Preparing Graduate Students Research Articles

Characteristics of Exemplary Programs in Preparing Graduate Assistants to Teach Economics

Recent research by Walstad and Becker (2010) and McCoy and Milkman (2010) indicate that the vast majority of economics graduate programs perform an inadequate job of training their Ph.D. students to teach. In this paper we report survey data from nine schools often identified as having exemplary programs in preparing graduate students to teach economics. The first part of the survey asked general questions concerning the forms of teacher training and preparation for doctoral economics students; specifically, what are they doing and how are they doing it? The second set of the questions asked whether or not certain topics are addressed during the training, whether there is direct supervision and/or evaluation of doctoral student teaching, and if there is an evaluation of the effectiveness of their teacher training programs. After summarizing the responses to the queries, we note that while successful programs do not adhere to a standard instructional format there is widespread agreement about the content the programs should provide.

The Devil in Mr. Smith: A Conversation with Jonathan Z. Smith

AbstractThis interview was recorded in November 2012 in Jonathan Z. Smith's Hyde Park graystone. Professor Smith offers insights into how he thinks about his classroom teaching and his students' learning through descriptions of various assignments and classroom activities he has developed over more than forty years of teaching. The discussion ranges broadly over such topics as: how students read, the failure to adequately prepare graduate students as teachers, students' faith commitments, the use of newspapers (and humor) in the classroom, and the role of definition, de‐familiarization, and critique of the study of religion in introductory classes. The discussion presents vivid glimpses into Jonathan Smith's teaching practice and his teaching persona, including the time a student brought a minister to class to do an exorcism because she thought he was the Devil.

Questions and answers with George H. Rieke

The veteran astronomer's latest book aims to prepare graduate students for a field whose practitioners are increasingly exploiting multiple bands of the electromagnetic spectrum.</xhtml:... The veteran astronomer's latest book aims to prepare graduate students for a field whose practitioners are increasingly exploiting multiple bands of the electromagnetic spectrum.</xhtml:...

Introduction: Austerity and the Alt-Ac

Introduction:Austerity and the Alt-Ac Veronica Austen (bio) and Clint Burnham (bio) This set of papers was developed in two Committee for Professional Concerns (cpc) sessions at the accute 2013 conference at the University of Victoria. Together, they offer an ungainly whole (or two halves that do not make a whole, as Adorno would say): on the one hand, the dire and less-dire job prospects both inside and outside the academy for our graduates; on the other hand, an analysis of how the politics of austerity have shaped that very academy. Marilyn Rose’s contribution helps to set the scene regarding the challenges and opportunities involved in developing professional skills training programs for our graduate students, programs that can promote a broad range of professional skills that will prepare students for possibilities “Beyond Academe.” Elizabeth Hodgson, Tiffany Potter, and Julie Walchli at University of British Columbia, for instance, outline one such strategy: a co-op program for PhD students. April McNeil similarly emphasizes the need to prepare graduate students for multiple possible career paths by arguing for the role career educators can play. Michael Lesiuk’s survey of the alt-ac literature (alt-ac equals alternatives to academic careers) is sobering, with the hopefulness of being drafted like a track star to a football team but also the reality of prospects of living on welfare while holding out for the mythic tenure-stream position. [End Page 1] The vexed question here, then, is the relationship between the abilities of institutions to train graduate students for the job market (a job market that is a dubious metaphor, if not outright myth, as Marc Bousquet argued ten years ago) and the conditions—austerity—under which these institutions now operate. Thus Heather Latimer takes issue with the very concepts of time and futurity that underwrite the ideologies of austerity, arguing that the hope for a good job in the future allows many of us to accept undesirable employment conditions in the present (short-term contracts, no support for research, no job security or benefits). If Latimer is inspired in part by the queer futurity of Lee Edelman’s No Future, Mervyn Nicholson’s critique is similarly positioned, arguing that the metaphor of austerity treats citizens (including students and academics) as children. Finally, Herb Wyile’s linking of austerity to the broader context of neoliberalism reminds us that the Thatcherite slogan “There is No Alternative” (tina) subvents much of university administrations’ Janus-faced protection of and gutting of traditional humanities programs. What our bringing together of these discussions of austerity and the alt-ac speaks to is the Catch-22 that humanities programs are currently facing. To embrace strategies for allowing our graduate students to pursue alt-ac paths may represent a positive step toward dealing realistically with our students’ dwindling chances of securing tenure-stream positions. Supporting our graduate students so that they can have many opportunities after graduation seems logically as if it could be a nicely positive evolution in our thinking about graduate programs. Not only does this shift in thinking suggest a means for promoting our students’ well-being and sense of fulfilment but also it can serve to justify the existence of graduate programs. If we can, by suggesting graduate programs lead to multiple career paths, bridge the assumed distance between academia and the so-called real world, then we may be better able to refute current waves of thought that stereotype academic pursuits as self-interested navel-gazing. In other words, by embracing the alt-ac, we may more firmly establish our relevance. And yet, jumping on the bandwagon of the alt-ac also could threaten to obscure the ever-increasing need to fight against the rhetoric of austerity that threatens the integrity, if not outright destruction, of our undergraduate and graduate programs. We can, and should, better train our graduate students for multiple postgraduation possibilities, but that does not mean that we should abandon the fight to see more possibilities for them within the professoriate. In the midst of an environment whereby budgets are informed by prioritization processes like that at the University of Guelph [End Page 2] where units like food services and residences...

Preparing the New Psychology Professoriate to Teach

The movement to prepare graduate students to teach is relatively new in the history of the academy. During the past several decades, many graduate departments of psychology, like many academic departments, have gone from providing essentially no training to graduate students to teach to developing extensive training programs consisting of course work and supervision of teaching activities. Although as a whole, graduate programs in psychology have made substantial progress in preparing its students for careers in teaching, there remains much to be done in further enhancing graduate students’ preparation for teaching. I discuss and provide recommendations for addressing several key issues that currently or in the future will impede the successful preparation of graduate students for teaching including the need for more research on preparatory practices, the need for more depth and consistency in these practices across graduate departments of psychology, the importance of maintaining the primary responsibility for preparing graduate students to teach within psychology departments, and the utility of having two or more faculty lead departmental preparatory teaching programs.

The attitudes of graduate healthcare students toward older adults, personal aging, health care reform, and interprofessional collaboration

Healthcare reform has led to an increased emphasis on interprofessional healthcare models for older adults. Unfortunately, best practice education that focuses on the interprofessional healthcare of the elderly does not yet exist. As a prelude to implementing interprofessional geriatric educational initiatives, we developed a survey to identify potential attitudinal differences among graduate healthcare students regarding personal aging, caring for older adults, healthcare reform and the role of the physician on the interprofessional team. We surveyed third-year medical students, nurse practitioner students and graduate social work students. Attitudes regarding personal aging were similar among the professions. Nurse practitioner and social work students had higher positive attitudes toward the care of older adults. Concerns about the impact of healthcare reform on quality and healthcare costs differed significantly. There was also a significant difference in attitudes concerning the role of the physician as the leader of the interprofessional team. These results provide insights into gerontologic-focused attitudes of graduate healthcare professional students. In an era of dramatic healthcare change, these findings will assist educators in the development and implementation of educational programs to prepare graduate students for the interprofessional care of elderly patients.

Planejamento, desenvolvimento e implantação do Programa Pró-Multiplicar da CAPES na UFMG: metodologia aplicada

Em 2010, a Universidade Federal de Minas Gerais (UFMG) aderiu ao programa Pró-Multiplicar da CAPES. O Programa visa a capacitar alunos bolsistas de doutorado/ mestrado da CAPES em instituições credenciadas pelo Portal, para atuarem como monitores e multiplicadores na divulgação e instrução sobre o uso do Portal de Periódicos, junto aos seus colegas de graduação e pós-graduação. Após o encerramento e avaliação das atividades do Pró-Multiplicar na UFMG, foram treinados, pelos instrutores da CAPES e das editoras presentes no Portal, 48 alunos multiplicadores e 17 bibliotecários, que deram suporte ao Programa. Por meio de uma metodologia criada e aplicada pela Coordenação do Programa na instituição, 43 alunos multiplicadores, por sua vez, realizaram 72 treinamentos para 293 alunos de graduação e pós-graduação. Considera-se, assim, ter alcançado, com sucesso, os objetivos pretendidos. Este artigo visa a compartilhar a metodologia desenvolvida, a experiência obtida na implantação do Programa na instituição e os demais resultados preliminares obtidos nos treinamento do programa Pró-Multiplicar da CAPES na UFMG. Com base nesta experiência, o artigo também oferece sugestões para o fortalecimento do Programa Pró-Multiplicar.

23. Teaching Experience Preferred?” Preparing Graduate Students for Teaching Opportunities Beyond North America

Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish &amp; Kaplan, 2008; Schonwetter, Taylor, &amp; Ellis, 2006). However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America? Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation. These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.

Preparing graduate students for graduate‐level study and research

PurposeThis paper aims to describe a graduate level course in information research for thesis‐based Master's degree students in the College of Agriculture, Food, and Environmental Sciences at California Polytechnic State University for which the College Librarian served as the instructor of record. It also seeks to report the results of research conducted to investigate the impact of the course and its effect on graduate student confidence and preparedness.Design/methodology/approachQuestionnaires were used to measure student perception of their confidence and preparedness for graduate study and research before and after completing a for‐credit course.FindingsStudents' self‐perceived levels of confidence and preparedness increased after taking the course. Most felt the course was useful and the content would help them to complete their theses more efficiently and effectively. The majority of students also completed the administrative tasks that are required for graduate‐level study.Originality/valueFor‐credit, course‐based information literacy instruction is common for undergraduates at institutions throughout the US, yet similar offerings for graduate students are rare. Graduate students have specific information needs that require a particular set of skills. A for‐credit course designed to meet the needs of graduate students is an effective way to prepare students. Research conducted in conjunction with the offering of this course examines the impact on graduate students' self‐perceived confidence and preparedness.

Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and diverse cultural backgrounds. Results indicated that over the course of training participants significantly increased their self-efficacy and effective teaching behaviours and decreased their public speaking apprehension. Although participants with varying levels of experience as well as participants with Canadian and international backgrounds benefited from the program, the results highlighted the need for additional teaching development opportunities for international graduate students.&#x0D;

Jumpstarting STEM Careers

A successful career in science, technology, engineering and mathematics (STEM) requires great education and research experiences as well as extensive training and preparation with dedicated mentors. Recent statistics show women received over 40% of all BA/BS degrees awarded by U.S. 4‐year colleges and universities in the life sciences and the proportion of women with doctorates has exceeded 40–60% in some fields. However, the proportion of women associate professors in the basic science departments of most universities is still below 30%, and the proportion with rank of full professor is only 20%. Therefore, the Central Arizona Chapter of the Association for Women in Science at ASU, in collaboration with colleagues from George Washington, Gallaudet and Ottawa Universities, has developed a program to help prepare graduate students, post docs and early faculty for careers in STEM. This NSF advance funded program tackles the problem of low career advancement of women and minorities by hosting career development seminars and workshops to provide training, mentoring and networking opportunities for graduate students and post docs. Such career training programs will help address the complex problem encountered by women and minorities and thus will aid in restoring a pipeline of diverse STEM professionals.

Using Standardized Patients to Strengthen Nurse Practitioner Competency in the Clinical Setting

This paper serves as the outline for a simulation that nurse educators can use to better prepare graduate students for the clinical setting and ensure the student's essential competencies prior to clinical practicum. Educators often struggle with whether nurse practitioner students are sufficiently prepared for their clinical practicum once they have successfully completed the didactic component of their coursework. This paper addresses the methods by which one institution uses standardized patients in a simulation laboratory to better prepare the graduate students for their first clinical practicum. The implications of using clinical simulation to enhance both student and faculty learning are addressed. Simulation done prior to a student's clinical practicum prepares the student for patient cases in the clinical setting. Clinical simulation can enhance the knowledge, skills, and attitudes that nurse practitioner students need in the clinical setting.

Challenges to Change

In implementing a university-wide programmatic innovation to prepare graduate students to become more effective instructors in their future careers as university educators, a faculty development center encountered various types of resistance, ranging from the structural to the cognitive to the affective. Elaborating upon models of organizational change, we discuss principles and strategies that we applied to address concerns, enlist support, and catalyze a significant structural change. Although the strategies are specific to our program, the lessons learned can be used by anyone trying to bring institutional changes to postsecondary education.

Providing Structure for Research Students Coming and Going

Providing Structure for Research Students Coming and Going

Preparing Graduate Students To Carry Out Their Roles and Responsibilities in a School-Based Setting

Today’s school-based speech-language pathologists (SLPs) serve children across a wide range of communicative disorders and perform duties in a variety of service delivery settings. Student learning outcomes in graduate communication sciences and disorders (CSD) preparation programs must reflect these expanding roles of SLPs as they prepare candidates for practice in the schools. Recognizing this challenge, a committee of SLPs in higher education created the University Outreach Committee (UOC) document. This document puts an ASHA practice policy into action by providing learning outcomes, formative assessments, and artifacts that university academic and clinical faculty can use to prepare graduate CSD students for work in schools.

Fostering excellence: development of a course to prepare graduate students for research on migration and health

Canada is an immigrant-receiving nation and many graduate students in nursing and other disciplines pursue immigrant health research. As these students often start with inadequate understanding of the policy, theoretical, and research contexts in which their work should be situated, we became concerned that the theses and dissertations were less sophisticated than were both possible and desirable. This led to development of a PhD-level course titled Migration and Health in the Canadian Context. In this study, we provide an analytic overview including course description, objectives, assignments, and specific class topics. Areas of focus include historical and theoretical considerations; determinants of immigrant health; refugee health; cultural competence and cultural safety; research challenges, approaches, and skills; policy-relevant research; and educational imperatives in the health and related disciplines. Salient research is introduced in each of these classes. While Canada is the main focus, comparative data are provided and there is relevance for nurse-researchers in other immigrant-receiving countries.

Faculty Professional Development and Student Learning: What is the Relationship?

Proposition: Educators improve their pedagogy through professional-development programs, and students learn more as a result. Doctoral programs vary widely in their preparation of graduate students...

Experiential Learning in Graduate Education: Development, Delivery, and Analysis of an Evidence-Based Intervention

Certain expectations are outlined for a young professional with a recently earned doctoral degree. In academia, it is anticipated that graduates will demonstrate the ability to obtain funding, actively engage in an interdisciplinary work environment, and value experiences with critical thinking and problem solving. This paper outlines a unique learning experience of five graduate research students who progressed from the initial stage of research question conceptualization to dissemination of research results. The process included a written research design proposal, grant review process, physical activity program development, intervention delivery, data analysis, and publication of findings. Challenges overcome by these young investigators throughout the research process (i.e. intervention recruitment, development and delivery) are included within the manuscript, as well as other important findings from this process evaluation. The first-hand account of their learning experiences demonstrates the value of promoting internal competition (i.e., within a department, college, university), while working as a collaborative research team to prepare graduate students for ‘real-world’ research and work-related scenarios. Graduate student faculty mentors should incorporate more opportunities for their students to glean research experience described here.

A Curriculum Development Simulation in a Graduate Program

To implement and evaluate a curriculum development seminar in which graduate students experienced circumstances that occur when faculty members develop and attempt to secure colleague approval for a curriculum. Learning activities for the graduate seminar included classroom lectures, active learning, and a group project in which simulated faculty committees created new curriculums for the pharmacy practice department's 3 research areas. Responses on pre- and post-seminar surveys indicated that graduate students' self-confidence in their ability to conduct key curriculum development activities increased (p < 0.05). In a post-seminar focus group, graduate students stated that they valued participating in the faculty simulation, learning about curriculum development and research programs other than their own, and collaborating with their peers. A curriculum development faculty simulation was an effective tool for preparing graduate students for curriculum development responsibilities and generated valuable documents that the department could use in the revision of the 3 pharmacy practice graduate school curricula.

Scripps classroom connection NSF Graduate STEM Fellows in K-12 education program

The scripps classroom connection (SCC) graduate STEM fellows in K-12 Education is a 5-yr program funded through NSF's Division of Graduate Education. The goal of this program is to prepare graduate students for professional and scientific careers for the 21st century. In addition to improving communication and presentation skills for the graduate fellows, the program brings authentic science into middle and high school classrooms of the San Diego Unified School District and creates an enduring set of lesson plans and activities based on the interdisciplinary science conducted at Scripps. One such lesson involves the introduction to ocean acoustics. An activity to accompany this lesson shows the difference in comparison of how sound travels in air and how sound travels in water. Students are able to understand that acoustic waves travel differently in different media.