: University of California, Irvine's physics and astronomy PhD program. We find the positive admission and enrollment outcomes at UC Irvine were due to intentional, institutional change at multiple organizational levels. Change efforts complemented the activities of the Cal-Bridge program, creating conditions that cultivated lived experiences of mutual, relational trust between bridge scholars and their faculty advisors and mentors. Findings illustrate mechanisms and antecedents of trust in the transition to graduate education. We use these findings to propose a framework that may inform the design of future research and practical efforts to account for the role of trust in inequities and creating more equitable cultures in STEM.

Improving Consumer Experience With Pre-Purify Temporal-Decay Memory-Based Collaborative Filtering Recommendation for Graduate School Application

Improving Consumer Experience With Pre-Purify Temporal-Decay Memory-Based Collaborative Filtering Recommendation for Graduate School Application

Admit One (Librarian): Current LIS Master's Admission Requirements from ALA-Accredited Programs

The Master's degree is a necessary step for any library and information science professional who wants to advance in the field. This requires potential students to go through the graduate school application process, which often includes additional requirements set by the School of Information (or equivalent college). Application requirements offer some way to potentially measure the likelihood of success should institutions choose to admit certain students. However, it is not a perfect process. There is also considerable overlap in the requirements expected from LIS programs accredited by the American Library Association. These differences are assessed after a careful examination of the admissions webpage of each program.

Engineering Graduate Students’ Attitudes Towards Social Justice

In post-secondary education engineers are not formally introduced to socially just engineering. This education focuses on technical expertise, often overlooking the social impacts of engineering outputs. Using essay prompts graduate school applicants’ views were assessed on social justice. Odds ratios and Chi-Square analyses were used to associate views on social justice and self-perceived programmatic competencies. While applicants were aware of social justice issues, their main reason for applying was to further career goals. Nearly forty percent of essays suggested that engineers are responsible for optimizing systems and mentioned the department’s inclusive design competencies 33 times. Even though most applicants reported interest in management systems, roughly 31.1% of applications advocated for systems thinking to be the primary social justice mechanism. When prompted, 96.2% of respondents reported that engineers should have a professional and ethical responsibility. Increasing exposure to socially just engineering is critical in producing holistically minded engineers.

Vertically integrated project based method applied to small satellite technology development

Small satellite missions and technology development presents a unique platform for preparing undergraduate engineering students for future careers. University based small satellite projects provide students access to hands-on opportunities to apply theory learned in classes through computational analysis, hardware experimentation, and product design. They also allow students to gain project management skills and see systems engineering and design life cycle from a perspective few semesters long courses and lectures can provide. Since 2017, undergraduates have been involved in the Purdue University team investigating the Film Evaporation MEMS Tunable Array (FEMTA), a novel microthruster that evaporates ultra-pure deionized water to generate thrust and is intended for use as active attitude control on small satellites. This technology development project is well suited for including undergraduates, as the system operation can be easily understood by a student with only an introductory understanding of fluid mechanics. Undergraduates initially investigated single axis rotation control of a model CubeSat and now focus a suborbital payload to test the propellant management system. Undergraduates earn degree credit for aiding the faculty and graduate students in this long-term, multidisciplinary, and vertically-integrated – including students from freshmen to seniors -research project team. Vertically integrating allows students to participate for their entire undergraduate studies, while providing projects with stability and a knowledge base shared amongst many students. While this method can be applied to projects that are not aerospace related, small satellite projects allow students to add a breadth and depth of subject matter to their professional development. This project has included mechanical engineers, aerospace engineers, electrical and computer engineers, and computer science majors. This environment grants students the ability to learn new perspectives and problem-solving techniques from their peers. By requiring students to earn degree credit for project work, students become more invested and develop better professional habits such as proper documentation and communication. Student testimonials have cited this project as an asset while talking with company recruiters and for graduate school applications. The same methods developed on the FEMTA project are also being applied to the Purdue student team that is developing the camera system for the NASA Solar Cruiser mission, with similar success.

Barriers to Graduate Applications: Perspectives of Undergraduate Students From Underrepresented Backgrounds in Communication Science and Disorders

Purpose: The purpose of this preliminary study was to examine the perspectives of students from underrepresented backgrounds on the graduate school application process and identify ways to improve diversity, equity, inclusion, and accessibility in communication science and disorders. Method: A novel 15-item survey was used to solicit information about the experiences and perspectives of the graduate application process from 39 senior undergraduate students in a communication science and disorders program. Semistructured interviews were then conducted with seven students from underrepresented backgrounds to further explore perceived barriers to graduate applications and potential resources and supports. Results: Results demonstrated a variety of factors, including financial demands, Graduate Record Examinations requirements, and program location and prestige, that influenced student decision making during the application process. Students from underrepresented backgrounds reported applying to more programs on average but engaged in numerically fewer hours of research and practicum experiences than peers from majority backgrounds. The most significant barriers to the graduate application process included learning and mentorship challenges during COVID-19, limited experiential learning opportunities, and difficulties forming social connections. Departmental support, application assistance, and mentorship initiatives were highlighted as potential levers of change. Conclusions: Based on reported barriers to the graduate application process, more research is necessary to further investigate the extent these factors influence achievement, retention, and overall success of students from underrepresented backgrounds. Additional resources and supports, especially those recommended by students in this study, may serve as potential action steps to improve diversity, equity, inclusion, and accessibility in communication science and disorders programs. Supplemental Material: https://doi.org/10.23641/asha.23519058

Establishing a mentorship program for prospective genetic counseling graduate students: Two cycles of program experience.

Mentorship has been a long-standing and important piece of healthcare training, but few formal, structured mentorship programs exist in the genetic counseling field. Our report describes the creation and evaluation of the Genetic Counseling Assistant Mentorship Program (GCAMP) after two cycles of the program. Genetic counseling assistant (GCA) mentees were paired with genetic counselor mentors for support and advice primarily surrounding graduate school applications and professional development. Pairs were encouraged to meet at regular intervals, but the specific meeting patterns were determined by the pair based on the needs of the mentee. The GCAMP also involved electronic and interactive resources for mentees, which were continually developed. Many of the electronic resources were created and maintained by past and current GCAs, such as a list of local shadowing and advocacy opportunities and a list of factors to consider when evaluating graduate programs. Interactive resources included workshops, mock graduate school interviews, reviews of graduate school application materials, and social events. Mentors were also provided with resources about mentorship. Surveys were conducted to evaluate the program. Overall satisfaction with the program and the mentoring relationship was high among both mentees and mentors. In aggregate, results revealed that mentees felt strongly supported by the mentorship program and were highly satisfied with their mentorship experience. Results also showed that mentors enjoyed a high level of fulfillment and professional development themselves by participating in the program.

Assessment of analytical thinking of graduate school applicants: the case of Kazakhstan

Assessment of analytical thinking of graduate school applicants: the case of Kazakhstan

Student self-efficacy scores improve on twelve career skills with weekly professional skills development assignments in a senior physiology laboratory course

At Michigan State University (MSU), the undergraduate capstone laboratory course for the physiology major places an emphasis on broad development opportunities for students. The course expands on prior knowledge from the undergraduate curriculum with firsthand human physiology activities, but also includes activities on career skills. Since Fall 2019, for six semesters, each weekly homework assignment for the course includes a professional development activity, including self-assessments and reflections on teamwork, leadership style, grit, conflict management, and other key career skills. Deidentified pre- and post-course professional skills surveys were used to assess student perceptions of their proficiency with these skills (n=313). This self-efficacy survey began as a tool for the teaching staff to tailor activities and experiences but became an indicator for self-reported improvements in student professional profiles during the course. The survey consists of twelve questions using five-point Likert scale responses to rank self-efficacy on essential career skills such as contributing to a team, thinking critically, and communicating effectively. Anecdotally, students frequently inform the teaching staff how they directly apply their results from these activities and experiences, sharing their direct use-cases for job, graduate, or professional school applications and interviews. Student feedback reflects how these intentional methods have significant meaning to them by the end of the semester. They often state they were unaware of and would not have worked on professional skills preparation on their own time, either because they were unaware of the tools available, or they did not see the relevance in the current stage of their career. Students reported an improvement in their own professional skills. The greatest improvement over the semester occurs with work-life balance. Although both pre- and post-response averages for this question are lower overall at 3.23 and 3.97 respectively, the delta change is greatest at a 0.73 increase (p&lt;0.001). The highest overall initial average and smallest delta value is on performance integrity. The pre- and post-response averages of 4.31 and 4.61 (delta change of 0.30) implies students already perceive their academic performance as conforming with this professional value. All 12 skills assessed on the survey had significant improvement (p&lt;0.001) when comparing pre- and post-semester responses. The survey concludes with two open-ended questions and deeper assessment of the free response answers is underway. Overall, students perceive improvement in their professional skills by completing in-class assignments. This is the full abstract presented at the American Physiology Summit 2023 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.

Student-Led Mentoring System Designed to Lower Barriers for Graduate School Applicants

Ocean and Earth science graduate school admissions processes can be bewildering. Unwritten expectations and small professional circles, compounded by oceanography’s history of colonialism, sexism, and racism, advantage those privileged enough to navigate as insiders. Thus, even more holistic graduate admissions processes may be inequitable. Here, we share (1) a model for effective peer-to-peer support, Applicant Support &amp; Knowledgebase (ASK), and (2) insights into challenges faced by under-supported applicants. We aim to generate a discussion about the bias in and inaccessibility of the US-based ocean science graduate school entry process and how peer-to-peer programs like ASK can contribute to a tapestry of solutions that address these inequities.

Incorporating mini lessons on the hidden curriculum in communication classrooms

The hidden curriculum (HC) consists of implicit knowledge rooted in curricula and found throughout students’ experiences navigating higher education (e.g. understanding professional email etiquette, graduate school applications and funding opportunities, or often taken-for-granted programs like Title IX and disability accommodations). In this semester-long activity, we encourage communication instructors to integrate HC mini lessons to share information that mitigates social capital and knowledge disparities, facilitates student reflection, and fosters classroom community. Through considering one’s positionality, strategically incorporating HC mini lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include increased understanding of how to navigate higher education and positive student–instructor relational dynamics. Courses This semester-long activity is suited to introductory communication courses (especially regarding identity, positionality, power, and/or privilege) and other topical communication courses (e.g. interpersonal, organizational, cultural, or critical theory). Objectives Hidden curriculum (HC) mini lessons will help students to: (1) understand the HC and analyze how it impacts their academic experiences, (2) identify specific areas of the HC that they struggle with, (3) gain important knowledge to better navigate systems of higher education, and (4) foster a connected classroom community.

ADVANCING DIVERSITY IN ADRD/AGING RESEARCH AND CLINICAL CARE: EDUCATIONAL AND CAREER TRAJECTORIES OF MSTEM MENTEES

Abstract As an NIA-funded mentorship program, MADURA addresses the lack of diversity among Aging and Alzheimer’s Disease &amp; Related Dementia (ADRD) researchers and clinicians. Aims include improving retention and academic success of URM MSTEM undergraduates, and increasing rates of graduate/medical school applications and entry into Aging/ADRD clinical careers. MADURA offers paid research lab experience, weekly whole-cohort research skills training, guest seminars and presentations, and weekly faculty-facilitated small group supervision, advising and support. It served 23–29 undergraduates/quarter, in its initial five quarters. The Program accepts students at varying undergraduate educational levels, particularly because students from target populations often enter as Junior-level transfers from community colleges. Thus, although the Program just completed its second year, 17 MADURA trainees have already graduated. While ongoing data collection on Program, Mentor and Student Mentee performance is beneficial, outcomes data are of utmost importance to ensuring achievement of aims. This poster will present descriptive data on MADURA graduates’ immediate employment and educational activities. Notable findings include a significant proportion of trainees who take a gap year before applying to graduate or medical school (for financial and personal reasons), and others taking internships, post-baccalaureate training or research jobs, to strengthen future medical and graduate school applications. Understanding the multiple pathways of recent graduates will enable mentorship programs to help current trainees critique and optimize preparations for their selected educational and career trajectories. These findings also suggest additional mentorship program outcomes of interest (beyond a sole focus on graduate program acceptance), and the need for longer-term alumni follow-up.

A Pilot Graduate Student-Led Near-Peer Mentorship Program for Transfer Students Provides a Supportive Network at an R1 Institution.

The undergraduate transfer process has well-documented challenges, especially for those who identify with groups historically excluded from science, technology, engineering, and mathematics (STEM) programs. Because transfer students gain later access to university networking and research opportunities than first-time-in-college students, transfer students interested in pursuing postbaccalaureate degrees in chemistry have a significantly shortened timeline in which to conduct research, a crucial component in graduate school applications. Mentorship programs have previously been instituted as effective platforms for the transfer of community cultural wealth within large institutions. We report here the design, institution, and assessment of a near-peer mentorship program for transfer students, the Transfer Student Mentorship Program (TSMP). Founded in 2020 by graduate students, the TSMP pairs incoming undergraduate transfer students with current graduate students for personalized mentorship and conducts discussion-based seminars to foster peer relationships. The transfer student participants have access to a fast-tracked networking method during their first transfer semester that can serve as a route for acquiring undergraduate research positions. Program efficacy was assessed via surveys investigating the rates of research participation and sense of belonging of transfer students. We observed that respondents that participated in the program experienced an overall improvement in these measures compared to respondents who did not. Having been entirely designed, instituted, and led by graduate students, we anticipate that this program will be highly tractable to other universities looking for actionable methods to improve their students' persistence in pursuing STEM degrees.

Improving Undergraduate Psychology Students’ Understanding of the Graduate School Application Process

Background More students with a bachelor’s degree in psychology are seeking graduate studies, though many lack knowledge about the admission process. Objective We created a brief educational presentation to increase student knowledge of the application process, positive outcome expectations for obtaining a master’s degree in psychology, and intention to apply. Method We recruited N = 55 undergraduate psychology majors at a public university in Texas. We randomly assigned participants to either a 52-min written or video version of the educational presentation. Results Repeated measures analysis of variance revealed that participants increased their positive outcome expectations for a master’s degree in psychology and increased their perceived knowledge of the application process. Our qualitative content analysis revealed improvements in participants’ objective knowledge of what to include in a curriculum vitae and personal statement, who to ask for a letter of recommendation, and what resources exist for funding graduate school. Conclusions Professors could consider using evidence-based, brief educational presentations in mentoring undergraduate students on career goals including graduate study in psychology. Teaching Implications Additional training may be required to help educational professionals to incorporate evidence-based career planning during key stages of students’ undergraduate psychology study.

Demystifying the Graduate School Application Process

AbstractNavigating the graduate school application process is often challenging, requiring intricate knowledge of academia and graduate institutional structures. This “Hidden Curriculum of Academia” includes what different graduate degrees offer, how to connect with a faculty member of interest, and the skills needed to submit a “competitive” application. We hope to demystify a portion of this hidden curriculum by focusing on the process of applying to graduate school in research‐oriented science programs. This article provides an overview of graduate school, the application process, how to prepare for it, and potential career paths to pursue following a Master's or Doctoral degree. Our work contributes to the larger literature that aims to increase the transparency of academia and create a more diverse, equitable, and inclusive space.

Hispanic/Latinx STEM Majors Applying to Graduate School: The Role of Family, Peers, and Undergraduate Research Programs in Facilitating Community Cultural Wealth

ABSTRACT This paper examines the critical transition from undergraduate to graduate biomedical education and focuses on Hispanic/Latinx students who participated in a biomedical undergraduate research program at a Hispanic-Serving Institution located on the US-Mexico border. We use the community cultural wealth (CCW) framework to analyze 13 qualitative interviews about students’ experiences applying to graduate school in biomedical fields and how different program activities allowed students to navigate the graduate school application process. Our findings suggest that different programmatic activities (research experiences, research mentorship, workshops, family involvement, and advising) facilitated students’ graduate school application process by enhancing different types of cultural capital: aspirational, familial, social, navigational, and resistant.