Science Graduate Students Research Articles

Barriers to Attracting and Retaining Female Construction Graduates into Academic Careers in Higher Education Institutions

Increasing women’s representation in male-dominated professions has become an unending debate due to different gender barriers across various sectors. This study examined the barriers to female construction graduates’ employment as construction faculty in Nigerian higher education institutions. This study developed a quantitative questionnaire to examine the barriers to female construction graduates entering academic careers using purposive sampling technique to identify Master of Science graduate students in higher education institutions in southwestern Nigeria. Three hundred copies of the questionnaire were administered to female construction graduate students, while two hundred and fifty-nine retrieved data were analysed. Firstly, data validity and reliability were determined using Cronbach’s alpha, the Kaiser–Meyer–Olkin (KMO) test, and Bartlett’s sphericity tests, followed by descriptive and exploratory factor analysis. The exploratory factor analysis clustered five factors of barriers to female graduate student recruitment as faculty in higher education institutions: gender profiling, academics competency requirements, non-prioritised support for female careers in academics, female enrolment, graduation, and job position difficulties and perceived difficulties in women’s recruitment, workload, and growth. The study recommends establishing grassroots female careers support, improving female enrolment and graduation rates, campaigning against gender profiling, and establishing career pathways in academics to improve gender inclusiveness in higher education institutions when recruiting female construction graduates as faculty.

Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students

English-as-a-second language (L2) graduate students often face challenges in developing academic writing skills, which can be exacerbated by a lack of timely support at institutional level. To help address this concern, an original set of online academic writing tutorials with a focus on the genre of Literature Review was designed by the authors to assist international graduate students enrolled in graduate programs in Canada. This paper introduces and compares multiple assessment tools employed in the online tutorial set for international English L2 graduate students. Our project pursues two major goals: First, to address the above-identified gap in Academic Writing support to English L2 graduate students with minimal costs and faculty involvement through designing the online tutorial set; second, to contribute to the research on e-learning of Academic English as a second language (ESL) writing in terms of developing integrated tools for online tutorial building, analysis of texts produced by learners, and assessment of learners’ writing progress. The research questions are: 1. What resources can be combined to develop an online tutorial set for graduate students at minimal costs? 2. How can the learners’ progress in academic ESL writing be assessed with different assessment tools? First, the paper describes the tools employed in the tutorial construction: MoodleCloud platform, H5P interactive e-book designed by the authors, surveys, and assessment tools. Second, we present and compare assessment tools employed to evaluate learners’ writing progress: Expert assessment with an analytic rubric, self-assessments of progress by the participants, and automated text analysis with corpus-based tools as reported in Li, Makarova, and Wang (2023). A comparison of the scores across the three assessment tools shows some discrepancies, which seems to suggest that combined tools yield a more comprehensive picture. The expert assessments and self-assessments demonstrate improvement in the writing quality over the course of the tutorial series, which are partially supported with the findings from corpus-based analysis of participants’ texts. The findings are of relevance to e-learning scholars, faculty, and administrators of English-medium universities with substantial intakes of international graduate students in Social Sciences and Education whose native languages are other than English.

Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership

PurposeHistorically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.Design/methodology/approachThe STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.FindingsThe SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.Originality/valueThe SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.

Evaluating the Effectiveness of VR Training for Crisis Communication Skills Development Among LIS Graduate Students

ABSTRACTThis research analyzes the results of a study that is part of a larger, interdisciplinary, and multi‐institutional project that examines the usability and effectiveness of virtual reality (VR) training for library and information science (LIS) graduate students and professionals in gaining skills for interacting effectively with patrons in crisis. This paper reports on key findings related to the effectiveness of VR training for teaching empathy, confidence, and de‐escalation skills for LIS graduate students. The findings illustrate that VR has the potential to impact LIS graduate education by reaching a wider audience that introduces training in low‐stakes, immersive environments and that does not pose harm to patrons in crisis. This study also contributes innovative approaches that support training in skills including empathy, confidence, and de‐escalation.

A대학 이공계열 대학원생의 학습경험에 대한 인식과 실태 분석

Objectives In this study, we aimed to identify graduate students' learning experiences in graduate school, including their academic and social experiences, both quantitatively and qualitatively, and to draw implications for improving the quality of graduate education.
 Methods In order to comprehensively understand the learning experience of graduate students in science and engineering, sequential exploratory design method was conducted. First, after interviewing 11 graduate students at A University and the constant comparative method was applied. Second, based on the results, we conducted a survey of 153 students.
 Results First, the results of the interview analysis show that 'a. Deciding to go to graduate school and actively seeking information about graduate school, b. Graduate education emphasizing student-centered, problem-solving classes and research, c. Relationships for research-oriented advisors, peer learners, and professionals, and thirst, d. Growth moments’ were identified. Second, the analysis of the learning experiences revealed aboveaverage levels of higher-order learning experiences, but somewhat lower levels of collaborative learning experiences. More than 60% of students participated in 1-2 research projects as co-researchers or research assistants during the semester, and about 40% of students had written 1-2 papers. The perception of peer-to-peer interaction is above average, and relationships with advisors are relatively positive.
 Conclusions The graduate students are generally satisfied with their graduate school enrollment, major education, and relationships with advisors and fellow students. However, they felt somewhat lacking in-depth discussions with peers about the theories and techniques learned in classes, as well as collaborative learning experiences with individuals from other fields during class time. In order to provide education that aligns with the purpose of fostering advanced talents, it will be necessary to enhance the quality of education through a horizontal research lab culture and expanding experiences in interdisciplinary collaboration.

Empathy, Confidence, and De-Escalation

This research analyzes the results of a study that is part of a larger, interdisciplinary, and multi-institutional project that examines the usability and effectiveness of VR training for library and information science (LIS) graduate students and professionals in gaining skills for interacting effectively with patrons in crisis. This paper reports on the findings related to the effectiveness of VR training for teaching empathy, confidence, and de-escalation skills for LIS graduate students. The findings illustrate that VR has the potential to impact LIS graduate education by reaching a wider audience that introduces training in low-stakes, immersive environments and that does not pose harm to patrons in crisis. This study also contributes innovative approaches that support training in skills including empathy, confidence, and de-escalation.

National Survey to Assess Pharmaceutical Sciences Graduate Students’ Professional Development Needs

National Survey to Assess Pharmaceutical Sciences Graduate Students’ Professional Development Needs

What are the factors affecting the participation of postgraduate students in research processes? From motivational variables to demographic variables

PurposeThis study aims to investigate the factors affecting the motivation of graduate students of information science in scientific and research activities and science production. This research is applied in terms of purpose and descriptive in terms of type and method.Design/methodology/approachThe study's statistical population includes all postgraduate information science students studying in public universities. The random sampling method was simple. The data collection tool was a questionnaire. Descriptive statistics and one-sample t-test, independent t-test, and ANOVA were used to analyze the collected data by SPSS software.FindingsFindings showed that all the main variables (internal motivations, external motivations, self-empowerment, and intellectual and specialized interactions) affect the participation of postgraduate students in research and scientific activities. Among the identified components, the creation of opportunities, research facilities, innovation, and formal relations between students and professors, has the most significant impact on students' motivation to participate in scientific and research activities and science production. There was no significant difference between education and age. From the results obtained from the present study, it can be said that the above variables, which were divided into four categories, with the intensity of the participation of graduate students of universities that in the present study examined the field of librarianship and information, with power and Or weakness are influential. This means that the students at the beginning of the research path, in other words, will be future researchers, should be constantly monitored as a source in the production of science.Originality/valueThis research is one of the few types of research that examines the influential variables in increasing the motivation to participate in the study, considering the population of postgraduate students of universities and scientific institutions as drivers of science production.

Reflections on Teaching Quantitative Methods in Arabic to Graduate Students from the mena Region

Abstract Despite a growing reliance on quantitative methods in the study of mena politics globally, political scientists from the region have broadly resisted such trends. While mena scholars should not be beholden to methodological trends in other regions, there is a need to provide students with an interest in quantitative methods opportunities to receive such training in Arabic. The Summer School for Quantitative Methods was a virtual five-day program offered by the Arab Political Science Network (apsn) and the Doha Institute for Graduate Studies from May 29 to June 2, 2022. The primary aim of ssqm was to address the gap noted above and introduce political science graduate students from the Arabic-speaking world to quantitative empirical analysis. The program accomplished its immediate goals, and the application process showed a significant demand for training in quantitative methods in the region, yet future projects should take into consideration the considerable challenges we faced.

Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

BackgroundDepression is one of the top mental health concerns among biology graduate students and has contributed to the “graduate student mental health crisis” declared in 2018. Several prominent science outlets have called for interventions to improve graduate student mental health, yet it is unclear to what extent graduate students with depression discuss their mental health with others in their Ph.D. programs. While sharing one’s depression may be an integral step to seeking mental health support during graduate school, depression is considered to be a concealable stigmatized identity (CSI) and revealing one’s depression could result in loss of status or discrimination. As such, face negotiation theory, which describes a set of communicative behaviors that individuals use to regulate their social dignity, may help identify what factors influence graduate students’ decisions about whether to reveal their depression in graduate school. In this study, we interviewed 50 Ph.D. students with depression enrolled across 28 life sciences graduate programs across the United States. We examined (1) to what extent graduate students revealed their depression to faculty advisors, graduate students, and undergraduates in their research lab, (2) the reasons why they revealed or concealed their depression, and (3) the consequences and benefits they perceive are associated with revealing depression. We used a hybrid approach of deductive and inductive coding to analyze our data.ResultsMore than half (58%) of Ph.D. students revealed their depression to at least one faculty advisor, while 74% revealed to at least one graduate student. However, only 37% of graduate students revealed their depression to at least one undergraduate researcher. Graduate students’ decisions to reveal their depression to their peers were driven by positive mutual relationships, while their decisions to reveal to faculty were often based on maintaining dignity by performing preventative or corrective facework. Conversely, graduates performed supportive facework when interacting with undergraduate researchers by revealing their depression as a way to destigmatize struggling with mental health.ConclusionsLife sciences graduate students most commonly revealed their depression to other graduate students, and over half reported discussing depression with their faculty advisor. However, graduate students were reluctant to share their depression with undergraduate researchers. Power dynamics between graduate students and their advisors, their peers, and their undergraduate mentees influenced the reasons they chose to reveal or conceal their depression in each situation. This study provides insights into how to create more inclusive life science graduate programs where students can feel more comfortable discussing their mental health.

International Research Experiences and Global Competency Development for Graduate Students in Engineering and Science

Challenges from globalization, population growth, and climate change require science, technology, and engineering (STEM) professionals to have global competency. However, the impact of international experiences on STEM students’ development of these abilities has not been well studied. We assessed the effects of international research experiences in Latin America and the Caribbean (LAC) and Europe on the development of global competency for STEM graduate students from the United States. Research placements in LAC were generally field-based, involving interactions with community members, while placements in Europe were mostly lab-based. Surveys and interviews with participants before and after their trips revealed increases in intercultural abilities for students from all groups. Students who traveled to LAC had higher intercultural abilities before the trip but experienced smaller gains than their counterparts who traveled to Europe. Despite the value in community-based activities for students outside of university settings, more effort is needed to eliminate students’ barriers to understanding communication styles in their host communities.

Prioritization of the concepts and skills in quantitative education for graduate students in biomedical science.

Substantial guidance is available on undergraduate quantitative training for biologists, including reports focused on biomedical science. Far less attention has been paid to the graduate curriculum and the particular challenges of the diversity of specialization within the life sciences. We propose an innovative approach to quantitative education that goes beyond recommendations of a course or set of courses or activities, derived from analysis of the expectations for students in particular programs. Due to the plethora of quantitative methods, it is infeasible to expect that biomedical PhD students can be exposed to more than a minority of the quantitative concepts and techniques employed in modern biology. We collected key recent papers suggested by the faculty in biomedical science programs, chosen to include important scientific contributions that the faculty consider appropriate for all students in the program to be able to read with confidence. The quantitative concepts and methods inherent in these papers were then analyzed and categorized to provide a rational basis for prioritization of those concepts to be emphasized in the education program. This novel approach to prioritization of quantitative skills and concepts provides an effective method to drive curricular focus based upon program-specific faculty input for science programs of all types. The results of our particular application to biomedical science training highlight the disconnect between typical undergraduate quantitative education for life science students, focused on continuous mathematics, and the concepts and skills in graphics, statistics, and discrete mathematics that arise from priorities established by biomedical science faculty. There was little reference in the key recent papers chosen by faculty to classic mathematical areas such as calculus which make up a large component of the formal undergraduate mathematics training of graduate students in biomedical areas.

A pilot study on social science graduate students' data core competency

In the field of research, teaching graduate students how to manage data on a regular basis is becoming increasingly crucial. However, there is a lack of adequate evidence in the literature to determine the necessity of Research Data Management (RDM) training from the perspectives of social science student researchers. To address this gap, a pilot study was conducted to develop a data core competency measure to gauge the perceived importance of data competency among social science graduate students and assess their data core competency. Forty graduate students in a college of education at an US research university filled out a researcher-designed data core competency survey. This pilot study found that graduate students in the social sciences do not generally appreciate RDM. Consequently, the results underscore the need to foster an environment in graduate social science programs that value RDM best practices. The study suggested that future studies build on the preliminary findings by developing standardized data core competency measures.

Science Communication That Goes Beyond Words

Earth science graduate students and scientific illustration undergraduates teamed up to create accessible, engaging visualizations of research that transcend limitations of using language alone.

The Realities Facing Graduate Students: Before, During, and After the 2020 COVID-19 Pandemic

ABSTRACT Committees from the American Political Science Association (APSA) on the status of graduate students in political science conducted digital surveys in 2018, 2020, and 2022. Distributed using listservs from APSA, the surveys asked about a range of realities facing graduate students including employment opportunities, industry or academic support, and overall well-being. Analysis of the data pre-, during-, and post-pandemic revealed high anxiety in 2018 as part of students’ experience looking for jobs. By 2020 and 2022, anxiety worsened, such that the well-being of graduate students in political science should be addressed. We recommend a change in the structure of graduate academic programs to include stronger institutional support and an emphasis on alternative paths for work that does not entail teaching at an academic institution.

Information Seeking Behavior among Post Graduate Science Students of KVNN, Arts, Commerce and Science College Nasik, Maharashtra

The aim of this study is to reveal the information seeking behavior of post graduate students. A well framed questionnaire was used for data collection to accomplish the objectives. The finding revealed that the majority of the students use the information resource for study and research purposes. The study recommended orientation programmes for PG students to make awareness of e-resource and better utilization of the library services.

How teaching experience and physics and mathematics content knowledge impact professional noticing skills of STEM graduate students

AbstractThe framework of professional noticing describes three components (attending, interpreting, and deciding) that allow teachers to better understand the thinking of their students. Via this method, teachers attend to their classroom by observing relevant cues from students, interpret these cues based on their knowledge of student development, and decide how best to proceed in their lesson. This study utilized an open‐response survey to collect data regarding the professional noticing skills, physics and mathematics content knowledge, and teaching experience of Science, Technology, Engineering, and Mathematics graduate students. Participants were given a physics and calculus problem to solve to assess their level of content knowledge and then watched a video‐based scenario of a teacher and student discussing the same problems. After, participants were prompted to answer questions corresponding with the attending, interpreting, and deciding components of professional noticing. We found significant results that suggest teaching experience alone is not enough to employ professional noticing skills when attending physics scenarios, and that possessing content knowledge has a positive impact on professional noticing ability, both overall and within the components.

Is Graduate School Worth It? Harassment and Graduate-Student Satisfaction in Political Science

ABSTRACT This article investigates the dynamics of discrimination in political science PhD programs with a survey of current political science graduate students in the top 50 departments. The study focuses on mentorship, funding, sexual harassment, racism, homophobia, and labor exploitation: 20% of respondents reported labor exploitation, 19% experienced racial discrimination, 9% reported sexual harassment, and 6% experienced homophobia. Discrimination is uneven across individuals; some groups of graduate students experience widespread discrimination, especially racial discrimination, whereas other groups are largely unaware of these issues. We conducted a survey experiment to gauge the impact of misconduct on formal reporting mechanisms and find that hearing about racial discrimination has a chilling effect on reporting. We find that experiencing discrimination harms how satisfied students are in their program. We find that factors linked to student vulnerability, such as international status and funding, are significantly associated with harassment and that reporting discrimination predicts more discrimination.

Increasing equitable access to graduate education through competitive hiring in the life sciences

AbstractMany professions necessitate a graduate‐level education, and research conducted by graduate students is integral in many fields, particularly those in the life science programs like ecology and environmental sciences. However, practices for recruiting and selecting graduate students are inconsistent among and within institutions. Although some institutions, departments, or faculty members hire graduate students through open and competitive graduate student hiring processes, graduates are frequently selected through inconsistent processes that limit the pool of applicants and do not maximize the potential for increasing workforce diversity. Here, we review and evaluate six approaches to graduate recruitment processes common in ecology and environmental science degree programs in the US to determine which approaches, or combinations of approaches, could increase equity in career development opportunities, promote workforce diversity, and provide clear justifications to funding bodies. We compiled our list of recruitment methods through informal interviews with recruiters, administrators, faculty, and graduate students in ecology, natural resources, and environmental sciences. We determined that three of the six approaches examined were most effective in supporting equitable graduate student hiring practices, and three were not. While life science fields were the primary focus of this review, our approach to evaluating graduate recruitment methods is widely applicable across disciplines where graduate students conduct research.Practical Takeaways There are six main ways graduate students are recruited in the life sciences: competitive recruitment, candidate pool, student‐driven, contact applicants, current employees, and preselected candidates. Three of the common recruitment methods for graduate students are more competitive (e.g., publicly announced, with clear instructions, a review committee or panel). Open and competitive graduate student hiring processes could increase equity in career development opportunities and promote workforce diversity.

Review of true tales of medical physics: Insights into a life‐saving specialty, edited by Jacob Van Dyk

Review of true tales of medical physics: Insights into a life‐saving specialty, edited by Jacob Van Dyk