Graduate Students Research Articles

Petroleum Engineering Research Shifts Focus From Oil and Gas to New Horizons

Undergraduate education in petroleum engineering (PE) has survived the latest downturn in the industry, and enrollment has started to show an uptick in numbers. However, a different trend is evident in graduate training and academic research: the number of researchers being trained in oil and gas topics is drastically dropping. The story can be summarized in Fig. 1. Funding trends in PE departments have been shifting away from oil and gas research. These shifts require large investments in skill-building, expertise, and laboratory infrastructure, which makes it much harder to reverse the trend. Consequently, the shift may permanently alter the identity of PE departments, something that will not impact only graduate education but could alter the overall identity of these departments and the workforce they train. The data shared in Fig. 1c shows that more than 50% of the 2023 research awards, which will fund graduate students earning degrees between 2025 and 2026, are going to be invested in geothermal, carbon management, hydrogen, emissions, and other topics that do not support improving oil and gas resource extraction. While 73% of the 2023 MSc and PhD graduates still studied oil and gas topics around reservoir, production, fracturing, and drilling, as shown in Fig. 1a, this number is expected to drop to under 50% for 2026 graduates. Fig. 1b reveals the accelerated trend of this transition, where only 65% of the publications generated from these departments in 2023 covered oil and gas topics. Under 60% of the 2024 and 2025 graduates who published in 2023 are building expertise in oil and gas research and development. The team collected data to study the trends over the past 10 years. It included over $137 million in external research funding and over 1,900 thesis/dissertations, in addition to over 1,100 publications in 2023. More details about these numbers can be found in SPE 220735. The trends in graduate training and research funding over the past 10 years are shown in Fig. 2, where the axis for graduate training is shifted by 3 years to account for the lag between the date funding was received and the graduation date for the students it supported. When looking at numbers rather than percentages (Fig. 3), oil and gas research funding to four of the major PE departments in the US dropped from $30 million in 2014 to under $10 million in 2023 as shown in Fig. 3a. Funding in these departments now hovers at around $20 million, where the gap was filled by transitioning to the study of sustainable geoenergy topics relating to carbon and hydrogen storage and the extraction of geothermal energy, as shown in Fig. 3b.

The Rutledge Prize 2024: For Graduate Students Giving Papers at the SCLA Conference

The Rutledge Prize 2024: For Graduate Students Giving Papers at the SCLA Conference

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.

Graduate Education in China Meets AI: Key Factors for Adopting AI-Generated Content Tools

Abstract Factors influencing Chinese graduate students’ adoption of AI-generated content (AIGC) tools are examined through partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA). The developed AIGCT-SI model incorporates key elements such as information accuracy, trust, and privacy concerns. PLS-SEM results indicate that performance expectancy, effort expectancy, facilitating conditions, and habit significantly impact students’ intentions, with trust acting as a key mediator, particularly for privacy concerns and social influence. FsQCA reveals seven configurations, demonstrating how combinations of performance expectancy, effort expectancy, and facilitating conditions drive adoption. A bidirectional relationship between privacy concerns and trust is observed, with trust mitigating privacy risks in several configurations. This integrative approach highlights the complex dynamics of AIGC tool adoption and provides strategic insights for their effective use in Chinese graduate education. As the findings are based on the Chinese context, further exploration in other educational settings is encouraged to validate their broader applicability.

Preface: 5th International Conference on Humanities, Arts, and Social Sciences (HASS 2024)

5th International Conference on Humanities, Arts, and Social Sciences (HASS 2024) was held from October 19-20, 2024 in New York, United States. The conference is co-organized by Guangzhou College of Commerce and Asian Union of Information Technology. This HASS welcomes the sociologists, artists, designers, humanists, educators, teachers, policy makers, scholars, and graduate students, etc. from different cultural backgrounds to present and discuss research, developments and innovations in all fields of Humanities, Arts, and Social Sciences. The aim of HASS 2024 is to provide a platform for sociologists, artists, designers, humanists, educators, teachers, policy makers, scholars, and graduate students, etc. from different cultural backgrounds to present and discuss research, developments and innovations in all fields of Humanities, Arts, and Social Sciences. It provides opportunities for the delegates to exchange new ideas and application experiences, to establish business or research relations and to find global partners for future collaboration. All papers were reviewed using a double-blind review process: authors declared their names and affiliations in the manuscript for the reviewers to see, but reviewers did not know each other’s identities, nor did the authors receive information about who had reviewed their manuscript. Many thanks go as well to all of the reviewers who helped us maintain the high quality of manuscripts. Lastly, sincere thanks to the members of the conference committees and organizing team for their hard work. HASS 2024 Organizing Committee

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.

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.

Development of Android-Based E-Learning Platform with RBL - STEM Approach to Improve Digital Literacy

The utilization of technology is very important in learning in today's digital era. A research-based learning approach that focuses on STEM disciplines is perfect for maximizing the use of technology. The purpose of this study was to determine the feasibility of android-based E-learning Platform with RBL-STEM approach in terms of content validity and construct validity, and android-based e-learning platform with RBL-STEM approach in terms of improving digital literacy skills of TEP graduate students. Development of Android-based E-Learning Platform with RBL - STEM Approach to Improve Digital Literacy of TEP Graduate Students Universitas PGRI Argopuro Jember using Research and Development (R&D) method with ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). The results of data analysis and discussion can be concluded that the Android-Based E-Learning Platform with the RBL - STEM Approach developed is declared to meet the eligibility requirements in terms of content validity and construct validity with a mode value (Mo) ≥ 4, and the Android-Based E-Learning Platform with the RBL - STEM Approach developed is declared effective in improving the Digital Literacy skills of TEP Postgraduate Students of Universitas PGRI Argopuro Jember with an N-Gain percentage of 15% in the medium category (0.30-0.70) and 85% in the high category (0.7-1). Thus, Android-Based E-Learning Platform with RBL - STEM Approach can be used to improve the Digital Literacy ability of TEP Graduate Students of Universitas PGRI Argopuro Jember

Academic Staff Perceptions on Graduate Students’ Attitudes towards Academic Writing and Research in Selected Public Universities in Uganda

The study aimed to find out academic staff perceptions of graduate students’ attitudes towards academic writing and research skills in selected Public Universities in Uganda. It employed a phenomenological design and a qualitative approach. Graduate students, academic staff, and academic administrative staff as the study population. Study participants depended on the saturation of the findings collected. These participants were selected using a purposive sampling technique. Data from academic administrative staff and academic staff were collected using an interview guide. A focus group discussion guide for graduate students was the second data collection tool. Data were analysed using the thematic data analysis technique. Results showed that academic staff perceptions of graduate students’ attitudes on academic writing and research skills were negative. Negative perceptions were recorded on the generation of research ideas, enthusiasm, text structure, formal academic language, paraphrasing, plagiarism, and making citations. The study concluded that the perceptions of academic staff on graduate students’ attitudes towards academic writing and research were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Thus, it was recommended that supervisors/mentors should be retooled in active research-based instructional supervision where they can be encouraged to work in groups, and initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating graduate students’ research projects

On the Application of Traditional Chinese Medicine Culture in Ideological and Political Education

Purpose: By analyzing the historical origin and value of Traditional Chinese medicine culture, the article studies the application of Traditional Chinese medicine culture in postgraduate students' ideological and political education, with a view to promoting the deeper inheritance and development of Traditional Chinese medicine culture. Methods: The article explains the importance and feasibility of Traditional Chinese medicine culture in postgraduate students' ideological and political education, and the difficulties in the application of ideological and political education, on the basis of which it proposes to improve the civic system of the course, improve the quality of professional teachers of Traditional Chinese medicine culture and civic teachers, and establish a collaborative educating mechanism with the help of the resource-sharing platform, so as to deepen the postgraduates' understanding of Traditional Chinese medicine culture in the ideological and political education course. Conclusion: Graduate students' ideological and political education courses provide a good platform for the dissemination and development of Traditional Chinese medicine culture, and the two are complementary to each other. By establishing classroom evaluation and incentive mechanisms, the substantive integration of both sides can be better promoted.

Reclaiming Social Justice

Abstract: A central tenet of the social work profession is its commitment to social justice. This commitment is outlined by the major governing bodies across social work education and practice, intra- and internationally. However, clinical social work has historically been influenced by the evidence-based movement and broadly adopted medicalized models of practice by focusing on treatment model adherence and symptom reduction. Consequently, clinical practitioners have been criticized for not adequately addressing systemic oppression and social injustices affecting vulnerable and historically marginalized populations. The absence of a social justice orientation to clinical practice not only lacks alignment with social work's core values but, in the current socio-political environment, may further perpetuate oppression. Clinical supervision, a staple in developing professional skills for graduate students and novice clinicians, offers an ideal pedagogical space for developing the cognitive, emotional, and behavioral skills and competencies needed to engage in social justice-focused practice. The aim of this article is to offer a supervisory framework, the Critical Relational Model (CRM), grounded in a metatheory that integrates principles from critical theory, critical pedagogy, and anti-oppressive and decolonizing frameworks, applied through a relational lens. A second aim is to demonstrate how the CRM can be immediately applied to practice with novice clinicians, graduate students, and any other clinical practitioner wishing to enhance their effectiveness and participation in creating a more equitable and just society for all.

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.

Use of ChatGPT and Generative AI in Higher Education: Opportunities, Obstacles and Impact on Student Performance

A generative form of Artificial Intelligence now pervades all domains. Artificial intelligence technologies, especially ChatGPT, are increasingly prevalent in a multiplicity of fields, especially in education. This study investigated the impact of generative AI usage on student outcomes, analyzed usage patterns of ChatGPT and highlighted the challenges and advantages of integrating ChatGPT in higher education. Employing the descriptive survey method, the study's sample comprised graduate and post graduate students from Govt. Sadiq College Women University Bahawalpur, totaling (354) participants. Data collected through self-structured, closed-ended questionnaire was analyzed using SPSS software. Descriptive statistics along with correlation analyses and one-way ANOVA were used to analyze the data. The findings indicated ChatGPT is used by 51% students regularly and perceived as an effective way to rapidly complete academic tasks, provide personalized tutoring and provide 24/7 accessibility and alternative strategies, by most participant but they believe that over reliance on ChatGPT, limits student’s exploration capabilities, critical thinking and academic honesty.

Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience.

Intraprofessional simulation and training in acute care nursing specialties can generate synergies that will promote safe, quality patient care. Implementation of multiple intraprofessional simulations across the life span allowed for sharing of faculty and simulation resources. Simulations encompassed both adult and pediatric patients and consisted of airway skills, point-of-care ultrasound, and a multi-skills day encompassing vascular access experiences, chest tube placement, and lumbar puncture. During 5 years, 235 graduate students across three advanced practice nursing specialties participated in the intraprofessional simulation. Learner feedback showed improved confidence, benefit to future practice, and improved clinical judgment via these intraprofessional simulations. Future development of standardized and validated assessments to evaluate each skill will provide quantitative metrics for each clinical skill set and patient population. Further, additional initiatives will include both continuing and expanding intraprofessional simulation offerings, as well as developing interprofessional simulations with physician assistant and perfusionist colleagues. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Factors Influencing Application of Mixed Research Designs Among Graduate Students: A Case Study of Master's Degree Students at The Institute of Accountancy Arusha, Dar Es Salaam Campus

This study evaluates the effectiveness of mixed research designs among master's degree students at the Institute of Accountancy Arusha. Using a sample of 150 questionnaire respondents and 30 interview respondents. Furthermore, a documentary review was conducted on 50 dissertations for students in the Master of Finance and Investment (2022/2023). Descriptive and content analysis were used during the analysis. The results show a notable deficiency in students' proficiency with mixed research designs. One of the biggest challenges that has to be addressed is the lack of resources and training. Furthermore, the findings revealed significant gaps in students' understanding and application of mixed methods, highlighting the need for enhanced training and support. The results indicate the need for more training and assistance since they show notable gaps in students' knowledge and use of mixed research designs. The Institute of Accountancy Arusha, Dar es Salaam Campus could take the following actions to encourage dissertation writers to employ mixed methodologies research designs; create thorough teaching modules about mixed methods research, improving access to resources, such as software and literature, to support students in their research. This could involve providing access to online databases and research software and incorporating more practical examples and hands-on workshops into the curriculum. This will help students to better understand how to apply mixed methods in their research.

Enhancing educational efficiency: Generative AI chatbots and DevOps in Education 4.0

AbstractThe emergence of new technologies has developed a new industrial need for engineering graduate students. This modern industry needs a modern educational framework to support further development. This research revolves around developing the learning methodological approach for university courses that aligns with Education 4.0 and can fulfill the essential knowledge requirements for future engineers in Industry 4.0. We used a constructive approach as a baseline methodology already proven in the field of engineering education. On the other hand, we modified this approach by implementing Industry 4.0 standards, such as Agile methodology, DevOps tools, and Artificial intelligence chatbots. In this way, we managed to establish one more step in the digital transformation of education as one of the paramount cornerstones of Industry 4.0. As a result, during the course, Agile methodology and DevOps tools created a learning environment very similar to the real software development environment in companies. The efficiency of the delivery of the learning material also increased by implementation and integration of AI chatbots. This was tracked by the number of projects developed during course implementation. The study showed that in the field of education, the implementation of novel approaches developed in the industry to increase efficiency can be implemented in the educational environment. It also showed that the implementation of those methodologies does not hinder but improves the efficiency of the educational cycle.

Time to act: Mental health and desired university supports among graduate students

ABSTRACT Research on university student well-being often fails to differentiate between graduate and undergraduate students or overlooks graduate students entirely. The different characteristics of graduate (vs. undergraduate) students may contribute to unique mental health needs in this population; hence research is needed to specifically address their psychological functioning. Thus, the goals of the present study were to report on: (1) the mental health profile of a large sample of Canadian graduate students; and (2) graduate students’ recommendations for what their university could do to improve their well-being. We used an online survey administered from September 2021 to October 2022. Participants included 648 graduate students from a university in Southwestern Ontario, Canada (response rate = 20.6%; M age = 27.9; 73.1% women; 65.1% White). We examined mental health variables and perceived university supportiveness; and conducted an inductive content analysis of recommendations to improve university-provided support. Graduate students reported alarming rates of ill-being across various domains. Advisor support was associated with better graduate student mental health across multiple indicators. Most frequently, graduate students requested increased financial support to improve well-being. Taken together, these results punctuate the need for action to support graduate students and provide suggestions for meaningful change.

School psychology graduate students' perspectives on multicultural training and program environment

AbstractSchool psychology training programs are vital to promoting culturally responsive and equity‐centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multicultural training in school psychology. A sample of 108 graduate students completed the Multicultural Environmental Inventory‐Revised and a training experiences questionnaire to explore their perspectives on the models and methods used for school psychology multicultural training, perceptions of their program's multicultural environment, and the extent to which these perceptions are associated with programs' multicultural training offerings. Results indicate that almost all participants reported that their programs provided multicultural training. However, there was limited discussion of diversity regarding age, gender identity, national origin, and religion, and of social justice topics. Additionally, there were differences in perceptions of multicultural program environment by race, sexual orientation, and political ideology. Findings of this study suggest that programs should emphasize social justice and skills‐based instruction and create program environments that support the development of cultural competence. Recommendations for enhancing multicultural training and creating inclusive program environments are provided.

How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation

ABSTRACT Academic institutions have implemented methods to enhance student engagement, increase satisfaction levels, and maximize the efficacy of the learning process. Gamification has been increasingly used in education to enhance the efficacy of student learning, in contrast to traditional teaching methods. This study quantitatively examines the impact of gamification on learning efficacy by assessing variables such as engagement, satisfaction, and intrinsic motivation based on data from 255 survey responses by undergraduate and graduate students enrolled in Vietnamese institutions. Participants had prior experience with gamified instructional methods. The findings indicate that individuals’ level of enjoyment and challenges impacted the effectiveness of their learning through the mediating processes of engagement, satisfaction, and intrinsic motivation. This study offers valuable insights for educational institutions, schools, teachers, and other scholars examining the impacts of intrinsic motivation, satisfaction, and engagement on learning effectiveness within the educational setting of gamification.

Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships.

The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022-2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.