This work explores and addresses the programmatic support of doctoral student socialization via
social media.
The Commission for the Future of Graduate Education, the Council of Graduate Schools, and the Educational Testing Service have deemed the study of historically marginalized students as being critical to address vulnerabilities with our approach to supporting these learners and strengthening our national capacity for innovation (Council of Graduate Schools and Educational
Testing Service 2010; Sowell, Allum, & Okahana, 2015). There are many milestones to celebrate regarding the experiences of marginalized students including the increase of racial and cultural diversity among doctoral students and degree completers, and the various programmatic efforts supporting them. Remarkably, the Survey of Earned Doctorates reports that African American doctoral degree attainment has increased 70% between 1993 and 2013 (National Science Foundation, 2015).
However, there is a paucity of literature qualitatively evaluating these students’ experiences as well as ways to engage
programmatic efforts to critically manage the doctoral process. Empirical evidence-based strategies are needed to examine marginalized doctoral student perceptions of their engagement with these programs as well as their usefulness in supporting degree attainment nationally. This commentary aims to identify and explore programmatic efforts supporting the socialization of historically marginalized students with an s the marginalized doctoral fluenced by social movements and the issues being addressed within the context of social media. s the marginalized doctor fluenced by social movements and the issues being addressed within the context of social media.
Improving student outcomes is a primary goal of all postsecondary institutions. This report includes the first set of results for a research project that aims to understand the effectiveness of an intervention designed to improve postsecondary student success.
Student orientation and transition programs constitute an important part of Mohawk College’s Student Success Plan. The college endeavours to facilitate the development of an individualized “Future Ready Plan” for students to ensure they are prepared for their college experience by organizing goal-setting workshops during orientation and initial transition activities. Recent evidence suggests that an online, guided, writing-intensive approach to goal setting and self-authorship may have significant effects on student outcomes, such as retention and academic performance (Morisan et al., 2010; Schippers, Scheepers & Peterson, 2015).
The news that two publicly funded Ontario colleges are operating men-only campuses in Saudi Arabia feels wrong at first glance.
At second glance, too. There’s bound to be a level of complexity in any business transaction with a repressive country that discriminates against women, among its other human rights sins. Conscious of the yawning gap between professed ideals and entrepreneurial self-interest, we often find it easier to accept the moral contradictions built into real-world relationships as unavoidable and even necessary.
In the two months since I chronicled my grief over abandoning my tenure-track dreams, I have been the recipient of all sorts of career advice — solicited and unsolicited. Lots of well-meaning people who’ve never worked outside of academe seem to have thoughts on my transition to nonacademic life.
The ever-unfolding crisis of the academic job market means The Chronicle has offered plenty of advice for Ph.D.s like me on life beyond the ivory tower. There are columns on how to transform a CV into a résumé; how to write a cover letter that doesn’t spend two single-spaced pages discussing our dissertation research; and how to show potential employers the value of
all those skills we’ve been honing in doctoral programs.
“Efficient and effective learning starts with a proper mindset,” Stephen Chew writes in his short, readable, and very useful chapter, “Helping Students to Get the Most Out of Studying.” Chew continues, pointing out what most of us know firsthand, students harbor some fairly serious misconceptions that undermine their efforts to learn. He identifies four of them.
Context: Educational reform in the United States has had a growing dependence on accountability achieved through largescale
assessment. Despite discussion and advocacy for assessment purposes that would assist learning, provide help to
teachers instructional plans and execution, and give a broader perspective of the depth and breadth of learning, the general
focus still remains on accountability, now elaborated with sanctions for schools and personnel.
Employers value candidates who have developed career readiness competencies throughout their diverse academic experiences. Graduate students and postdocs in particular should aim to incorporate those transferable skill sets into their professional development so that they can be seen as more than just researchers and teachers. More than that, they need to be able to provide tangible illustrations of such skills and competencies in action to convince future employers that they are qualified for professional
roles.
Canadian accomplishments in science and scholarly inquiry have long been a source of national pride. However, by various measures, Canada’s research competitiveness has eroded in recent years when compared to international peers.
This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning
are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors.
Mindfulness has received significant attention in the empirical literature during the past decade, but few studies have focused on mindfulness in university students and how it may influence problematic behaviours. This study examined the relationships among mindfulness, coping, and physiological reactivity in a sample of university students. Participants completed questionnaires, and skin conductance measurements were collected during an interview where they recalled a personally stressful event. Correlation analyses tested relationships among these variables. There was a negative correlation between substance use and mindfulness. Specifically, those using substances as a coping mechanism were less likely to be mindful and displayed higher physiological reactivity. More mindful individuals were less likely to report misusing substances and were able to calm themselves more quickly than their counterparts following a stressful event. Thus, poor outcomes for distressed students may be reduced with mindfulness-based interventions
Résumé
Au cours des dernières décennies, la pleine conscience a été l’objet d’une attention importante dans la documentation empirique, mais peu d’études ont ciblé la pleine conscience chez les étudiants et sa façon d’influencer les comportements problématiques. Cette étude a étudié l’association entre la pleine conscience, les mécanismes d’adaptation et la réactivité physiologique chez un échantillon d’étudiants. En plus de répondre à des questionnaires, les participants ont dû passer une entrevue où il leur fallait raconter un souvenir personnel particulièrement stressant pendant qu’on mesurait leur conductance cutanée. Des analyses de corrélation ont évalué les liens entre ces variables. Ainsi, on a dénoté une corrélation négative entre l’utilisation de substances nocives et la pleine conscience. Plus précisément, les participants qui avaient consommé des substances nocives comme mécanisme d’adaptation avaient moins tendance à posséder des traits conscients, et ont démontré une réactivité physiologique plus élevée que les autres étudiants. Les gens plus pleinement conscients avaient moins tendance à utiliser des substances nocives, et étaient capables de se calmer plus rapidement que leurs pairs après un événement stressant. Par conséquent, des interventions basées sur la pleine conscience pourraient aider les étudiants stressés à ne pas adopter de comportements problématiques.
The first thing I do when I walk into a seminar room or lecture hall is to glance around and
register if the class is diverse. If, to the naked eye at least, there appears to be a good mix of
genders and races, and perhaps a headscarf or a turban, I’m satisfied.
But what exactly does this mean, and where does it lead?
When I was an undergraduate at the University of Illinois in the early/mid 1990s, I remember a professor saying that he maintained an online chat room for one of his courses because he found that Asian and Asian-American students who did not participate in class discussion asked questions and made comments online. He made it clear that organizing this online forum was an inconvenience to him (this was right at the start of the Internet era, when this practice was not yet de rigueur) but he wanted to be ethnically/racially sensitive.
The United States is at a crossroads in its policies towards the family and gender equality. Currently America provides basic support for children, fathers, and mothers in the form of unpaid parental leave, child-related tax breaks, and limited public childcare. Alternatively, the United States’ OECD peers empower families through paid parental leave and comprehensive investments in infants and children.
Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact
this work will have on the students they teach. A good number of those who apply to faculties of education will report
that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell
stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strategies,
personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations
with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the
expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the
lives of the young people with whom they work.
Purpose: The purpose of this study is to determine the effects of peer-level tardiness on individual-level socio-emotional outcomes utilizing nationally representative, longitudinal data.
Chrarismatic leadership has been largely overlooked by organizational theorists. In part, the problem can be attributed to the lack of a systematic conceptual framework. Drawing from political science, sociology, and social psychology, this paper addresses the problem by proposing a model linking organizational contexts to charismatic leadership. A series of research hypotheses is offered.
STATEMENT OF COMMITMENT
1. All members of the University of Toronto (“the University”) community should have the ability to study, work, and live in a campus environment free from Sexual Violence, including Sexual Assault and Sexual Harassment.
2. Sexual Violence is a serious issue that undermines the health, well-being, and security of individuals, communities, and society. Addressing the causes and consequences of Sexual Violence requires the deliberate and collective efforts of governments, institutions, and citizens.
3. The University is committed to making available programs and resources to educate its community on the prevention of and response to Sexual Violence.
4. The University is committed to responding to and addressing incidents and complaints of Sexual Violence involving its students, staff and faculty, and to ensuring that those members of the community who are affected by Sexual Violence receive support.
5. The University recognizes that Sexual Violence can occur between individuals regardless of sex, sexual orientation, gender, gender identity or expression, or relationship status.
6. The University recognizes the intersection of Sexual Violence with discrimination and harassment, including but not limited to the grounds set out in the Ontario Human Rights Code. The University recognizes that individuals from historically marginalized communities may be disproportionately affected by Sexual Harassment and Sexual Violence.
7. Sexual Violence can be committed against any person and is an issue that requires an inclusive response. The University recognizes that Sexual Violence is overwhelmingly committed against women, and in particular women who experience the intersection of multiple identities such as, but not limited to, indigenous women, women with disabilities, and racialized women. Additionally, the University recognizes that those whose gender identity or gender expression does not conform to historical gender norms are also at increased risk of Sexual Violence.
8. The University recognizes that individuals who have experienced Sexual Violence experience a range of effects that can profoundly affect their lives.
Every day, students consume hundreds of words on their iPads, mobile phones, Chromebooks, and Kindles. Increasingly, educational publishers are delivering curriculum on these devices, including several start-ups focused on getting informational texts and news stories into students' hands. But fundamentally, is reading online different from using the old class copies of Ethan Frome or The Federalist Papers?
As it turns out, what we don't know outweighs what we do know about how people comprehend texts on a digital
screen rather than on the printed page, a new research review concludes.
A study presented Friday at the American Educational Research Association's annual meeting shines some light on the way women are hired for top higher education leadership positions in searches involving third-party executive search firms.
For the study, Harvard Ph.D. student Jeraul C. Mackey obtained access to proprietary data from a search firm that remained anonymous. The data covered almost 500 searches over an eight-year period starting in 2009. Mackey ultimately analyzed a subset of the data covering 250 searches for two- and four-year public and private nonprofit institutions.
He was able to look at how women candidates fared at each stage of the recruitment process for upper-level positions, finding that women fared better as searches progressed. He was also able to examine recruiters’ preferences about women candidates, finding that the gender makeup of a recruitment team had no discernible effect on whether a search ultimately resulted in a woman being hired.
Many people decide to get a Ph.D. because they feel a strong personal connection to the subject matter. Thinking, writing and talking with people who appreciate a subject or field of study as much as you feels validating. For some, the discovery of that subject may have clarified a sense of educational purpose. Perhaps it even illuminated a sense of individual purpose or a frame through which the world makes more sense.
Of course, not everyone feels that way about the material they research and teach during graduate school. But for those who do, it can be easy to tie one’s sense of identity to the academic enterprise. “I am a scholar of 19th-century German painting.” “I am an ecologist.” Rather than “I am currently teaching a course on the figure of the child in British poetry.” Or “Right now I am working on understanding the how the charter school movement impacts social mobility for low-income children.”
Instructors have temporary experiences with groups of students each semester. Even so, these brief moments have the power to change lives. As professors, we decide the impact of our semester-long relationships. We decide to what degree we will work towards student engagement and transformation within our courses. If you would like to create a community of engaged learners within your classroom, it takes more than regurgitating the most compelling content, and it goes beyond collaborative pedagogical practices. The secret to inspiring and transforming students rests in the power of building a community of learners.