The ideal graduate seminar and advisor: Graduate student perspective

2009 ◽  
Author(s):  
Sylvia Rosh ◽  
Tiffany M. Bludau ◽  
Stephanie Seiler ◽  
Nahren Ishaya ◽  
Ryan Glaze ◽  
...  
Keyword(s):  
Graduate Student ◽  
Student Perspective ◽  
Graduate Seminar ◽  
The Ideal

Being a Doctoral Student

2020 ◽  
pp. 107-109
Keyword(s):  
Communities Of Practice ◽  
Doctoral Student ◽  
Career Goals ◽  
Student Perspective ◽  
Professional Groups ◽  
The Ideal

This chapter continues to address the doctoral student perspective in terms of participation in multiple communities of practice both local, virtual/online, and as represented in professional groups. The chapter finishes with encouragement to balance one's participations in communities by identifying the ideal level of participation to meet career goals and the practical considerations that hone the list to a more practical and achievable level.

Teaching Undergraduate Psychology from a Graduate Student Perspective

2010 ◽  
Author(s):  
E. Jean Johnson ◽  
Christine Carlson ◽  
Donelle Feld ◽  
Cindy Fisher ◽  
Pooja Joshi ◽  
...  
Keyword(s):  
Graduate Student ◽  
Student Perspective ◽  
Undergraduate Psychology

Graduate Education in Turf grass Science: The Graduate Student Perspective

1993 ◽  
Vol 22 (2) ◽  
pp. 95-99
Author(s):  
James N. McCrimmon ◽  
Keith J. Karnok ◽  
Donald B. White ◽  
Richard J. Hull
Keyword(s):  
Graduate Education ◽  
Graduate Student ◽  
Student Perspective ◽  
Turf Grass

Public Humanities in the Reconstructed University

2020 ◽  
Vol 92 (4) ◽  
pp. 781-790
Author(s):  
Sophia Leonard ◽  
Benjamin Reiss ◽  
Víctor Velázquez Antonio ◽  
Makenzie Renee Fitzgerald
Keyword(s):  
Community Engagement ◽  
Graduate Student ◽  
Colleges And Universities ◽  
Social Experiences ◽  
Regional Theater ◽  
Audience Engagement ◽  
Graduate Seminar ◽  
Emory University ◽  
Student Researchers

Abstract Colleges and universities that can withstand the fallout of the COVID-19 crisis will need to redouble their efforts to engage students in the kinds of intellectual and social experiences that cannot be attained remotely or in isolation. Public humanities, which promotes collaboration, civic and community engagement, and inter-institutional alliances, can be one such reparative force for the reconstructed university. This essay describes the work of graduate student researchers in an interdisciplinary public humanities seminar at Emory University who partnered with a large regional theater on a project involving dramaturgy and audience engagement for a spring 2020 production of Lynn Nottage’s play Sweat (first performed in 2015). The graduate seminar and the project—both before and in the wake of the COVID-19 outbreak—offer a compelling model for critical humanistic pedagogy and research that counteracts the isolation and insularity exacerbated by the pandemic.

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