scholarly journals Combining Education with Science in Graduate Student Work

2001 ◽  
Vol 47 (2) ◽  
pp. 74-77
Author(s):  
R. L. Weiss ◽  
E. G. Rajotte
Keyword(s):  
Graduate Student ◽  
Student Work

scholarly journals The Future of the Field: Highlighting Graduate Student Work in Ukrainian Studies

2019 ◽  
Vol 6 (2) ◽  
pp. 7-10
Author(s):  
Nathaniel Ray Pickett
Keyword(s):  
Graduate Student ◽  
Student Work ◽  
Thematic Section ◽  
The Future

Guest editor's introduction to the special thematic section "Platforma: New Frontiers in Ukrainian Studies."

scholarly journals Risk of Secondary Distress for Graduate Students Conducting Qualitative Research on Sensitive Subjects: A Scoping Review of Canadian Dissertations and Theses

2021 ◽  
Vol 8 ◽  
pp. 233339362199380
Author(s):  
Elizabeth Orr ◽  
Pamela Durepos ◽  
Vikki Jones ◽  
Susan M. Jack
Keyword(s):  
Qualitative Research ◽  
Graduate Student ◽  
Emotional Distress ◽  
Scoping Review ◽  
Policy And Practice ◽  
Student Work ◽  
Personal Impact ◽  
Sensitive Topics ◽  
Student Researchers ◽  
Psychological Risk

Qualitative research, in the methods employed and topics explored, is emotionally demanding. While it is common for ethics protocols to protect research participants from emotional distress, the personal impact of emotional work on the researcher can often go unaddressed. Qualitative researchers, in particular graduate student researchers studying sensitive topics, are at risk of psychological effects. It is unclear, however, how this impact on the researcher is discussed in graduate student work and/or the steps taken to address this risk. To provide an overview of how impact on the researcher is considered in Canadian graduate student research, a comprehensive scoping review of dissertations was conducted. Less than 5% ( n = 11) of dissertations reviewed included a plan to mitigate psychological risk to the researcher—suggesting a need for further guidance on minimizing risk of emotional distress. The application of trauma and violence-informed principles to graduate supervision policy and practice is discussed as a promising harm mitigation strategy.

Observer Agreement on Disfluency and Stuttering

1981 ◽  
Vol 24 (4) ◽  
pp. 595-600 ◽  
Author(s):  
Richard F. Curlee
Keyword(s):  
Graduate Student ◽  
Adult Male ◽  
Observer Agreement

Groups of undergraduate and graduate stndent listeners identified the stutterings and disfluencies of eight adult male stutterers during videotaped samples of their reading and speaking. Stuttering and disfluency loci were assigned to words or to intervals between words. The data indicated that stuttering and disfluency are not two reliable and unambiguous response classes and are not usually assigned to different, nonoverlapping behaviors. Furthermore, judgments of stuttering and disfluency were distributed similarly across words and intervals. For both undergraduate and graduate student listeners, there was relatively low unit-by-unit agreement among listeners and within the same listeners from one judgment session to another.

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

Federal Graduate Student Loans to Cost More

ASHA Leader ◽  
2011 ◽  
Vol 16 (11) ◽  
pp. 19-19
Author(s):  
Neil Snyder
Keyword(s):  
Graduate Student ◽  
Student Loans

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

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