Some Issues in the Training of Asian Agricultural Economics Graduate Students in the United States

1965 ◽  
Vol 47 (4) ◽  
pp. 1024 ◽  
Author(s):  
V. W. Ruttan ◽  
A. M. Weisblat
Keyword(s):  
United States ◽  
Graduate Students ◽  
The United States ◽  
Agricultural Economics

Ph.D. Programs in Agricultural Economics in the United States

1966 ◽  
Vol 48 (3) ◽  
pp. 738
Author(s):  
Gail L. Cramer ◽  
Adam A. Sokoloski
Keyword(s):  
United States ◽  
The United States ◽  
Agricultural Economics

Identifying New Directions for African Studies: Methodology Report and Survey Results

2002 ◽  
Vol 30 (2) ◽  
pp. 76-88
Author(s):  
Larry W. Bowman ◽  
Diana T. Cohen
Keyword(s):  
United States ◽  
Graduate Students ◽  
The United States ◽  
African Studies ◽  
The Internet ◽  
Coverage Error ◽  
New Directions ◽  
Survey Results

The sample frame was constructed over several months through the combined efforts of three graduate students and Prof. Larry W. Bowman. Using the Internet whenever possible, and backed by the assistance of colleagues from many institutions, we constructed a sample frame of 1,793 U.S.-based Africanists. Our sample frame includes 46 percent more Africanists than the 1,229 individual U.S. members of the African Studies Association (ASA) in 2001 (1,112 individual members and 117 lifetime members). In all cases we allowed institutions to self-define who they considered their African studies faculty to be. By assembling this broad sample frame of African studies faculty, we probe more deeply into the national world of African studies than can be done even through a membership survey of our largest and most established national African studies organization. The sample frame for this study approximates a full enumeration of the Africanist population in the United States. Therefore, data collected from samples drawn from this frame can with some confidence be generalized to all Africanists in the United States, with minimal coverage error.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

scholarly journals Attracting and Retaining Global Talent: International Graduate Students in the United States

2018 ◽  
Vol 2 (93) ◽  
pp. 11
Author(s):  
Rajika Bhandari
Keyword(s):  
United States ◽  
Graduate Students ◽  
International Student ◽  
The United States ◽  
Data Sources ◽  
Current Status ◽  
International Graduate Students ◽  
International Graduate ◽  
The U.S

In light of current developments in in-bound international student flows to the U.S., this articleuses multiple recent data sources to examine the appeal of the U.S. as a destination forinternational graduate students, as well as the current status of international graduate enrollmentin the U.S.

scholarly journals Adjustment Experiences of International Graduate Students to Life in the United States

2021 ◽  
Vol 29 (4) ◽  
pp. 2243-2262
Author(s):  
Nur Aira Abd Rahim
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
The United States ◽  
Qualitative Inquiry ◽  
Adjustment Process ◽  
International Graduate Students ◽  
International Graduate ◽  
Starting Point

The adjustment process, also interchangeably referred as a transition or adaptation process, is a stage that every international student went through as part of their study abroad experiences. For international graduate students, their pursuit represents an important milestone in their self-development and personal growth. However, adjusting to a new educational and social environment can be challenging. During this important starting point of their academic journey, what are the key aspects that shaped the adjustment experiences of these international graduate students? This study explored the narratives of international graduate students of their adjustment process to academic life in the United States using the integrated acculturation framework using a naturalistic qualitative inquiry process. Participants’ selection includes criterion sampling and maximum variation strategy to elect international students who were at least completing his or second semester in a current graduate program. In total, 9 participants were selected based upon different countries of origins and program majors and having both male and female and doctorate and master level participants in this study. The findings show that these international graduate students experienced varied adjustment experiences, impacted by motivation, personality, coping strategies, and social support received. All the participants also reported having a varying set of growth as a result of the adjustment process. The recommendations include providing more support geared towards academic well-being and creating a supportive culture among faculty and other students on the diversity and difference these international graduate students bring on campus.

Opportunities and Challenges Ahead for University-Based Evaluator Education Programs, Faculty, and Students

2021 ◽  
Vol 42 (3) ◽  
pp. 428-438
Author(s):  
John M. LaVelle ◽  
Stewart I. Donaldson
Keyword(s):  
United States ◽  
Graduate Students ◽  
Faculty Member ◽  
Knowledge Base ◽  
Research Agenda ◽  
Program Design ◽  
The United States ◽  
Education Programs ◽  
Current State

The profession of evaluation continues to grow, generating more demand for evaluation services than can be fulfilled by the supply of well-trained evaluation practitioners. In this brief forum article, we discuss the current state of evaluator education in the United States and the ways in which university-based programs support the development of evaluation practitioners and scholars. We then discuss the opportunities and challenges university-based programs face, focusing on program design, the challenges of being an evaluation-focused faculty member, and the specific needs of evaluation graduate students. We conclude by providing a research agenda for evaluation scholars interested in advancing the knowledge base about university-based evaluator education.

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