Revisioning Graduate Professional-Development Programs

Holaday, Bonnie; Weaver, Kenneth A.; Nilson, Linda B.

doi:10.3200/ctch.55.3.99-103

Cited by 12 publications

(13 citation statements)

References 5 publications

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“…The assumption is that graduate students, having experienced higher education as undergraduates, understand how to navigate institutional bureaucracies, thus warranting less attention than current undergraduates. 6 Another issue is that graduate students have specific needs and face developmental challenges that may differ from, but are as important as, those experienced by undergraduates. While many academic departments provide some support for graduate students, they often suffer from a building-bound silo effect that isolates them from the larger university.…”

Section: Literature Reviewmentioning

confidence: 99%

Expanding Support for Graduate Students: Library Workshops on Research Funding Opportunities

Forbes

Schlesselman-Tarango

Keeran

2017

C&RL

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This case study describes the development, implementation, and assessment of a series of grants research workshops for graduate students, which were implemented to fill a gap in graduate student support. We assessed the workshops through a series of focus groups, and findings show overall satisfaction with the grants tools and workshop. However, participants noted areas of improvement around outreach and promotion and general communication with graduate students. Additional themes emerged related to graduate student socialization and research behaviors , which suggests that librarians have an important role to serve in these areas. The current environment of research in higher education is characterized by emerging technologies and an exponential rise in information, a focus on interdisciplinary research, expanding faculty workloads, and greater calls for accountability. 1 Regardless of the institutional type, the modern college or university is also increasingly reliant on funding from external constituencies to support faculty research. 2 Within this new research paradigm, the implications for graduate students, as future faculty members and professionals, are extensive. In addition to the traditional expectations for teaching, research, and service, they need to understand the broader expectations for scholarship and develop expertise in the different forms of scholarly work. They must be able to collaborate with colleagues in other disciplines and with individuals and organizations outside the academic environment while at the same time raising funds for their own research. 3 The University of Denver (DU) is a private, coeducational research university with a graduate student population of approximately 6,261, 4 with a total of 11,780 students. 5 The Office of Graduate Studies oversees admissions, theses and dissertation processing, career services, and budgets, with a focus on student academic success. The Graduate Student Governance fosters a sense of community and advocates for graduate students, arranging meetings to discuss issues, workshops on topics of interest, and an annual summit for presenting research to the academic community. Yet, DU has a decentralized structure, which means that individual schools and colleges offer services and support for their own students that are not necessarily available to all graduate students. Because of the institution's decentralized organization, some graduate students are missing research and professional skills that would help them prosper in academia and in their future careers. The librarians, recognizing this inconsistency as a challenge for a large part of our community, identified gaps in the graduate student experience at DU and created instructional programming to provide graduate students with opportunities to develop foundational research skills. In this paper, we describe the development, implementation, and assessment of a series of grants research workshops, a relatively new venture for us because, in the past, we had not considered that librarians h...

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Section: Literature Reviewmentioning

confidence: 99%

Expanding Support for Graduate Students: Library Workshops on Research Funding Opportunities

Forbes

Schlesselman-Tarango

Keeran

2017

C&RL

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“…Elsewhere, Holaday, Weaver, and Nilson (2007) published an analysis of the elements that create a successful PDP; they assert that finding collaborative partners is one of the most important elements of securing a successful PDP. It has already been well established in prior research across well over two decades that successful PDPs possess institutional support, take into account participant evaluations, and offer training of relevance to their contingents (e.g., Birman, Desimore, Porter, & Garet, 2000;Guskey & Huberman, 1995;Norton, 2001;Richardson, 2000;Wood & Thompson, 1993).…”

Section: Context: Graduate Professional Development Programs At Canadmentioning

confidence: 99%

Development, Implementation and Evaluation of a Professional Skills Development Program: The Case of Concordia University’s GradProSkills

Venkatesh¹,

Rabah²,

Lamoureux-Scholes³

et al. 2014

CJHE

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The Graduate and Professional Skills (GradProSkills) program is an initiative developed and run by Concordia University’s School of Graduate Studies and the university’s Office of the Vice-President, Research and Graduate Studies. This paper presents a case study in which we describe the development, implementation, and evaluative components of the GradProSkills program. Drawing on data from a rigorously validated workshop evaluation tool and from attendance figures spanning a period of a little over two and a half years, we provide a picture of how Concordia’s graduate students are benefiting from the GradProSkills program. We present the results of both descriptive and inferential statistical analyses run on a pilot group of registrants who provided evaluation data (n = 3,292). Our case study contributes an empirically derived model of extracurricular programming, with contextualizing details of administrative structures, curriculum-development initiatives, and partnership efforts that have been used in operating the GradProSkills program.

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“…To achieve this goal, we have adapted the practical-based approach suggested in existing literature [6], which insists on using a systemic framework for educational programmes development; defines boundaries and possibilities for experiential learning approach implementation in higher education [7]; estimates measuring instruments for evaluation of effectiveness and efficiency of higher education [8]; provides the platform for life-long learning and efficient postgraduate performance [9]; evaluates tools for efficient education of undergraduate students [10]. Justified guidelines for master programs development were provided by Bellanca [11], who provided proof on the necessity to apply practical skills in the contemporary curriculum; Godinho and Schrimption [12], who outlined the importance of multidisciplinarity in building competences; and Parsons and Beauchamp [13], who developed an algorithm for competence building within a master course.…”

Section: Introductionmentioning

confidence: 99%

Development Of Educational Programs In Renewable And Alternative Energy Processing: The Case Of Russia

Svirina

Shindor

Tatmyshevsky

2014

Environmental and Climate Technologies

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The paper deals with the main problems of Russian energy system development that proves necessary to provide educational programs in the field of renewable and alternative energy. In the paper the process of curricula development and defining teaching techniques on the basis of expert opinion evaluation is defined, and the competence model for renewable and alternative energy processing master students is suggested. On the basis of a distributed questionnaire and in-depth interviews, the data for statistical analysis was obtained. On the basis of this data, an optimization of curricula structure was performed, and three models of a structure for optimizing teaching techniques were developed. The suggested educational program structure which was adopted by employers is presented in the paper. The findings include quantitatively estimated importance of systemic thinking and professional skills and knowledge as basic competences of a masters’ program graduate; statistically estimated necessity of practice-based learning approach; and optimization models for structuring curricula in renewable and alternative energy processing. These findings allow the establishment of a platform for the development of educational programs.

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Revisioning Graduate Professional-Development Programs

Cited by 12 publications

References 5 publications

Expanding Support for Graduate Students: Library Workshops on Research Funding Opportunities

Expanding Support for Graduate Students: Library Workshops on Research Funding Opportunities

Development, Implementation and Evaluation of a Professional Skills Development Program: The Case of Concordia University’s GradProSkills

Development Of Educational Programs In Renewable And Alternative Energy Processing: The Case Of Russia

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