49,766 research outputs found
A performance analysis of graduate school staff at University of Wisconsin-Stout
No full textPlan BThe University of Wisconsin-Stout (UW-Stout) Graduate School serves the campus community with a coordinator position and three permanent support staff positions. After a consultant from Noel-Levitz visited campus and a University wide analysis (ESURC), several recommendations were forwarded to UW-Stout Academic and Student Affairs administrators. One specific recommendation was to evaluate all permanent positions in the Graduate School and match tasks with people to better meet the needs of the graduate community. A performance analysis of these positions was conducted and the results are reported in this study. To accomplish this performance analysis, Graduate School staff, were asked to describe their position tasks and duties in detail. This analysis was documented and recommendations for possible changes to better serve the campus community were forwarded to the UW-Stout Provost and Associate Vice Chancellor for review
Australian Graduate School of Entrepreneurship
No full textThe Australian Graduate School of Entrepreneurship (AGSE) was Australia's first dedicated entrepreneurship school. It's a hub of activity for aspiring entrepreneurs to make a difference in the world through the organisations that they either create or in organisations in which they work
FY2022 Annual Report of the Graduate School of Engineering and Management, Air Force Institute of Technology
No full textThe annual report is published each year by AFIT’s Office of the Dean, Graduate School of Engineering and Management at Wright-Patterson Air Force Base, Ohio. It shares information about the activities of the Graduate School with the U.S. Department of the Air Force (DAF), Department of Defense (DoD), and wider public
Perceptions of school psychologist function among newly enrolled school psychology graduate students
No full textScarce research exists on school psychology graduate students’ perceptions of school psychologist functions. Understanding training school psychologists’ perceptions of school psychologist functions is important because inaccurate perceptions may lead to unmet professional expectations, leaving trainees at risk for reduced job satisfaction, burnout, and other negative outcomes. This study used a survey research design to examine newly enrolled school psychology graduate students’ perceptions of how school psychologists spend their time in comparison to self-reports from school psychologists as recorded in the 2010 NASP survey of school psychologists. The study also assessed regret after participants were presented with data on the proportion of time school psychologists actually spend providing special education evaluations and direct services such as individual and group counseling. Finally, demographic variables such as professional experience in public schools prior to entering graduate school, age, gender, highest degree earned, highest degree pursued in graduate school, degrees offered by program, and program theoretical orientation were investigated for their potential relationships with time estimates and regret. Respondents included 182 newly enrolled graduate students in NASP approved and/or APA accredited school psychology specialist, Master’s and doctoral programs. Results revealed that participants underestimated the percentage of time school psychologists spend conducting special education evaluations by nearly 20 percentage points when compared to results from the 2010 NASP survey, t(399.54) = 12.2, p<.000, d=.76. Participants overestimated the time school psychologists spend providing individual counseling t(465.27)=2.94, p<.001, d=.17 and group counseling (444.74) = 5.42, p < .001, d = .409, η2 = .04, by approximately 2 percentage points, in comparison to results from the 2010 NASP survey. After presenting data about the actual time school psychologists spend engaged in special education evaluation and direct service, over 25% of participants indicated regret for pursuing training in school psychology. A positive correlation was found between prior professional experience in the public school system and time estimates for special education evaluation, r (175) = .14, p = .03. Other demographic variables did not correlate with or predict time estimates or regret. Implications for the field of school psychology may be increased effort to ensure accurate portrayals of the profession.Psy.D.Includes bibliographical referencesby Yaakov Weine
Graduate Certificate in Science and Technology, 1995
No full textLeft-right: Michelle Griffiths, Croydon Hills Primary School; Sandra Farley, South Warrandyte Primary School; and Richard Fly, Nunawading Primary School, first graduates of the Graduate Certificate in Science and Technology with Peter Dunne, the Course Coordinator, back. The program is offered by the TAFE Division's School of Engineering and Industrial Science for primary school teachers to broaden their knowledge and understanding of science and technology. Photograph originally appeared in the 'Swinburne Staff News', 6 July 1995
High school early adopters of digital technology
No full textAlthough the number of studies was growing, there was little qualitative research investigating the issue of how classroom teachers were integrating technology for educational purposes. With all the money spent on technology in education, there had not been many studies attempting to determine how teachers were using it in classroom lessons. The findings of this study will contribute to the literature on technological integration to promote content learning. A qualitative case study design was used to examine how teachers in advanced technology high schools were integrating digital technology into classrooms. A preliminary screening survey identified the three technology advanced high schools in a defined geographical region. Three early adopter teachers in each of these schools were interviewed, observed in classrooms, and asked to provide documents regarding their lessons and student products. By closely examining and describing the teachers’ uses of specific technology applications, recurring themes shed light on the use of technology in advanced technology public high school settings. The findings highlighted teacher technology use and some best practices by the early adopters in high schools and provided significant insight into the three interactive domains that must be balanced: teacher, project, and school. The factors that influenced teachers to adopt technology were categorized into school and global forces. The teachers reported using multimedia to communicate and engage the students. They used more of a constructivist approach to extend their students’ learning experience and used the power of the Internet to continue class discussions and enhance their lessons beyond the classroom. In the end, the teachers perceived the benefits of technology use greatly outweighed any frustrations they experienced. This case study can serve as a model for how teachers and administrators may incorporate technology into their classrooms. Technology offered many benefits to teachers and students, yet few qualitative studies support this and demonstrate how technology’s integration had been successfully and meaningfully accomplished. This study provides insight and knowledge regarding how teachers and administrators may successfully integrate technology and assist in replicating the success in other schools and classrooms.Ed.D.Includes bibliographical referencesby Thomas A. Gorma
Racial battle fatigue: exploring how early career Black psychologists navigated racial trauma while in graduate school
No full textAs the field of psychology increases its focus on diversity, there continues to be a disproportionate underrepresentation of Black psychologists. Understanding Black psychologists' exposure to Racial Battle Fatigue as graduate students provides a unique opportunity to consider the cumulative impact of racial microaggressions during graduate training, which can be a barrier for Black graduate students seeking to enter the field. This research project aims to explore the cumulative effects that racial microaggressions may have had on early career Black psychologists while in graduate school. Additionally, the purpose of this project is to provide insight and suggestions to psychology doctoral programs seeking to support their Black students. The current qualitative study used network sampling to recruit 10 early career Black psychologists to participate using a Qualtrics semi-structured questionnaire. The data collected was analyzed through thematic analysis and resulted in 8 major themes that encapsulate the core aspect of the respondents’ graduate school experiences. Though most participants had an overall positive experience in graduate school, they discussed encountering racial microaggressions in various clinical and academic settings leading to stress responses captured in the Racial Battle Fatigue framework. Factors that impacted Racial Battle Fatigue in this study include social support, mentorship, imposter syndrome, and faith. These findings indicate that Black psychology doctoral students encounter racial microaggressions that elicit significant psychological and behavioral responses. The study also supports the need for psychology doctoral programs to provide more structural support for their Black students that is culturally responsive.Psy.D.Includes bibliographical reference
Academic Year 2019-2020 Faculty Excellence Showcase, AFIT Graduate School of Engineering & Management
No full textAn excerpt from the Dean\u27s Message:
There is no place like the Air Force Institute of Technology (AFIT). There is no academic group like AFIT’s Graduate School of Engineering and Management. Although we run an educational institution similar to many other institutions of higher learning, we are different and unique because of our defense-focused graduate-research-based academic programs. Our programs are designed to be relevant and responsive to national defense needs. Our programs are aligned with the prevailing priorities of the US Air Force and the US Department of Defense. Our faculty team has the requisite critical mass of service-tested faculty members. The unique composition of pure civilian faculty, military faculty, and service-retired civilian faculty makes AFIT truly unique, unlike any other academic institution anywhere
Exploring the graduate school experiences of African immigrant-origin students at historically white institutions in the United States
No full textDriven by exponential growth in migration from Africa, Black immigrants and their U.S.-born offspring comprise roughly one in five or 21% of the entire Black population in the U.S. (Tamir & Anderson, 2022). This population growth has led to increased enrollment in higher education and furthered the diversity of Black students on U.S. college campuses (Massey et al., 2007). Although a growing population, the existing literature on the higher education experiences of Black African immigrants is limited (George Mwangi & English, 2017; George Mwangi & Fries-Britt, 2015). In this growing field of study, few have solely focused on the graduate school experiences of this population (George Mwangi & English, 2017). This qualitative study addressed this gap by examining the graduate school experiences of African immigrant-origin students at historically white institutions (HWIs) in the New York metro area. Guided by intersectionality as a theoretical perspective, phenomenology as a strategy of inquiry and Culturally Engaging Campus Environments (Museus, 2014) as a theoretical framework, this study explored the critical experiences of African immigrant-origin students in graduate school. Data from semi-structured interviews with ten graduate school alums highlights seven essential experiences African immigrants navigate at HWIs and how their intersecting identities and institutional environments coalesced to inform those experiences. The seven themes are: (a) navigating challenges, (b) finding and creating support communities, (c) experiences with faculty and staff, (d) evolving identities, (e) racialized experiences within HWIs, (f) academic experiences, and (g) parental influence. This study offers important implications and recommendations for higher education research, practice, and policy to better support African immigrant-origin students in U.S. higher education.Ph.D.Includes bibliographical reference
Graduate School of Engineering and Management Fall 2021 Fact Book
No full textExcerpt:
The Graduate School of Engineering and Management (AFIT-EN) Fact Book is compiled by the Office of Institutional Research (ENWI), with assistance from other offices and departments. Unless otherwise specified, the Fact Book includes data specific to the Graduate School of Engineering and Management.
The timeframe for the Fact Book data varies based on the type of data. For most of the student information, data are based on a snapshot that is taken on the Census Date for the quarter. The Census Date occurs approximately three weeks into each quarter and provides a snapshot of the data that is used for future reporting and analysis. Faculty data are also snapshotted once per quarter. However, the fall faculty snapshot, which is based on data as of November 1, is slightly later than the student snapshot in order to be consistent with national reporting guidelines
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