scholarly journals Identifying Best Practices of Logistics & Transportation Graduate Education

2015 ◽  
Author(s):  
MD Sarder
Keyword(s):  
Best Practices ◽  
Graduate Education

Teach an I-O To Fish: Integrating Data Science Into I-O Graduate Education

2015 ◽  
Vol 8 (4) ◽  
pp. 539-544 ◽  
Author(s):  
Juliet R. Aiken ◽  
Paul J. Hanges
Keyword(s):  
Big Data ◽  
Informed Consent ◽  
Consumer Behavior ◽  
Best Practices ◽  
National Security ◽  
Graduate Education ◽  
Data Science ◽  
National Security Agency ◽  
Internet Searches ◽  
Corporate Language

Big data is becoming a buzzword in today's corporate language and lay discussions. From individually targeting advertising based on previous consumer behavior or Internet searches to debates by Congress concerning National Security Agency (NSA) access to phone metadata, the era of big data has arrived. Thus, the Guzzo, Fink, King, Tonidandel, and Landis (2015) discussion of the challenges (e.g., confidentiality, informed consent) that big data projects present to industrial and organizational (I-O) psychologists is timely. If the hype associated with these techniques is warranted, then our field has a clear imperative to debate the ethics and best practices surrounding use of these techniques. We believe that Guzzo et al. have done our field a service by starting this discussion.

scholarly journals Where do our graduates go? A toolkit for retrospective and ongoing career outcomes data collection for biomedical PhD students and postdoctoral scholars

2019 ◽  
Author(s):  
Elizabeth A. Silva ◽  
Alicia B. Mejía ◽  
Elizabeth S. Watkins
Keyword(s):  
Data Collection ◽  
Best Practices ◽  
Graduate Education ◽  
Life Science ◽  
Retrospective Studies ◽  
Collection Management ◽  
Annual Data ◽  
Career Outcomes ◽  
Call To Action ◽  
Postdoctoral Training

Universities are at long last undertaking efforts to collect and disseminate information about student career outcomes, after decades of calls to action. Organizations such as Rescuing Biomedical Research and Future of Research brought this issue to the forefront of graduate education, and the second Future of Biomedical Graduate and Postdoctoral Training conference (FOBGAPT2) featured the collection of career outcomes data in its final recommendations, published in this journal (Hitchcock et al., 2017). More recently, 26 institutions assembled as the Coalition for Next Generation Life Science, committing to ongoing collection and dissemination of career data for both graduate and postdoc alumni. A few individual institutions have shared snapshots of the data in peer-reviewed publications (Mathur et al., 2018; Silva, des Jarlais, Lindstaedt, Rotman, Watkins, 2016) and on websites. As more and more institutions take up this call to action, they will now be looking for tools, protocols, and best practices for ongoing career outcomes data collection, management, and dissemination. Here, we describe UCSF's experiences in conducting a retrospective study, and in institutionalizing a methodology for annual data collection and dissemination. We describe and share all tools we have developed, and we provide calculations of the time and resources required to accomplish both retrospective studies and annual updates. We also include broader recommendations for implementation at your own institutions, increasing the feasibility of this endeavor.

scholarly journals 2017 Meeting of the National Directors of Graduate Studies in Pharmacology and Physiology

2018 ◽  
Vol 42 (2) ◽  
pp. 396-403 ◽  
Author(s):  
Tanya R. Victor ◽  
Kaitlyn K. Thompson ◽  
Joey V. Barnett ◽  
Kelly D. Karpa
Keyword(s):  
Career Development ◽  
Best Practices ◽  
Graduate Education ◽  
Graduate Programs ◽  
Graduate Studies ◽  
Scientific Rigor ◽  
Challenges And Opportunities ◽  
Education Training

The National Directors of Graduate Studies biennial meeting is a forum for directors from pharmacology and physiology graduate programs to discuss challenges and best practices for programs that are preparing trainees to be successful in the biomedical workforce. The 2017 meeting was held on the campus of Stony Brook University in Stony Brook, NY. Over the course of the 3-day event, several themes evolved, including graduate education training and curricula, diversity and career development, and scientific rigor and communication. Overall, presentations and discussions highlighted the challenges and opportunities for training PhD biomedical scientists and featured best practices from across the country.

scholarly journals THE INFLUENCE OF REVISING AN ONLINE GERONTOLOGY PROGRAM ON THE STUDENT EXPERIENCE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S60-S61
Author(s):  
Kara B Dassel ◽  
Katarina Felsted ◽  
Jacqueline Eaton
Keyword(s):  
Best Practices ◽  
Graduate Education ◽  
Online Teaching ◽  
Science Program ◽  
Online Program ◽  
Master Of Science ◽  
Qualitative And Quantitative ◽  
Geriatrics Education ◽  
The University ◽  
Gerontology Program

Abstract The University of Utah’s Gerontology Interdisciplinary Program (UUGIP), a fully online program recently aligned all courses to meet the 2014 Academy of Gerontology in Higher Education (AGHE) “Gerontology Competencies for Undergraduate and Graduate Education” and to meet best practices in online teaching. These efforts led to the GIP Masters of Science program being recognized in 2017 by AGHE as a Program of Merit as well as a publication in the AGHE Journal of Gerontology & Geriatrics Education (Dassel, Eaton, & Felsted, 2018). In an effort to further this work, we analyzed student evaluations in core Master of Science program courses prior to and following these program revisions, assessed by qualitative and quantitative evaluation data from two semesters immediately prior and two semesters immediately following revisions. This presentation will discuss results, implications, and future applications of this analysis.

scholarly journals Design and Delivery of an Online Information Systems Management Course for MBA Programs

10.28945/4600 ◽  
2020 ◽  
Vol 19 ◽  
pp. 047-074
Author(s):  
Xihui "Paul" Zhang ◽  
Ming Wang ◽  
M. Shane Banks ◽  
Qiunan Zhang ◽  
Colin G. Onita
Keyword(s):  
Best Practices ◽  
Graduate Education ◽  
Teaching And Learning ◽  
Detailed Examination ◽  
Course Evaluation ◽  
Lessons Learned ◽  
Online Course ◽  
Learning Effectiveness ◽  
Mba Programs ◽  
Information Systems Management

Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

The role of mentorship in dental graduate education

1995 ◽  
Vol 59 (5) ◽  
pp. 573-577 ◽  
Author(s):  
JP Brown ◽  
JF Williams ◽  
MS Hoppe
Keyword(s):  
Graduate Education

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

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