Graduate Training Research Articles

Prediction of the Number of Graduates Absorption by the Field of Expertise

The study program accreditation process also includes reporting forms filled in with the number of graduates working according to their field of expertise. A low conformity rate will indicate a lack of training and skills for graduates. If the conformity rate is high, it will affect the results of accreditation to increase and make the level of public trust in the study program higher, as well as from the perspective of graduate staff users. The study program needs to know the data of its graduates earlier as a step to increase the compatibility rate of the field of work with the field of lectures for its graduates. These problems can be minimized by carrying out a prediction process on the suitability of graduate fields. The variable used to predict is a data series of the number of graduates working in the right field over a certain period of time. The use of linear regression for predictions in the case of determining the exact field really helps make it easier for study programs to help predict the number of students who graduate by working in the right field. This study uses a linear regression method.

STRUCTURAL-SUBSTANTIVE MODEL OF FORMATION OF PEDAGOGICAL CREATIVITY OF FUTURE TEACHERS OF COMPUTER SCIENCE

Socio-economic development in society reflects the high demand for a creative person who can successfully solve problems and change their behavior. Modern conditions increase the need for active, business-minded, creative professionals who are able to move forward and solve various problems on their own in non-standard situations. To be confident in the face of constant change, a future computer science teacher must activate his or her creativity and help students discover their potential and focus on solving the problem. The social demand for education is determined by the needs of the state, society and social groups. In this regard, the social order for creative people capable of creativity, striving for innovation and scientific achievements, non-standard, original thinking makes the issue of formation of pedagogical creativity of future computer science teachers relevant. The purpose of the structural and content model of the formation of pedagogical creativity of future teachers of computer science is to form their ability to pedagogical creativity: the student's understanding of the meaning and content of pedagogical creativity; aspiration of the student to the formation of pedagogical creativity. Creativity and innovation are an integral part of the learning process and the basis of all disciplines. They are an important aspect of how to teach in the process. In addition, creativity and innovation are crucial for teachers who are improving their professional skills. In terms of creativity, teachers play an important and key role in universities, as they provide organizational support for innovation and creativity in the teaching process. The high level of creativity of teachers contributes to the development of students - to increase their competence and demand in the labor market. However, if there is a big difference between the high level of creativity of the teacher and the low level of perception of students, the high creativity of the teacher has a negative impact. In addition, factors that may have a negative impact are: irrationalism on one or both sides; lack of constructivism, low level of communication skills of the teacher; lack of feedback in the learning process, etc. The considered world trends in the development of education are general. In addition, there are new trends in the development of different types and levels of education, depending on their goals, characteristics, the nature of implementation and the new social requirements for the level of training of relevant graduates.

DIGITALIZATION OF LEGAL EDUCATION: COMPETENCIES, STANDARDS, EMPLOYERS' REQUESTS

The article is devoted to current issues of digitalization of legal education. Today, big changes are taking place aimed at modernizing the training of graduates in demand in society. Digitalization processes have a serious impact on the development of professions. Now new tools and technologies have appeared, but the key role of humans in personnel training is not denied. The article raises the question of the problems of digitalization of legal education, which, according to the authors, should take into account the characteristics of the legal profession as a profession of a socionomic type. When preparing a future lawyer, the authors believe, a reasonable compromise between digital and traditional technologies will make him competitive in the labor market. The article uses methods of collecting information, its transmission and exchange, as well as methods of comparative analysis and evaluation. The purpose of the article is to study the process of the influence of digital technologies on the training of lawyers and to identify modern approaches to training, developing competencies and obtaining the necessary skills to increase the competitiveness of graduates in the labor market.

Praxiological Skills of Students-Economists: Essence and Criterial Characteristics

Within the framework of this article, some aspects were revealed that regulate the quality of professional training of graduates of a modern university. The modern economy is characterized by uncertainty, dynamism and increased risk, which increases the demand for qualified economists who can meet the real demands of the economic market. The timing of the implementation of important economic programs, the implementation of the plans, the optimality of the decisions made, the effectiveness of economic activity largely depend on the level of professional competence of an economist. The authors of this work noted the currently existing moments of discrepancy between the level of a modern graduate and the requirements imposed on him at the beginning of his professional practice. All this indicates the relevance of the development of the graduate’s praxeological skills, which allow, during professional activities, to quickly and efficiently respond to emerging non-standard and problematic tasks of professional activity. Considering the features of the professional training of students - future economists, it should be noted that the success of the implementation of economic programs, national economic plans and other economic objects - all this is most directly related to the professional activities and competence of economists. The current educational standards in the field of higher education in practice are not able to guarantee the required level of professional training of a modern economist. The analysis of educational programs, practice programs and scientific literature on the issues under consideration showed that at present there are no control and measuring tools that allow working with the criteria for the formation of praxeological skills and knowledge of students. The combination of these circumstances determined the main objectives of this article.

How do digital platforms affect employment and job search? Evidence from India

We use a randomized control trial to evaluate whether digital platforms improve employment outcomes among vocational training graduates in India. We uploaded a random subset of graduates to a digital platform, and assigned some to receive many text messages about job opportunities. We find evidence of voluntary unemployment: graduates respond to platform access by increasing their reservation wages, and by working significantly less. As good job offers fail to materialize on the platform, some graduates adjust their expectations downwards and resume working. These findings suggest that youth’s beliefs about the effectiveness of matching interventions may reduce their potential impacts on employment.

Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Other Related Identities Content in Australian Physical Therapy Curricula: Perceived Barriers and Priorities for Inclusive Education.

Providing culturally responsive, patient-centered care is crucial for ensuring safe and positive health care experiences for individuals with diverse gender identities and sexual orientations. Doing so requires adequate training and knowledge of the health professionals involved in those health care experiences. Individuals identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other related identities (LGBTQIA+) experience significant barriers to health and positive health care experiences. In physical therapy, research has identified that individuals who identify as LGBTQIA+ experience discrimination, discomfort, and lack of practitioner knowledge about health needs. The aim of this study was to determine how, and to what extent, content related to LGBTQIA+ individuals is included in Australian physical therapy curricula as well as perceived barriers to inclusion. Physical therapy program directors (PDs) as of January 2022 for all Australian universities that deliver physical therapy programs (n = 24). A Qualtrics survey was emailed to PDs to collect quantitative and qualitative data regarding the inclusion and mode of delivery of LGBTQIA+ content, as well as the perceived importance, and barriers to inclusion, of LGBTQIA+ curricula. Twenty-four (100%) universities (PD or proxy) responded to the survey. More than 62% (15/24) of PDs reported that their programs included LGBTQIA+ content with 88% (21/24), indicating that LGBTQIA+ content is relevant to the physical therapy curriculum. Time devoted to LGBTQIA+ content ranged from 0 to 6 (median 2-4) hours across any year, delivered primarily in general or foundational courses (37%). Perceived lack of trained faculty (14/22; 64%) and time (13/22; 59%) were barriers to the integration of LGBTQIA+ specific content into the curriculum. Our results indicate that the physical therapy curriculum may be contributing to ongoing negative experiences of individuals identifying as LGBTQIA+ with physical therapy encounters. Although most (87%) physical therapy program leaders in Australia believe that LGBTQIA+ specific content is relevant to the training of new graduates, content is included in only 62% of curricula. Perceived barriers to inclusion of LGBTQIA+ specific curriculum were a lack of time and appropriately trained faculty. Externally developed content is available to address limited expertise within programs, but faculty may require guidance on how to overcome perceived lack of time (ie, space in the curriculum). Most Australian physical therapy programs include LGBTQIA+ content to a limited extent in their curricula, indicating a lack of perceived importance relative to other topics. In this way, Australian universities are maintaining the pervasive heteronormativity of the physical therapy profession and are complicit in the ongoing health disparities between the LGBTQIA+ and heteronormative communities.

Effects of general anesthesia on ocular Refraction: An observational study

Refractive error is an ocular condition whereby light rays do not focus onto the macula for visual processing when they enter the eye. The most prevalent type, myopia, often known as short sightedness, is brought on when light rays entering the eye are focused anterior to the macula, blurring distance vision. Though rare, there are few situations that can call for the introduction of performing objective ocular refraction under GA. Refractive testing under general anesthesia (GA) is more safely suited for patients with conditions like subjective difficulty with charts, poor testing cooperation, nonorganic visual impairment refractions, physically or developmentally disabled patients, and those with co-existing ophthalmic pathology. A 2-week prospective observational study was conducted in our hospital to look at the anesthetic methods used for ocular surgery at two sizable ophthalmic units. The anesthetist filled out a questionnaire for each case. The types of anesthetics used, the choice of ventilation or spontaneous respiration, the anesthetic agents used, the use and type of muscle relaxants, the presence of any significant ocular deviation, and any corrective actions taken, such as deepening anesthesia or giving a muscle relaxant, were among the information gathered.90 procedures in all were surveyed within the 2-week period. 52.2% (47) of them anesthesia was provided by consultant anesthetist, 25.6% (23) provided by Anesthesia Post Graduate Trainee(PGT) and 22.2% (20) provided by specialist registrar anesthesia. 74% (23) of the patients with NDMR out of the total 59% (31) ventilated patients had NDMR. 42% (22) of the patients had surgery done while they were spontaneously breathing, and 14% (3) of them had muscle relaxants to help with intubation. Total intravenous anesthesia was administered to one patient. In the poll, 29% (15) of the patients chose atracurium as their preferred NDMR, whereas 21% (11) chose vecuronium. In total, 50% of the patients in the survey had no planned NDMR. In 8% (4) of patients, there was a significant ocular deviation. One of these four patients had total intravenous anesthesia (TIVA), while the other three were ventilated. None of them had taken NDMRs, or non-depolarizing muscle relaxants. In one case, the anaesthesia was deepened, and in two other cases, NDMR was administered as a remedy for the deviation. The prevalence of this condition was 18% in patients not receiving NDMR.The objective refraction values showed that myopia manifested as a result of general anesthesia. Under the same circumstances, corneal refractive values flatten, indicating that the primary cause of myopia was ciliary muscle contraction. We hypothesize that this alteration resulted from ciliary muscle contraction and parasympathetic dominance during general anesthesia.

On becoming edGe-ucated

In his 55 years as an educator, G. Thomas Fox has taught elementary school, researched educational policy and practice at primary school through university levels, and guided teachers and other educators as they researched their own professional settings. He has done this work in three countries: the U.S., England, and Iceland. In the past three decades he has drawn attention to much research showing that untrained citizens of the world have engaged successfully with frontiers in the sciences and other expert fields of inquiry and explained what it can mean for education. He calls the processes that are applied for the untrained to understand and engage with expert unknowns, “edGe-ucating.”
 Fox tells stories that show how his teaching and researching experiences could rarely be considered edGe-ucating -- and explains why in terms of the abilities shown by his students and educational colleagues that he had not realized they had. He then describes and analyzes how others, primarily from the sciences and other fields of inquiry, have achieved edGe-ucating through a range of its possible manifestations. Thus, the process certainly is often gainfully harnessed, but outside what we normally classify as education. Combining what he has learned about edGe-ucating with experiences others have reported, he suggests how edGe-ucating can be more intentionally accomplished through integrating education with the fields of expert inquiry – institutionally as well as procedurally. The secret for such an integration, he suggests, is in acknowledging the human capacity to deal with uncertainty. That is what makes engaging with expert unknowns possible at all levels of schooling along with other settings requiring problems solving. And he argues that schools should take note.
 The excitement found in this book is both in how educating occurs within the challenges of classroom teaching and in the work of bringing research into educational settings. The passion shared is about the new opportunities that could be created for individuals, cultures, societies, and fields of inquiry if all citizens were working at the frontiers of expert unknowns – with or without schooling.
 The book thus endeavors to present a novel and refreshing view of education showing how students, at all ages, can gainfully be taken directly to the constantly advancing frontiers of knowledge. The journey also presents the reader with a profound and critical view of important aspects of educational research and graduate training and thereby bringing to life the bond between education and research.

Targeted training in the system of secondary vocational education of Roszheldor. Organization of work, prospects, problems

The training of graduates of secondary vocational education for JSC “Russian Railways” in targeted training at the branch of the RSTU in Voronezh was analyzed.The main results of the study are presented, the features of the organization of targeted training, based on many years of experience, are noted. An assessment is made of the need to select applicants for targeted training by the structural divisions of Russian Railways. The eff ectiveness of targeted training based on the results of graduation from the department of secondary vocational education of the RSTU branch in Voronezh over the past three years is shown. Of the total number of graduates with a target area, 100 % are employed in divisions of Russian Railways. Graduates who studied under targeted contracts are 100 % fi xed in their places of work.The branch attaches great importance to vocational guidance work with schoolchildren. The branch of RSTU in Voronezh became a participant in an experiment on the development, testing and implementation of a new educational technology for designing educational programs for secondary vocational education within the framework of the federal project “Professionalitet”. Currently, active work is underway to prepare for the implementation of this line of activity by the branch with the participation of industry enterprises.The factors of interaction between an educational institution of secondary vocational education, subordinated to Roszheldor, and an employer to improve the targeted training of graduates of secondary vocational education are considered.

Bridge to health informatics—a 5-week intensive online program to increase diversity in health informatics

IntroductionHealth informatics (HI) has the potential to address health disparities and improve healthcare outcomes; however, lack of diversity in the workforce, especially at advanced levels, feeds disparities, and creates inequities. Increasing participation from underrepresented minorities requires exposure and connection to the field and career opportunities including advanced degrees. Morehouse School of Medicine (MSM) created the no-cost, 5-week intensive online Bridge to Health Informatics (B2HI) program in 2021 to connect participants from backgrounds underrepresented in HI with industry-relevant skills, professional certification, business experience, and graduate training opportunities.MethodsThe curriculum included intensive training in knowledge and current trends, business propositions, and professional certifications. Successful completion of the B2HI provided scholars with guaranteed admissions into the Master of Science in Health Informatics (MSHI) degree program, which premiered at MSM in August 2021. We deployed several strategies to attract individuals interested in advancing their careers in HI. To assess the impact of the recruitment strategy and program, we analyzed applicant demographics, the interests of those accepted into the program, and feedback from participants via anonymous online surveys.ResultsIn 2021, our recruitment efforts attracted 65 applications, over whom 90% self-identified as African American and the majority were working adults. Among the 46 applicants accepted and enrolled, 38 (83%) completed the program. Thirteen B2HI graduates enrolled in the first offerings (Fall 2021 and Spring 2022) of the online MSHI degree program, the highest number for the first sessions of our online master’s degree programs, indicating that B2HI connects scholars with advanced training. Participants indicated immense overall satisfaction with the program and had strong positive responses for increased interest and confidence to do advanced work in the subject.DiscussionThe data indicate that B2HI addresses key factors that hinder diversity in healthcare and informatics-related fields, including awareness, access, and social support, and connect students with the next stages of training toward careers that require an advanced degree. By providing opportunity, resources, and networks that help participants raise their potential to become leaders and decision-makers in the healthcare industry, programs like B2HI enable the collective effort to decrease health disparities.

Training to be a Community Psychologist in the Age of a Digital Revolution

Reflecting on pedagogy and curricula that have shaped the field of community psychology, we review the history of training community psychologists since the field’s inception in the United States. We then examine relevant academic literature documenting how digital technologies in the 21st century have been successfully used in community-based participatory research (CBPR) studies conducted by community psychologists to promote engaged scholarship, the field’s core values (e.g. sense of community, social justice, collaboration), and its commitment to social change. While early ideas for improving scholars’ training emphasized adopting practices to meet changing community needs, our review of literature on CBPR and other community-engaged scholarly work by community psychologists in the last two decades has revealed that digital technologies’ ability to promote the field’s values and goals still needs to be fully harnessed. Lastly, we offer practical recommendations for community psychology undergraduate and graduate training programs to consider and implement so they can incorporate digital technologies into their programs and harness their potential to promote engaged scholarship, the field’s core values, and its commitment to social change.

METHODOLOGICAL ASPECTS TO ASSESSING THE TRAINING OF SCIENTIFIC RESEARCHERS OF SCIENTIFIC INSTITUTIONS IN THE SYSTEM OF THE MINISTRY OF DEFENCE OF UKRAINE

The article deals with the main aspects of training of PhD graduates in the scientific institutions of the Ministry of Defense of Ukraine. The authors analyze the regulatory framework for improving the professional competence of scientific personnel of scientific institutions in the system of the Ministry of Defense of Ukraine. The national security of Ukraine is an integral part and priority goal of the Ministry of Defense of Ukraine, which accordingly determines the main factors of stable development of society. Russia's full-scale invasion of Ukraine has created the conditions for the emergence of a hybrid form of warfare using the information space, which has forced the creation of new approaches to ensuring and maintaining the national security of the state. In this case, an important role is played by weapons and military equipment, which requires constant updating. Therefore, in order to timely take into account and forecast the production of weapons and military equipment, the Ministry of Defense of Ukraine needs graduates of the adjunct program who are able to conduct basic research in the field of defense. The issue of training PhD graduates in the modern conditions of the contemporary educational process should focus on the ability to make decisions in a state of uncertainty. In today's conditions, the future model of education provides for the possibility of choosing a solution that can be modeled as a situation of choosing the best solution from a set of equivalent, random solutions.
 The level of education of a PhD candidate will be higher, the wider the chosen field of activity and field of knowledge, as well as the ability to design solutions in an uncertain situation, which will allow them to have a wider range of possible decision-making methods. Therefore, the introduction of a system of training PhD candidates through adjuncture will create prerequisites for further implementation of measures that will ensure the development of science in the system of higher military education.

EXPERIMENTAL CHEMISTRY WORKSHOP IN PANDEMIC TIMES: A SUPPORT ACTIVITY FOR STUDENTS OF THE GRADUATE CHEMISTRY COURSE

The Covid-19 pandemic caused several impacts on education, causing teachers and students to adapt to a new reality, as a result, educational institutions had to adhere to Emergency Remote Teaching (ERE). This measure adopted, especially, by Higher Education Institutions (HEIs) totally affected the training of students, above all, of Licentiate in Chemistry (LQ) courses. In this sense, among the aforementioned problems involved in the experiences of LQ students, the departure from experimental subjects is presented as one of the main challenges in the teaching and learning process. From this assumption, with the objective of mitigating the damages caused by the ERE, through a qualitative and participative research, the Tutorial Education Program - PET Química, of the Federal Institute of Paraíba - IFPB, João Pessoa campus, carried out an activity of teaching called “Oficina de Química Experimental (OQE)” in which experimental practices alluding to the menu of the subject of Experimental Chemistry I (DQEI) of the LQ course of that institution, were offered to all students who completed it remotely. This workshop had as target audience the students belonging to the classes of the periods 2020.1, 2020.2 and 2021.1. The application of this teaching intervention was divided into five moments: i) Bibliographic research; ii) Development of the workshop; iii) Practical activity of measuring the volume of liquids and Practical activity of weighing substances; iv) Practical activity of simple filtration and vacuum filtration and Practical activity of materials and substances; v) Practical activity of electrolyte conductivity and Practical activity of alkali metals and alkaline earth metals. With the execution of the above mentioned phases, an effective participation and interest was verified during the whole process of the activity, on the part of the licensees. However, the action developed by PET Química was uplifting, as it served as a professional aggrandizement for the scholarship holders of the program, as well as for the workshop participants, since the science of Chemistry is essentially experimental and must necessarily be present in the training of future graduates in Chemistry.

Comparison on Major Courses Setting for Graduates of Mechanical Engineering in Domestic-foreign Universities

Mechanical engineering is one of the important basic disciplines and has significant position in national economy and social development, and then the high-level personal training is a critical target of the graduate education on mechanical engineering. The major course setting has great influence on the quality of graduates training. The grey relational analysis (GRA) is used to evaluate and compare the major course setting for graduates on mechanical engineering of some famous domestic-foreign universities qualitatively. After that, some suggestions on the major course setting for graduates on mechanical engineering are presented, which will have positive effect on the graduates training in mechanical engineering for domestic universities.

Fidelity Assessment of Peer-Delivered Cognitive-Behavioral Therapy for Postpartum Depression.

Fidelity assessment of peer-administered interventions (PAIs) by expert therapists can be costly and limit scalability. This study's objective was to determine whether peer facilitators could assess the fidelity of peer-delivered group cognitive-behavioral therapy (CBT) for postpartum depression as effectively as an expert psychiatrist or a trained graduate student. Intervention adherence and competence were assessed by three peers (N=9 sessions) and by one expert psychiatrist and one graduate student (N=18 sessions). Interrater reliability was assessed with intraclass correlation coefficients (ICCs). ICCs were good to excellent (0.88-0.98) for adherence and competence ratings among the three types of raters (psychiatrist vs. peers, psychiatrist vs. student, and student vs. peers). Trained peers may be able to reliably rate the fidelity of a PAI for postpartum depression. This preliminary study represents the first step toward peer-led feedback as an alternative to expert-led supervision of peer-delivered group CBT for postpartum depression.

Implementation and Development of a Mid-term Assessment System for Postgraduate Students

The mid-term assessment of master’s students plays a crucial role in the process of graduate education, aiming to strengthen the management and quality of graduate training. By conducting comprehensive assessments on the academic ability, practical skills, research achievements, and learning attitude of the graduate students periodically, not only can the shortcomings in their research be promptly identified and corrected, but also their overall development can be facilitated. Therefore, conducting effective mid-term assessments for graduate students is an essential means to ensure the quality of graduate education. This paper will thoroughly investigate the current issues in the mid-term assessment of graduate students and examine various aspects of establishing a mid-term assessment system, aiming to provide certain references and insights for graduate education.

Hannah Arendt’s Conceptual Framework for the Crisis in Modern Education

This work analyzes Hannah Arendt’s essay “The Crisis in Education”, published in the late 1950s, intending to elucidate its central themes through the concepts presented in other works by the author. This intention is a valuable initiative not only because of Arendt’s qualifications – who is one of the most influential thinkers of the 20th century – but also because the essay has fostered research in the area of education and is frequently included in the bibliography of teacher training courses, both in undergraduate and graduate levels, due to the critical reflections it elaborates on the relationships between adults and children in modernity, which includes the exchange between teachers and students.

Challenges and Prospects for Evidence-Informed Policy in Criminology

The relevance of criminology to matters of public policy has been hotly debated throughout the history of the discipline. Yet time and again, we have borne witness to the consequences of harmful criminal justice practices that do little to reduce crime or improve the lives of our most vulnerable populations. Given the urgent need for evidence-informed responses to the problems that face our society, we argue here that criminologists can and should have a voice in the process. Accordingly, this review describes challenges and prospects for evidence-informed policymaking on matters of crime and justice. In terms of challenges, we review discourse on what constitutes evidence, issues with providing guidance under conditions of causal uncertainty, and practical constraints on evidence-informed policymaking. For prospects, we consider the important roles of institutional support, graduate training, and multiple translational strategies for the evidence-informed movement. Finally, we end with several considerations for advancing translational criminology through expanded promotion and tenure criteria, curricula revision, and prioritizing the organization of knowledge. More broadly, our goals are to stimulate disciplinary thinking regarding the ways in which criminology may play a more meaningful role in effectively confronting the ongoing challenges of crime in society.

Training doctoral students in critical thinking and experimental design using problem-based learning

BackgroundTraditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format.MethodsEvaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students’ proficiency in experimental design were used to measure student learning.ResultsThe analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions.ConclusionsThis problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.

Group meditation, addressing stigma, and "mental health days": Recommendations for integrating self-awareness practices into genetic counseling graduate programs.

Genetic counseling graduate programs provide a rigorous curriculum comprised of coursework encompassing counseling and medical genetics, fieldwork, and research experience. Students face similar emotional and mental demands as practicing genetic counselors while also experiencing stressors commonly associated with graduate study. Increased self-awareness may help combat these stressors. This mixed-methods study surveyed 154 genetic counseling graduate students to determine the types of self-awareness practices they would like to have included in their graduate training and surveyed 11 program faculty regarding the feasibility of implementing these practices. The students' most preferred practices were self-reflection (n = 73, 47.4%), support from peers, colleagues, and/or supervisors (n = 71, 46.1%), and mental health counseling (n = 71, 46.1%). Analysis of responses to open-ended questions capturing students' recommendations for programs yielded six recurrent themes: (1) Consistent, Structured Practice with Accountability, (2) Emphasis on Mental Health, (3) Practical Techniques, (4) Access to Resources, (5) Encouragement and Support, and (6) Barriers to Implementation. Many students suggested that programs should incorporate repetitive exercises that could be implemented on a schedule with an emphasis on consistency (Theme 1). Students also emphasized the importance of providing exposure to multiple examples of self-awareness practices, so they could find an approach that was most beneficial on an individual basis (Theme 3). These findings were shared with program faculty via a presentation at the Association for Genetic Counseling Program Directors annual meeting, and attendees were subsequently surveyed regarding self-awareness practices currently integrated into their curriculum, as well as the feasibility and likelihood of integrating new practices. Program faculty respondents indicated that most of the recommended practices were included in their curriculum already or would be feasible and likely to incorporate. These results provide insight into the attitudes of genetic counseling students toward structured practice in self-awareness and how genetic counseling graduate programs might integrate such practices into the curriculum.