25,081 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
UNF Science & Engineering Building, Jacksonville, FL
No full textUNF Science & Engineering Building, Jacksonville, FL. The UNF School of Engineering offers both Bachelor of Science and graduate degrees in civil, electrical, and mechanical engineering. All of our programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). Engineering first appeared at the UNF campus in 1987.In 2004 the Division of Engineering moved into the new Science and Engineering Building, providing faculty and students excellent laboratory space, study areas, office space, and equipment. In 2006, the Division of Engineering was renamed the School of Engineering in recognition of its growing reputation and importance to the educational and research missions at UNF.https://digitalcommons.unf.edu/historical_architecture_main/2203/thumbnail.jp
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
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
UNF College of Education and Human Services 3, Jacksonville, FL
No full textUNF College of Education 3, Jacksonville, FL. The College of Education and Human Services offers a variety of programs to serve educational professionals in northeast Florida. We have undergraduate programs in fields such as special education, elementary education, and secondary education for people who are studying to be teachers. We have selected undergraduate programs for non-teaching professionals in areas such as sport leadership and deaf studies. We offer graduate programs in elementary and secondary education, special education, counseling, and educational leadership. The college offers the university\u27s only doctoral program, an Ed.D. in educational leadership.It is now called Betty and Tom Petway Hall. Their investment contributed to the changing landscape of early literacy education and school readiness in Jacksonville and Florida, That steadfast commitment to early learning literacy and to UNF was recognized when the new education building on campus was dedicated to them in November, 2012.https://digitalcommons.unf.edu/historical_architecture_main/2192/thumbnail.jp
Mentoring relationships in academe: an examination of underrepresented racial minorities’ graduate school experience
No full textRecent research has provided evidence that underrepresented racial minorities receive substantially less support than their White and Asian counterparts from academic advisors. This presents a critical issue: beyond providing custodial duties, advisors are also known to supply their current and former students with intangible support such as advocacy, coaching, and ongoing support in graduate school and in their early careers. Hence, in order to better understand how to retain a diverse faculty in the professoriate, I examine the circumstances in which an advisor is likely to take on a mentoring role in the advising relationship, i.e., one that extends beyond their custodial duties, for White and Asian versus for underrepresented racial minority doctoral students. In doing so, I extend the mentoring literature, showing that, in the context of academia, the progression of mentorship through distinct stages (i.e., initiation, cultivation, and separation or redefinition) cannot be understood without considering what takes place in the early stages of the relationship through graduate school and into the first academic job of the advisee. To better understand the behavioral processes that define the progression of advising relationships, I use a multi-method design including in-depth interviews, a survey, and the construction of a database of research publications conducted jointly by junior faculty members and their former dissertation advisors in the context of a business school setting. In examining the development and transformation of the relationship between the advisee and advisor, I shed light on underrepresented racial minorities’ career progression in the academic pipeline.Ph.D.Includes bibliographical reference
UNF College of Education and Human Services 2, Jacksonville, FL
No full textUNF College of Education 2, Jacksonville, FL. The College of Education and Human Services offers a variety of programs to serve educational professionals in northeast Florida. We have undergraduate programs in fields such as special education, elementary education, and secondary education for people who are studying to be teachers. We have selected undergraduate programs for non-teaching professionals in areas such as sport leadership and deaf studies. We offer graduate programs in elementary and secondary education, special education, counseling, and educational leadership. The college offers the university\u27s only doctoral program, an Ed.D. in educational leadership.It is now called Betty and Tom Petway Hall. Their investment contributed to the changing landscape of early literacy education and school readiness in Jacksonville and Florida, That steadfast commitment to early learning literacy and to UNF was recognized when the new education building on campus was dedicated to them in November, 2012.https://digitalcommons.unf.edu/historical_architecture_main/2191/thumbnail.jp
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
School psychology graduate training in evidenced based interventions for mental health
No full textA critical role of school psychologists includes providing and supporting the delivery of evidence-based mental health services to meet the rising emotional and behavioral needs of youth. However, studies document that school psychologists often feel unprepared from their graduate training to implement evidenced based interventions (EBIs). This study examined training across school psychology graduate programs in various EBIs through a survey research design. The study was designed to examine training directors’ level of familiarity with EBIs, student level of exposure and experience with EBIs, and differences in training between doctoral and master’s level students. Survey data were collected from 40 school psychology training directors (23% response rate) from NASP approved and/or APA accredited school psychology master’s and doctoral programs in the US. The survey included seventeen EBIs from a variety of mental health problems related to youth depression, anxiety, trauma, and disruptive behaviors, with open ended responses to include those EBIs not included in the survey, but included as part of a training program. Results indicated that 43% of participating training directors were familiar with the EBIs included on the survey, 57% of training directors reported students had exposure (didactic instruction, observational learning, or a combination) to the EBIs included on the survey, and 32% of training directors endorsed that students have supervised experience implementing the EBIs included on the survey. The highest level of student exposure and experience was endorsed for EBIs targeting anxiety and disruptive behavior disorders. Results also indicated that there was a statistically significant difference between the number of EBIs doctoral students were rated to have exposure to in comparison to that of master’s level students. There were no significant differences in the number of EBI’s doctoral and master’s level students had experience implementing according to training directors’ report. For open ended responses, training directors indicated a variety of EBIs, intermixed with evidenced based practices/general empirical approaches. The majority of interventions added by training directors were targeted for disruptive behavior disorders and varied in the strength of empirical support. Implications for school psychology training may include movement towards common elements and/or modular approaches, focusing on EBIs most relevant to the practice of school psychology and increasing the effectiveness of students’ supervised experience within graduate training.Psy.D.Includes bibliographical referencesby Angela Gonnell
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