Pursue Graduate Degrees Research Articles

Evolving into curriculum makers: the pivotal role of geography teachers as “boundary teachers”

This study explores how collaborative action research (CAR) can enhance high school geography teachers’ curriculum making capabilities and strengthen their status as “boundary workers.” The research team consisted of a graduate student pre-service geography teacher, a university theoretical mentor, and a high school practical mentor. The study lasted four months and employed a mixed-methods approach, utilizing four rounds of CAR to continuously reflect on and evaluate the effectiveness of boundary work-based high school geography curriculum making and its impact on enhancing pre-service teachers’ curriculum competency. Each CAR round focused on different aspects of curriculum making, such as designing problem situations, strengthening teacher-student interactions, creating localized curricula, and using interdisciplinary themes. The four CAR rounds collectively formed a “boundary work-based geography curriculum making model.” The research findings indicate that through sustained practice of this model, geography teachers, especially those pursuing graduate degrees, can effectively improve their curriculum leadership and become competent “boundary teachers.”

Learning Outcomes, Benefits, and Challenges of International Research Experiences for Students (IRES): An Exploratory Study of an IRES Program in China

Despite the increasing number of international programs targeting students’ learning of research and intercultural skills, there has been limited holistic investigation of students’ experiences employing both qualitative and quantitative methods. In this study, we incorporated several measures to explore students’ experiences in an International Research Experiences for Students (IRES) program, which benefited from the existing partnership between Virginia Tech in the U.S. and Shandong University in China. We examined students’ intercultural competence and interdisciplinary research skills and explored students’ stories of their lived experiences across three cohorts, each with five students, who completed the IRES program. Both open-ended survey responses and interview data demonstrate that the experience allowed students to learn skills involving the various tools, methods, and processes needed to conduct experiments and solve interdisciplinary problems. In particular, qualitative data further demonstrated the influence of the program on students’ desire to pursue graduate degrees and navigate the research process. While the behavioral dimension of cultural intelligence did not show a major improvement, student interviews suggested enhanced student abilities in interpersonal interactions, including non-verbal and verbal means for effective communication. We provide explanations for the differences between quantitative and qualitative results. Reflecting on the results, we elaborate on the importance of structural elements necessary for creating international experiences for students and the need to examine students' learning processes using different means of data collection.

Factors associated with mentoring and supervising US doctoral students with LD and/or ADHD

Purpose The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). While some research exists on the importance of doctoral advisor/advisee relationships generally, few studies have focused on advisor support for doctoral students with LD and/or ADHD. Design/methodology/approach In total, 20 doctoral students from various US institutions with an average age of 28 years old participated in this study. In all, 2 participants had a dual diagnosis of LD and ADHD, 3 were diagnosed solely with LD and 15 solely with ADHD; 15 of the participants with ADHD indicated that they take medication. Each graduate student participated in an hour-long semi-structured Zoom interview inquiring about their disability and their relationship with their advisor. Interviews were transcribed and analyzed inductively. Findings The relationship between the participant and their advisor was the key theory. In total, 6 participants disclosed their disability status to their advisor with positive results, 2 had negative outcomes and 12 did not disclose for various reasons. The overarching theme of the study is that advisors are supportive of doctoral students with LD and/or ADHD whether or not they know about the student’s disability. Support was seen in offering flexible and strict deadlines, advocating on the student’s behalf and/or forming personal relationships with students. Research limitations/implications One of the biggest challenges of this study was recruiting participants. Graduate students with LD and ADHD are justifiably afraid of facing discrimination; therefore, it was difficult to identify participants despite having IRB approval and placing a very high value on confidentiality. The sample was consequently limited in size as well as in terms of race and gender diversity and was not representative of students with LD and/or ADHD in higher education. Qualitative research is typically not generalizable and the same was true for this study. This study gives a broader glimpse into the experiences of doctoral students with ADHD than those with LD. Additionally, when one of the researchers began each interview, she revealed that she also has a learning disability. While this may have helped participants feel more comfortable, it also could have influenced their responses. Practical implications This study undertakes a more detailed investigation than previous research on the experiences of individuals with LD and/or ADHD in doctoral programs in the US. The findings provide current data on perceptions of advisor–advisee relationships in the students’ own voices. Social implications Given the emphasis on diversity, equity and inclusion initiatives in US higher education, students with LD and/or ADHD need to be actively engaged in these conversations. With increasing numbers of students with LD and ADHD entering higher education and pursuing graduate degrees, faculty must be prepared to support all their students. By assessing strategies for positive mentor–mentee relationships among doctoral students with LD and/or ADHD, institutions can continue to foster increased diversity, creating doctoral programs and developing future faculty who more accurately represent the world in which we live. Originality/value The population studied doctoral students with LD and/or ADHD in the USA adds to the literature. The findings in terms of disclosure as it relates to advisors also adds to the literature. Doctoral students in the USA are dropping out at high rates making this an area that needs exploration.

Paving the Path to Permanence: Filipino HEI Instructors’ Experience of Balancing Work and Studies in Pursuit of Permanent Teaching Positions

While the Commission on Higher Education of the Philippines mandates graduate degrees for college instructors, the lived experiences of these educators pursuing them amidst demanding schedules and unclear career goals remain under-researched. Hence, this study explored the lived experiences of SUC instructors pursuing graduate degrees as part of the minimum job requirement. Through online posting, a total of 12 participants were recruited from different state colleges and universities in the Philippines. Eight participants were interviewed in-depth, and the other 4 participants had focus group discussions. Themes emerged, focusing on challenges regarding time management issues, an overwhelming workload, and job security concerns. These challenges underscore the urgent need for interventions to support these educators. Regarding their coping mechanisms, they observed help-seeking behavior and strategic rest for well-being. As to their insights, institutional financial support transcends. Conclusively, the main essence of completing their graduate degree is to achieve knowledge to feel empowered and as a path to permanence. These themes highlight the need for a specific intervention addressing time management, career planning, help-seeking behavior, financial literacy, and motivation regulation.

Conceptualizing Professionalization for Black Social Work Students

ABSTRACT This paper presents a conceptual practice model for professionalization to serve Black students who are matriculating through social work programs, especially those who are novice or less experienced in the field. The model is informed by a review of literature that explores professionalization of Black students across disciplines including social work, as well as my empirical research with Black students (across the Black Diaspora) in a related field who were pursuing graduate degrees. It is also contextualized by the Council of Social Work Education’s Educational Policy and Accreditation Standards. I end the paper by making recommendations for utilizing the model in social work education, while uplifting best practices in Black-centered social work programs and practice models. This piece prioritizes Black students as its audience, to help (a) demystify professionalization for them and (b) explicitly identify actions they can take to personalize and pursue their own developmental processes.

Ina- Manggagawa- Mag-aaral: The Lived Experiences, Challenges, Coping and Aspirations of Working- Student- Mothers

Many individuals are pursuing graduate degrees while working and raising children. The aim of this study is to explore the lived experiences, challenges, coping, and aspirations of working-student- mothers who fulfill employment, academic, and family obligations. The mother's educational and work efforts provide the necessary information, needed skills, and a desirable attitude for a family's general well-being. The study intends explicitly to 1. explore the experiences and challenges faced by working student mothers. 2. Investigate their coping strategies and aspirations for managing different roles. 3. understand their current living situation. The participants consisted of twelve (12) mothers who had a minimum of two dependents, were enrolled in a master's degree program, and were employed in an organization. Participants were administered a brief demographic questionnaire and engaged in a semi-structured interview. This study utilized interpretative phenomenology analysis. The latest findings emphasize that participants shared their experience of navigating the complexities of managing coursework, jobs, and caregiving responsibilities, which led to feeling overwhelmed. The stress factor was primarily attributed to low income and inadequate childcare expenses. However, they employed effective coping strategies using work-life balance, such as social support and time management. Pursuing a master's degree encompassed the opportunity to enhance their abilities and expand their knowledge and earning potential. The study revealed that they exhibited strong motivation and perseverance, with solid career aspirations driving their academic and professional pursuits, benefiting themselves and their families.

Understanding the Unique Factors Affecting South Asian International (SAI) Student Transitions into PhD Programs in the US: An Interpretative Phenomenological Analysis

International students comprise over 50% of the graduate student population in the life sciences in the US, over 70% of whom are Asian. Research that aims to understand international students’ experiences has often treated Asian students as a monolith, discounting significant cultural and historical differences between regions in Asia that may affect students’ motivations for pursuing graduate degrees, their experiences in graduate school, and their identities as scientists in training. To begin to understand the experiences of SAI students as they transition to PhD programs in the sciences, we conducted an exploratory study in which we interviewed 10 SAI students and 12 US native students during the first six months of their doctoral programs. We performed a content analysis of the interview data with the aim of identifying factors that shaped students’ doctoral transitions. We then selected factors that were distinctive to SAI students. Finally, we carried out an interpretative phenomenological analysis to understand and describe the following factors that SAI students experienced as influencing their doctoral transitions: prior exposure to research; opportunities for networking; challenges with and affordances for acculturation; attitudes toward and understanding of mental health issues; financial affordances and constraints of pursuing a PhD, and barriers to communication. The results of this work have the potential to be useful to graduate programs seeking to ease SAI students’ transition to doctoral programs.

Neoliberal humanitarianism: Contradictory policy logics and Syrian refugee experiences in Japan

Abstract Since the 2011 beginning of the Syrian uprising, more than 800 Syrians have become registered residents of Japan. Japan is an unusual destination for these refugees due not only to its geographical and cultural distance from the Middle East and lack of Arab diasporic communities, but also to what we call neoliberal humanitarianism: an approach by which states adopt policies and programmes to reduce refugees’ suffering while also regarding refugees as potentially profitable workers responsible for their own economic survival and social integration. In Japan’s case, the driver of neoliberal humanitarianism is its interest in keeping par with G7 peers in ‘doing something’ in the face of a global ‘refugee crisis’ on the one hand, and its lack of political or social will to receive refugees, on the other. The contradictions inherent in these imperatives come to the fore in the ‘Japanese Initiative for the future of Syrian Refugees’ (JISR), which invites Syrian refugees to pursue graduate degrees at Japanese universities. Japan officially presents JISR participants as refugees, but legally regards them as students, provides limited financial support, and encourages them not to apply for asylum. This article investigates JISR as a case study of neoliberal humanitarianism and examines its contradictory logics and consequences, from the perspective of refugees’ experiences. Qualitative analysis of twenty-one original interviews shows that, though Syrians often choose Japan in search of stability after years of precarity in countries on Syria’s borders, neoliberal humanitarianism in this unusual destination generates a new chapter of uncertainty and disappointment.

Faculty matter: development of faculty diversity climate and its relation to graduate student intent to stay

ABSTRACT This study sought to advance our understanding of the nexus between policy and ambient discrimination experiences of faculty and the intention to stay among graduate students. To accomplish this, we built on theory and research in higher education by leveraging models from the strategic human resource management (HRM) literature. In doing so, we advanced a novel theoretical model relating faculty perceptions of traditional HRM policies and ambient discrimination to department-level shared perceptions of diversity climate. We further theorized how that shared diversity climate relates to evaluations of graduate students’ general campus climate and their intent to stay. We tested this model using a unique multisource, multilevel dataset comprised of 266 university faculty and 569 students who were pursuing graduate degrees across 28 departments at a midsized university located in the Midwest. The results supported the hypothesized model and established the important relationship between the diversity-related work environment experienced by faculty and the experiences and highly consequential outcomes for students and higher education. By bridging the gap between faculty work experiences and student perceptions and retention this study provides both new theoretical insights and important practical suggestions.

Writing experiences of neurodiverse students in graduate STEM programs

BackgroundDespite efforts to increase the participation of marginalized students, neurodivergent students remain underrepresented in graduate STEM programs. Prior research shows that these students often experience challenges related to key aspects of writing. The objective of this qualitative study is to deepen understanding of the writing experiences, strengths, and challenges of neurodivergent students pursuing graduate degrees in STEM fields. In this analysis, we consider the factors that influence the writing-specific challenges faced by neurodivergent students in graduate STEM programs. This work also explores how neurodivergent students leverage strengths and strategies for success in graduate-level writing tasks.ResultsThis qualitative study draws on Social Cognitive Theory (SCT) to consider the ways cognitive, behavioral, and environmental factors impact writing experiences. We used thematic analysis of the transcripts from 13 focus groups and 1 interview to examine the writing experiences of 31 students who identify as neurodivergent in graduate STEM programs. The findings suggest that many writing challenges faced by neurodivergent graduate students are behaviors and beliefs that emerge in response to environmental factors such as the culture of STEM fields, prior experiences with writing assignments, anxiety driven by intensive feedback cycles, and perceived and experienced stigma. Study participants employed a range of collaborative and situational strategies to support and enhance their writing productivity.ConclusionThese findings may provide insight for current and future neurodivergent graduate students as they adjust to the intense writing demands of graduate degree programs and for graduate program administrators and faculty advisors as they consider new ways to support the academic success of neurodivergent graduate students.

Fellowship Winners Tackle Problems Spanning Computational Biology to Quantum Computing

Six recipients have received the ACM SIGHPC Computational and Data Science Fellowships for 2023. These highly competitive fellowships, funded exclusively by SIGHPC, are awarded after a rigorous merit-review and intended to increase the diversity of students pursuing graduate degrees in data science and computational science.

Retention and recruitment of minority students and faculty in public affairs and administration programs

ABSTRACT The need to improve diversity, equity, inclusion, and accessibility (DEIA) efforts has reached monumental heights in the past decade as a result of the Black Lives Matter movement and other DEIA efforts. This shift in thought has impacted recruitment and hiring practices in the public, private, and nonprofit sectors. For years, universities have tried a variety of mechanisms to increase the pool of minority applicants in PhD programs as well as the faculty ranks. However, many of these efforts have not been sustainable. In this article, we discuss the results from a survey of graduate-level public affairs programs to discern specific efforts to increase the number of minority students pursuing graduate degrees and subsequently the number of minority faculty. In addition, we completed an extant review of the literature to determine additional practices that have proven fruitful in other graduate programs.

Motivations for and outcomes of graduate education amongst dental hygienists: A pan-Canadian study.

Motivations and career outcomes of dental hygienists with baccalaureate degrees have been recently reported; however, few studies have explored Canadian dental hygienists pursuing graduate education. There is limited evidence to inform career outcomes and motivating factors for advanced education, limiting knowledge of how professional outcomes have evolved alongside advancements in graduate program offerings. This study focused on understanding motivating factors to pursue graduate education and the professional outcomes of dental hygienists with graduate degrees. This nested online anonymous survey was conducted between November and December 2021 with dental hygienists who graduated from one of four Canadian baccalaureate-level dental hygiene degree programs and had further indicated that they were pursuing or had obtained additional graduate-level education (n = 60). Participants were asked to report on any advanced graduate-level education. Open-ended questions on graduate degree education were analysed through thematic analysis. Motivations for pursuing graduate degrees were influenced by personal and professional preferences. Master's degree recipients cited expanded career opportunities, alternate interests, convenience, and dissatisfaction with/desire to leave clinical practice as major motivators. Doctoral degree holding dental hygienists identified expanded/alternate career opportunities as major motivation but also cited program convenience as an influencer. The availability of distance and flexible programming is a novel finding that positively influences the pursuit of advanced education. Dental hygienists are pursuing graduate education to expand their scope of knowledge and create new career opportunities. Graduate degree programs that accommodate work-life balance through flexible and online offerings are very attractive to dental hygienists.

Career mentorship of graduate students in public administration at the intersection of the relationship between students and faculty

ABSTRACTStudents pursue graduate degrees in public administration for many career-related reasons. Accordingly, graduate students have various career and professional development needs, some of which are fulfilled through career mentorship by faculty. This study examines career mentorship of graduate students in public administration from both the student and faculty mentor perspectives. Using qualitative data from in-depth, semi-structured interviews with public administration graduate students and faculty, we couple the different perspectives to develop an understanding of the core elements of career mentoring for graduate students. We also provide practical suggestions on how to ensure career mentorship is beneficial to graduate students in public administration programs.

The Juxtaposition of Graduate School and Parenthood: A Mother’s Perspective

WHILE MY RESEARCH IS MY PASSION AND CRITICALLY IMPORTANT TO ME, IT WILL ALWAYS COME SECOND TO MY FAMILY—WHICH IS THE ANTITHESIS OF THESE UNSPOKEN, ANTIQUATED ACADEMIC IDEOLOGIES. Graduate school is becoming increasingly accessible, with many programs being created to accommodate distance and online students or modified to support flexible timelines. As a mother of a young child, I don’t have the option of quitting my job to accept a lower-paying graduate assistantship. So, I join the ranks of many other parents—men and women alike—who are pursuing graduate degrees part-time while trying to balance their jobs, families, and homes. Our student experiences look vastly different than that of “traditional” graduate students. When socializing with other grad students, I am always met with shocked faces when I mention that I am married with a two-year-old. I have come to expect this reaction because the thought of trying to take care of a young child during one of the most stressful periods of your life seems insurmountable. Though this is nobody else’s fault, it always makes me feel out of place among my peers. But why? After all, most men and women are in grad school during their peak childbearing years, with the median age at receiving their doctorate being 31.3 and 31.8, respectively (NCSES 2020).

Creating Pathways for Nontraditional Graduate Students

As past and present nontraditional students, our group of authors experienced firsthand a range of hurdles in our pursuit of ocean science graduate studies. Some of us attended graduate school while working full time in our fields as a means to advance our careers. Others returned to graduate school to pursue a second career in a new field. Combining our experiences with broader demographic information (Wendler et al., 2010) led us to define nontraditional ocean science graduate students as any of the following: mid-career professionals pursuing graduate degrees for career advancement and those who are embarking on a second career, hold an undergraduate degree outside of STEM, are in their thirties or older, or are balancing school with work and/or family responsibilities. While we highlight these characteristics, we recognize that there are others who self-identify as nontraditional, such as those facing a serious medical condition or disability. We hope that by sharing ways to remove barriers to entry, retention, and advancement for nontraditional students, our field will become more inclusive, equitable, and diverse.

Seeing Infrastructure, Interrogating Infrastructure: Making explicit the implicit of LIS education and learning environments

Seeing Infrastructure, Interrogating Infrastructure: Making explicit the implicit of LIS education and learning environments

Student perceptions of faculty caring in online nursing education: A mixed-methods study

BackgroundAs the prevalence of online nursing education increased, so did the need for faculty to understand student perceptions of faculty behaviors that demonstrate caring and promote student success. Literature from both education and nursing journals supported this study. ObjectivesPrimary objectives were to identify how the value of caring is made visible in online learning, to understand how students prioritized faculty caring behaviors and to identify any significant differences in perceptions related to student demographics. A secondary objective was to provide professional development tools for faculty who teach nursing students in the online environment. DesignMixed methods. SettingA College of Nursing within a large public university in the Southeastern United States. ParticipantsOne hundred and forty-one (141) nursing students pursuing graduate degrees (MSN or DNP) participated in the student survey and 15 participated in the focus groups/interviews; 28 faculty members responded to the survey. MethodsA validated survey tool was used to identify how students prioritized faculty caring behaviors. Facilitator-led focus groups were used to gain additional insights. Faculty members were surveyed to compare faculty and student priorities. Descriptive and correlational analyses were performed. ResultsGraduate nursing students perceived a course that is well-designed, with clear instructions and communication, and a supportive environment, to be evidence of faculty caring. There were significant differences in student responses when analyzed by demographic characteristics such as gender and race. Student perceptions aligned with previous research on this topic; faculty and student perceptions differed in some areas. ConclusionQuantifying graduate student perceptions about faculty caring behaviors provided information that is used for faculty professional development. Further research is needed to explore perceptions of faculty caring in different student populations. Multi-site studies to explore race and gender differences in perception are also recommended.

Predictors of Persistence, Retention & Completion for First-Generation Graduate Students

Postsecondary education is still considered key for achieving upward mobility and economic success. While access to higher education has over the past three decades, students whose parents did not complete at least a bachelor’s degree continue to be at a distinct disadvantage. Given that most first-generation college students are from low-income and minority backgrounds, this population faces challenges distinct to them- 1) insufficient academic preparation, 2) inadequate financial resources, and 3) deficient support from family members and/or peers that attended college. Yet, while first-generation undergraduate students have been extensively studied with regard to their motivations, challenges, and unique needs for persistence, retention, and completion, their graduate counterparts have not. This mixed-methods study seeks to determine the motivations for pursuing graduate degrees by different populations, especially first￾generation graduate students, who are the first in their families to pursue graduate degrees, their perceptions of the value of education, necessary social networks of support, and additional support required for a non-traditional population that has often been out of college for over a decade.

A model for an undergraduate research experience program in quantitative sciences

We developed a summer research experience program within a freestanding comprehensive cancer center to cultivate undergraduate students with an interest in and an aptitude for quantitative sciences focused on oncology. This unconventional location for an undergraduate program is an ideal setting for interdisciplinary training in the intersection of oncology, statistics, and epidemiology. This paper describes the development and implementation of a hands-on research experience program in this unique environment. Core components of the program include faculty-mentored projects, instructional programs to improve research skills and domain knowledge, and professional development activities. We discuss key considerations such as effective partnership between research and administrative units, recruiting students, and identifying faculty mentors with quantitative projects. We describe evaluation approaches and discuss post-program outcomes and lessons learned. In its initial two years, the program successfully improved students’ perception of competence gained in research skills and statistical knowledge across several knowledge domains. The majority of students also went on to pursue graduate degrees in a quantitative field or work in oncology-centric academic research roles. Our research-based training model can be adapted by a variety of organizations motivated to develop a summer research experience program in quantitative sciences for undergraduate students.