scholarly journals Who Goes to Graduate School? Engineers’ Math Proficiency, College Experience, and Self-Assessment of Skills

2017 ◽  
Vol 106 (1) ◽  
pp. 98-122 ◽  
Author(s):  
Hyun Kyoung Ro ◽  
Lisa R. Lattuca ◽  
Ben Alcott
Keyword(s):  
Graduate School ◽  
College Experience ◽  
Self Assessment ◽  
Math Proficiency

scholarly journals Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom

2009 ◽  
Vol 50 (4) ◽  
Author(s):  
Yun-Hyang Lee
Keyword(s):  
Graduate School ◽  
Autonomous Learning ◽  
Learning Tool ◽  
Self Assessment ◽  
Assessment Report ◽  
English Program

Abstract This paper explores the usefulness of self-assessment in an interpretation classroom. Students of the Korean-English Program in a two-year graduate school of translation and interpretation were asked to analyze and assess their interpretation performances and submit a self-assessment report to the instructor. Later, a survey was conducted to find out what aspects of self-assessment the students found positive or negative. Based on the responses of the student and the teacher, selfassessment was found to be positive in identifying students’ weaknesses and strengths, enable targeted practice, and allow them to monitor their own progresses. But students also found selfassessment to be time-consuming and emotionally draining. However, all students and the instructor agreed that self-assessment was conducive to students. learning in an interpretation classroom.

scholarly journals Defining the Graduate College Experience: What it “Should” versus “Does” Include

10.28945/2102 ◽  
2015 ◽  
Vol 10 ◽  
pp. 057-077 ◽  
Author(s):  
Patricia L. Hardre ◽  
Shannon Hackett
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Graduate School ◽  
College Experience ◽  
School Experiences ◽  
Program Improvement ◽  
Actual Experience ◽  
And Performance ◽  
Graduate Experiences ◽  
Unrealistic Expectations

Gaps between expectations and actual educational experience may influence motivation, learning and performance. The graduate college experience (GCE) is shrouded in myth and legend that may create unrealistic expectations, while its reality includes elements of politics, economics and organizational psychology. This study examined 1,629 present and former graduate students’ perceptions of what their graduate school experiences should and did include. The sample was analyzed as a whole and also divided and tested for subgroup differences by: degree types (masters and doctorate); at four different points along their degree paths (entrance, midpoint, exit, alumni); and by disciplinary subgroups (hard sciences, social sciences, arts, interdisciplinary). Statistically significant differences were found between subgroups on perceptions of what the GCE “should” and “does” include separately. Further, within-groups comparison of what the graduate college experience “should” and “does” include showed significant differences for the whole group and all subgroups. In addition, the differences between graduate students’ expected and actual experience (should - does) negatively predicted overall satisfaction with their graduate experience. These contrasts of students’ actual and expected graduate experiences present potential to explain some of graduate students’ dissatisfaction and non-completion, and offer information to support program improvement and retention of graduate students.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

An Advocate for Self-Assessment: Barbara Weinstein

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 5-29
Author(s):  
Joseph Montano
Keyword(s):  
Self Assessment
Sign in / Sign up

Export Citation Format

Share Document