Browsing by Subject "Graduate students"

Now showing 1 - 8 of 8
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    God Consciousness Enacted: Living, Moving, and Having my Being in Him
    (Washington State University, 2015) Cannon, Mercedes A.; Morton, Crystal H.
    Spirituality, historically and contemporarily, has played a crucial role in African American women's navigation of the academy. Drawing on Cozart's (2010) conceptualization of spirituality as God consciousness, this article provides a personal account of an African American graduate student's journey towards her doctoral degree at a predominately white institution. According to Cozart (2010), God consciousness guides one in her interactions within her community and the decisions one makes within those spaces. The authors share how God consciousness provides a lens to perceive, understand, and overcome challenges African American women face in the academy.
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    Positive and Negative Professionalism Experiences of Genetic Counseling Students in the United States and Canada
    (Wiley, 2021) Aamodt, Pauline; Wetherill, Leah; Delk, Paula; Torres-Martinez, Wilfredo; Vance, Gail H.; Wesson, Melissa; Medical and Molecular Genetics, School of Medicine
    Many aspects of genetic counseling training programs have been examined over the years. However, no study has explored professional or unprofessional behaviors genetic counseling graduate students experience during their training, and how these behaviors influence satisfaction with their training. This exploratory study examined students' experiences with program leaders, instructors, supervisors, and other trainees. Specific experiences included actions of favoritism, bias, negativity, abuse of power, and examples of positive role modeling. A survey was sent to all members of the National Society of Genetic Counselors and program directors in order to reach graduates of Accreditation Council for Genetic Counseling (ACGC)-accredited programs from 2015-2019 who were eligible to participate. Responses to questions relating to demographics, satisfaction with graduate education, behaviors experienced or seen during graduate school, and reporting of inappropriate behaviors were collected and analyzed. Results demonstrated that 95% of the genetic counseling graduates were highly satisfied with their graduate education and those who experienced inappropriate behaviors during their training were somewhat less satisfied (p = .04). Individuals who felt more prepared by their graduate education were more satisfied with their graduate education (p < .01). Being publicly embarrassed or humiliated, being made to feel like a burden in clinic, or being subjected to negative or offensive behavior based on their personal beliefs or personal characteristics (excluding areas of gender, race/ethnicity, or sexual orientation) were all negatively associated with satisfaction (all p < .04). We conclude that this survey could serve as a "Genetic Counseling Training Experiences Assessment" which could be incorporated into annual evaluations required by the ACGC. Implementation of this assessment would enhance the current evaluations of genetic counseling training programs and provide important information regarding student experiences during their training.
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    Preparing Students for Success on Examinations: Readiness Assurance Tests in a Graduate-Level Statistics Course
    (Healio, 2016-01) Bartlett Ellis, Rebecca J.; Carter-Harris, Lisa; MacLaughlin, Pam; School of Nursing
    Formative feedback is one way to foster students' readiness for statistics examinations. The use of Readiness Assurance Tests was examined as an educational intervention in which feedback was provided for both correct and incorrect responses in a graduate-level statistics course. Examination scores in the intervention group ( n = 56) were compared with those in a control group ( n = 42). Intervention group examination scores significantly improved from 75.92 ± 14.52 on the Readiness Assurance Test to 90.06 ± 7.06, p < .001, on the midterm, and final examination scores improved from 78.23 ± 17.29 to 85.6 ± 6.98, p = .002. Intervention group midterm scores were significantly higher than those of the control group (90.06 ± 7.06 versus 79.7 ± 11.6, p < .001); however, no differences were found between the groups on the final examination (85.35 ± 9.46 versus 85.6 ± 6.98, p = .91). Use of Readiness Assurance Tests was an effective modality to increase student self-efficacy, learning experience, and, relative to a control group, midterm examination performance in statistics
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    Socialization of Graduate and Medical Students into Academic Careers
    (Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Stamper, Gavin; Sotto-Santiago, Sylk
    Purpose: Socialization is the process through which individuals acquire and incorporate understanding of the organizational culture with shared attitudes, beliefs, values, and skills. This process differs from student to student but is impacted by culture. Our study examines the socialization of medical and graduate students into academic careers and considers their cultural background. Methods: This research uses the CECE model for cultural engagement along with the graduate student socialization scale by Weidman & Steins (2003). Study population included graduate, medical, and professional students. Participants were recruited via social media advertising as well as targeted communication through various national organizations and school diversity offices. The survey was available from June 15, 2020 and preliminary data was taken on July 8, 2020 which yielded 110 survey responses. Demographics: Race/Ethnicity: Asian/Asian American (18.39%); Black/African American (10.34%); Latina/o/x/e (6.90%; Middle Eastern or Northern African (2.30%); White (59.77%); Multiracial (1.15%); Caribbean (1.15%). Gender: Woman (69.41%); Man (21.28%); Genderqueer/fluid, Questioning/Unsure, Trans Man, Trans Woman, Non-binary (1-3% each). Sexual orientation Heterosexual/straight (68.24%); Bisexual (7.06%); Gay (8.24%); Queer (5.88%); Lesbian, Asexual, Pansexual, Questioning/Unsure, prefer not to respond (1-4% each). Results: Between 58-62% of respondents report never being given an opportunity to: engage in research that helps advance their knowledge of inequities, engage in research relevant to their identity, engage in research contributing to the improvement of the communities with whom they identify. Most students (56-71%) have never discussed becoming a faculty member, what it entails, or other careers in academia. Conclusions: Students report lacking cultural engagement in research; this includes both learning about the cultural communities they belong to but also working on research aimed to improve those communities. Institutions have an opportunity to fill a gap in education by working towards a more culturally engaging campus environment while also recruiting students to academia.
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    Visual Reflective Journaling for Graduate Art Therapy Students
    (2019) Scott, Jenna; Leigh, Heather
    This qualitative, art-based, single subject study explored the lived experience of graduate art therapy student’s experiences with a visual reflective journaling process. The study was conducted over the course of six weeks through a three-part process: journaling, art making, and reflection writing. At the end of the single subject study, the individual and two additional reviewers completed a thematic analysis of each individual part of the journaling process generating codes and themes. The findings indicated that visual reflective journaling can be helpful in reducing stress, improving coping skills, and creating distance, allowing the individual to see the bigger picture and shifting perspectives.
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    Wayward Stories: A Rhetoric of Community in Writing Center Administration
    (2019-07) Hull, Kelin; Brooks-Gillies, Marilee; Buchenot, Andre; Layden, Sarah
    Six weeks in to my position as assistant director of the writing center and suddenly I was confronted by a cluster bombing of issues and concerns – microaggressions, depression, confusion, suspicion – each one separate but related, and threatening to tear a new hole in the already fragile foundation of community in my writing center. How do we feel, what do we do, how does a community survive when the story we’re experiencing isn’t the story we want or expected - when it is, in a word, terrible? After McKinney’s Peripheral Visions, we know our labor and our centers do not look, act, and feel cozy, iconoclastic, or focused on one-on-one tutoring all of the time. And yet, if we are going to continue to move beyond the grand narrative, a deep and meaningful understanding of community is essential. When we put our story in relation to our communities, then our story becomes just one thread in a much more complex tapestry. We cannot separate one person’s story from the story of the writing center. Each person, each story, is a stitch in the rhetorical fabric of community. Using critically reflexive stories to change and shape practice, this thesis highlights the grand narrative of community and shows how that narrative serves to stymie community growth. These stories resist boundaries. They are wayward. They are counter to the narratives around which we construct our lives. When we share stories and write together, we begin to understand the threads we’re all weaving into the tapestry – our community, stitched together through shared practice; a process that will never end, as each person comes and goes. The community will never be resolved, and in the ambiguity of boundlessness, comes a new way of seeing the world - through constellations and the dwelling in inbetween.
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    You or Me? Gender and Graduate Students' Orientations Toward Sacrifice and Migration
    (2009-06-23T21:48:46Z) Patterson, Sarah Elizabeth; Haas, Linda; Seybold, Peter; Bell, David C.
    In an exploratory study of graduate students moving expectations, a self-administered survey was utilized to examine the compromises and sacrifices they expect themselves or their potential partners to be making in moving decisions, as well as their willingness to sacrifice or ask their partner to sacrifice in a move. This study focuses on this work-life decision due to its being understudied in previous literature; it aims to start to establish migration decisions as an important work-family balance topic as well as explore what role gender plays in expectations and willingness to move, especially regarding who sacrifices in a moving decision. The study focused on the potential impact of gender on migration orientations, comparing men’s and women’s attitudes. It also looked at the influence of gender ideology, program’s gender composition, perceived transportability, salary, partner’s relative salary and Money as Power attitudes as well as some demographic data. Previous literature has suggested that women are more likely to be willing to sacrifice in a moving decision while men are more willing to ask their partners to do so. Findings from this study generally confirm this. Some individual factors related to being willing to ask the partner to sacrifice more were: holding a traditional gender ideology, being in a male-dominated program, having a higher expected salary, belief in money as power, and belief in moving as important to a career. Results also suggest that this is a fruitful area for further study.