Pursue Graduate Degrees Research Articles

COUNSELOR EDUCATION IN TECHNICOLOR: RECRUITING GRADUATE STUDENTS OF COLOR

The dearth of ethnic diversity in the counseling field requires increased attention to strategies for recruiting graduate students of color. A case study of graduate students of color was conducted to identify factors that encouraged and discouraged them from pursuing careers in counseling. The participants in this study indicated that diversifying the counseling field, exposure to helping professionals, location of the graduate program, lack of student diversity, and program admissions requirements influenced their decision to pursue graduate degrees in counseling. Based on the findings of this study, implications for recruiting graduate students of color into counselor education programs include the need for graduate programs to demonstrate a commitment to diversity, increased clarity in admissions requirements, and providing students with guidance through the admissions process.

Asian international graduate students’ extrinsic motivation to pursue degrees

The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students’ extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a) faculty influence, b) personal recognition, and c) utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.

The increasingly important role of science competency beliefs for science learning in girls

AbstractThe number of women studying STEM careers and pursuing graduate degrees has not changed in the last decade (National Student Clearinghouse Research Center, 2015; Science & Engineering Degree Attainment: 2004–2014). Most prior research to explain this problem has focused on the topics of identity, access, pedagogy, and choice (Brotman & Moore, 2008; Journal of Research in Science Teaching, 45, 971–1002). Additional research is needed on how internal and external factors interact with one another to demotivate girls and young women from pursuing science careers. Here, we show how girls’ competency beliefs are an essential foundation for science content learning during middle school and how these effects of competency beliefs are mediated by in and out‐of‐school factors. We recruited over 2,900 6th and 8th grade students from two different regions in the United States. At two different time points, students completed surveys asking about their stance toward science such as competency beliefs in science, willingness to engage in argumentation, and choice preferences toward optional science experiences. We also collected a reasoning ability measure, and pre‐ and post‐tests on science content knowledge. Moreover, students also reported on their cognitive behavioral engagement during a sampled science class on two separate occasions. Multiple regression and mediation analyses show that as boys grow older, their willingness to engage in argumentation and to participate in science experiences suppresses the role of competency beliefs on their learning science content. By contrast, as girls grew older, they showed an increasing need to have high competency beliefs to achieve strong content learning gains. Our results demonstrate that despite girls’ willingness to participate in scientific argumentation and to take part in science experiences, they probably do not receive enough support in their environment to access the benefits of these experiences, and hence they have a stronger need to have high competency beliefs in order to achieve significant growth in science learning. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:790–822, 2017

Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority-serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority-Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self-reflective process. As a result, while the program's graduates have traditionally pursued entry-level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post-graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority-serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long-standing under-representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017

Defining new aims for BME programs in Latin America: the case of UAM-Iztapalapa.

The need for upkeep and management of medical technology has fostered the creation of a large number of under graduate programs in the field of biomedical Engineering. In Latin America alone, there are over 85 programs dedicated to this. This contrasts with programs in other regions where most of the undergraduates continue on to pursue graduate degrees or work as research and development engineers in the biomedical industry. In this work we analyze the situation regarding curricular design in the 48 BME programs in Mexico and compare this to suggestions and classifications of programs according to needs and possibilities. We then focus on a particular institution, Universidad Autónoma Metropolitana and due to its characteristics and performance we propose that it should redefine its aims from the undergraduate program on, in order to not only generate research but also to provide a nurturing environment for a budding biomedical industry in Mexico.

Medical education resources initiative for teens program in baltimore: A model pipeline program built on four pillars.

Less than 6% of U.S. medical school applicants are African-American. The lack of diversity among physicians, by race as well as other measures, confers a negative impact on the American healthcare system because underrepresented minority (URM) physicians are more likely to practice in underserved communities and deliver more equitable, culturally competent care. MERIT (Medical Education Resources Initiative for Teens) is a nonprofit organization based in Baltimore, Maryland, USA. MERIT prepares URM high school students for health careers by providing a holistic support system for seven consecutive years. The program model, which utilizes weekly Saturday sessions, summer internships, and longitudinal mentoring, is built on four foundational pillars: (1) Ignite the Fire, (2) Illuminate the Path, (3) Create the Toolkit, and (4) Sustain the Desire. Since 2011, MERIT has supported 51 students in the Baltimore City Public School System. For the past two years, 100% (n = 14) of MERIT seniors enrolled in universities, compared to only 20.2% of Baltimore City students overall. While it is too early to know whether MERIT alumni will realize their goals of becoming healthcare professionals, they are currently excelling in universities and over 75% (n = 17) are still planning to pursue graduate degrees in health-related fields. After piloting an effective program model, MERIT now has three key priorities moving forward: (1) Creating a sustainable and thriving organization, (2) increasing the number of scholars the program supports in Baltimore, and (3) expanding MERIT to other cities.

Elective applied research course: A motivational approach to enhance learning

Nursing programs and educators have long recognized the need to prepare students for evidence based nursing practice, and for being well-informed about nursing research. Literature indicates course-based undergraduate research experiences are linked to pursuing graduate degrees, and/or continuing with research pursuits. There is limited published evidence on how nursing research should be taught. The objective of this study is to evaluate a novel course-based model -developed at our institution for integration of practical research in undergraduate years. This model was designed to help students appreciate the steps, and efforts involved in generating and completing research studies they are often required to critically analyze. We describe the model and report the results of a study designed to evaluate the elective course outcomes based on a 4-year experience. The study is composed of: a retrospective comparative analysis of final grades in relation to core research courses, a structured online survey to capture students’ perspectives and experiences and thematic analysis of course feedback. Results showed while there was no significant difference in the final courses’ grades of the two mandatory research courses between students who took the elective and those who did not, there were significant differences between the years and a trend towards a significant effect of the research course in one of the years. Survey data and thematic analysis document the course benefits and show 100% of students recommend the course. Examining education models such as this can support the evolving needs of nursing students and enhance the quality of nursing graduates.

Race, Class, Gender and Community College Persistence Among African American Women

This inquiry is an exploration of the educational trajectories of African American women community college students. We compare the persistence of African American women to African American men and to all women college students using the 1996/2001 Beginning Postsecondary Students Longitudinal Survey and the 1993/2003 Baccalaureate and Beyond Longitudinal Survey. We find that the propensity of African American women to enroll notwithstanding, African American women attending community colleges are less likely to graduate than their African American male peers and than their female peers. However, we also find that African American women who start at community colleges and complete a Bachelor degree are similar to African American men and all women who pursue graduate degrees. This implies that greater attention to the trajectories of African American women through the community college is warranted as the majority of those entering postsecondary education do so at the community college. Assisting these women in succeeding in community colleges and in transferring is critical because Bachelor degree attainment is key to ensuring equitable outcomes.

Classroom community and possible selves: implications for midcareer teacher seminars

Much research examines professional learning for pre-service and beginning teachers. However, in midcareer, teaching satisfaction and effectiveness are challenged by decreased recognition and support and increasing stressors including isolation, accountability demands, mentorship roles, and personal/family responsibilities. Often, midcareer teachers (MTs) pursue graduate degrees to advance skills, licenses held, and achieve recognition. This qualitative exploratory study examined classroom community (CC) development across three graduate seminars for MTs. Increased CC was connected to course structures and instructor actions which supported teachers’ reflection upon practice and envisioning of possible selves. Personal/family selves, teaching selves, and academic selves emerged. The model developed connects CC, motivators, and enacted classroom practices to each set of possible selves. Findings suggest increased attention to campus-based graduate seminars as avenues for the development of trust, open dialog, reflection, strategy building, and improved classroom practice among MTs.

Taiwan’s science miracle

In the past two decades, a flourishing economy and maturing infrastructure have Taiwanese physicists both staying home more and engaging internationally.

Transformative Reconciliation

Transformative Reconciliation

Online maintenance of life domains: Uses of social network sites during graduate education among the US and international students

Students who pursue graduate degrees often do so under the burden of great geographic displacement. This study takes a uses and gratifications approach to examining the usage of Social Networking Sites (SNS) by both American and international graduate students studying at an American university. Specifically, it examines how SNS are used in relationship maintenance with friends and family, news consumption from one’s home state or country, political expression, and social and political transition to one’s new home. Our findings suggest that geographic and physical displacements do not always influence students in maintaining relationships via social media.

Practical Approach to Molecular Biology (PAMB): Sequential Experiments to Teach Basic Laboratory Skills

Students pursuing graduate degrees in the biomedical sciences require specific laboratory skills. We designed a course to teach these skills, ensuring uniformity and faster adaption in their education.AimTo test whether the course improved the technical ability and theoretical knowledge of first‐year graduate students.MethodsThe experiments were done sequentially—the results of each experiment leading to the next—and supplemented with lectures. Students learned about working safely in a laboratory, preparing solutions, keeping a laboratory notebook, and preparing a laboratory report, among other things; journal club discussion sessions and presentations were also included.ResultsPre– and post– self‐evaluations showed that students felt that the course addressed various deficiencies and enhanced their skills, an assessment supported by the course coordinator and supporting personnel, all of whom observed and subsequently evaluated student performance.ConclusionsThe PAMB course provides us with a tool to help incoming students better adapt to the PhD program, thereby improving the laboratory experience. This course generates data suitable for a written report, thus reinforcing presentation and scientific writing skills. We expect that this course will enhance the productivity and increase the success of the students in our PhD program. R25GM082406 & 5G12RR003050/8G12MD007579

Leading Contributors to the Research Consortium's Annual Program, 1992–2011: High-Visibility Institutions, Researchers, and Topics

Between 1992–2011, peer-reviewed research on the Research Consortium's annual program has been published in abstract form in the Research Quarterly for Exercise and Sport. On the basis of frequency, high-visibility institutions, researchers, and sub-disciplinary categories were identified. Data were extracted from each abstract (N = 5,587). On average, 279 (SD = 39) abstracts were published annually. The highest visibility institution was Texas A&M University, College Station; individual researcher, Weimo Zhu; and sub-disciplinary area, Pedagogy. Twelve of the top 20 institutions identified in this study took part in the most recent ranking of doctoral programs conducted by the National Academy of Kinesiology, with the Spearman's rho correlation being .66. These results may inform the Research Consortium's and the American Alliance for Health, Physical Education, Recreation and Dance's strategic planning efforts. Those interested in pursuing graduate degrees in the field and those who advise others about potential institutions and faculty mentors to study with may also benefit from this work. However, in doing so, a judicious interpretation of the results must be applied, as many factors should be considered when selecting a graduate program or mentor to study with, especially for those seeking research careers. Additional discussion points also emerged.

Report on the American Association of Medical Physics Undergraduate Fellowship Programs

The American Association of Physicists in Medicine (AAPM) sponsors two summer undergraduate research programs to attract top performing undergraduate students into graduate studies in medical physics: the Summer Undergraduate Fellowship Program (SUFP) and the Minority Undergraduate Summer Experience (MUSE). Undergraduate research experience (URE) is an effective tool to encourage students to pursue graduate degrees. The SUFP and MUSE are the only medical physics URE programs. From 2001 to 2012, 148 fellowships have been awarded and a total of $608,000 has been dispersed to fellows. This paper reports on the history, participation, and status of the programs. A review of surveys of past fellows is presented. Overall, the fellows and mentors are very satisfied with the program. The efficacy of the programs is assessed by four metrics: entry into a medical physics graduate program, board certification, publications, and AAPM involvement. Sixty‐five percent of past fellow respondents decided to pursue a graduate degree in medical physics as a result of their participation in the program. Seventy percent of respondents are currently involved in some educational or professional aspect of medical physics. Suggestions for future enhancements to better track and maintain contact with past fellows, expand funding sources, and potentially combine the programs are presented.PACS number: 01.10.Hx

Transitioning Challenges Faced by Chinese Graduate Students

This literature review examines transitioning challenges faced by Chinese international students who pursue graduate degrees in the United States. Based on existing research on adulthood in U.S. and Chinese contexts and the features of Chinese graduate students, Chinese adults, and international students as learners in Western countries, the examination includes the adult learning environment in American graduate education, the demographic features of Chinese international students who pursue graduate degrees in the United States, and the challenges they are confronted with inside and outside the classroom. The emphasis is given to two types of transitions experienced by Chinese graduate students in the United States: learning to live into adulthood and learning to learn in an adult learning setting. Findings of this literature review shed light on understanding Chinese graduate students as a particular group of learners, provide practical suggestions for practitioners in the United States and other Western countries who teach or mentor Chinese graduate students, and inform future research on Chinese international students.

The Role of Foreign-Educated Scholars in Turkey’s Higher Education System: A Narrative Study of Two English Language Teacher Educators

In recent decades, the Republic of Turkey has undertaken a program of reform aimed at modernizing its higher education system. This endeavor has included a comprehensive restructuring of the nation’s public universities. In order to meet the urgent need for highly qualified faculty members to staff its state-run higher education institutions, the Ministry of National Education (MoNE) has turned to a government-sponsored study abroad program through which competitively selected individuals receive funding to pursue graduate degrees at North American and European universities in exchange for service in the Turkish university system. However, due to significant non-return rates of sponsored students and a lack of transparency within the program, its goals have been closely scrutinized; amid these concerns, the contributions of those who do return appear in some cases to go unnoticed. Thus, in order to illuminate the experiences of returning scholars, this study explored the accounts of two English language teachers who received doctoral degrees from foreign institutions, then returned to Turkey to serve as teacher educators. Critical theory was utilized in order to investigate the oppressive power relationships inherent in the Turkish higher education system. The results revealed that as much as these foreign-educated scholars contributed to their respective universities, their ability to provide lasting benefits to Turkish education was minimized by the systemic and bureaucratic barriers they encountered; therefore, the higher education system was unable to achieve the desired goals of the study abroad program

Relationship between Power Distance and Autocratic-Democratic Tendencies.

This study aims to examine the relationship between power distance and autocratic and democratic tendencies. Participants in the study were research assistants pursuing graduate degrees in the Sciences and Social Sciences Institutes of Balikesir University and prospective teachers pursuing undergraduate teaching degrees at Necatibey Education Faculty of Balikesir University in 2009 to 2010 academic year; a total of 278 people. The study is designed quantitatively and the “power distance scale” and democratic tendencies scale were used for data collection. Findings of the study showed that both research assistants and prospective teachers have low power distance and autocratic tendency scores and high democratic tendency scores. In addition, a positive and significant relationship was found between power distance and autocratic tendency, and a negative and significant one between power distance and democratic tendency.

Want A Family‐Friendly Campus? Get Back to Basics

Want A Family‐Friendly Campus? Get Back to Basics

A 10‐Year Review of the Food Science Summer Scholars Program: A Model for Research Training and for Recruiting Undergraduate Students into Graduate Programs and Careers in Food Science

Abstract: A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program for undergraduate students with the goal of increasing the number of individuals enrolling in graduate programs in Food Science and entering careers in food science. In 2008, to explore expansion to other food science programs, the program also included 5 students placed at the Univ. of Massachusetts. Between 2000 and 2009, a total of 147 undergraduate students, representing a nationally and internationally diverse student body, have participated in the program. Sixty program participants have been recruited from nonfood science majors and 25 have been U.S. citizens representing traditionally underrepresented minorities. Forty‐five program alumni have completed graduate degrees with a food science or related major, and 56 alumni are currently pursuing graduate degrees in food science or related disciplines. Thirty program alumni are working in the food industry. The Food Science Summer Scholars Program at Cornell and the Univ. of Massachusetts has proved to be an effective program for recruiting students into graduate programs and careers in food science. Furthermore, the Summer Scholars Program at Cornell and the Univ. of Massachusetts serves as a model for the development of a cooperative multi‐institutional food science summer research program for undergraduates to further increase the supply of students for graduate study and careers in food science.