scholarly journals Linked Lives: The Experiences of Higher Education and Student Affairs Doctoral Students and Their Partners

10.28945/4554 ◽  
2020 ◽  
Vol 5 ◽  
pp. 105-123
Author(s):  
Dawn Culpepper ◽  
Michael A. Goodman ◽  
Lauren Norris
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Graduate Education ◽  
Doctoral Students ◽  
Training Programs ◽  
Graduate Training ◽  
Work Life ◽  
Personal Lives ◽  
Linked Lives ◽  
Graduate Training Programs

Aim/Purpose: This study examines how higher education and student affairs doctoral students and their partners navigate the graduate school experience through the lens of linked lives. Background: Enhancing doctoral students’ ability to integrate their academic and personal lives can contribute to positive student outcomes such as retention and satisfaction. Yet, many features of graduate education may undermine students’ ability to maintain their romantic relationships. Methodology: This study draws from joint and individual interviewers with six couples (12 individuals), wherein one partner was a doctoral student in higher education or student affairs. Contribution: Many studies examine work-life integration for faculty members, but much less research seeks to understand how academia affects the experiences of graduate students and their partners. This study contributes to the literature on graduate student work-life integration by putting couples at the center of analysis, using theories of linked lives, and considers implications for doctoral students and graduate training programs in higher education and student affairs. Findings: Our findings revealed three main ways that doctoral students and their partners navigated graduate education: shared decision-making; negotiating, turn-taking, and trading off; and strategically integrating or dividing academic and personal lives. Recommendations for Practitioners: Graduate programs and institutions can enhance work-life integration and the experiences of doctoral students and their partners by incorporating discussion of dual-career concerns into the recruitment/admissions process and considering work-life concerns throughout the doctoral experience. Recommendation for Researchers: Applying the theoretical framework of linked lives brings visibility to a layer of the graduate student experience previously made invisible: the role of student’s partners. Impact on Society: By recognizing the work-life experiences of higher education and student affairs doctoral students and their partners, this study challenges graduate training programs to consider how to change or enhance the resources and structures offered to graduate students in ways that contribute to satisfaction and retention. Future Research: Longitudinal examination of doctoral students and their partners over time and comparison of experiences of couples in different fields/disciplines.

Enhancing vital non-technical workplace competencies for early career seed scientists

2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
Training Programs ◽  
Graduate Training ◽  
Technical Skill ◽  
Early Career ◽  
Skill Sets ◽  
Technical Competency ◽  
Workplace Success ◽  
Graduate Training Programs

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Teaching Sociology Graduate Students to Teach with Techology

2005 ◽  
Vol os-22 (1) ◽  
pp. 42-55
Author(s):  
James L. Williams ◽  
Daniel G. Rodeheaver
Keyword(s):  
Instructional Technology ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Technology Training ◽  
Teaching Sociology ◽  
Training Process ◽  
Instructor Training ◽  
Pedagogical Issue ◽  
Graduate Training Programs

In light of the increasing emphasis on the use of instructional technology in higher education, sociology graduate students need to become conversant with instructional technology and its pedagogical implications. Yet, the literature on graduate instructor training has almost completely neglected this issue. This paper directly addresses this important pedagogical issue. After a discussion of the benefits of instructional technology training, we describe how to integrate training in instructional technology into graduate training programs in sociology. Our discussion offers specific suggestions for incorporating instructional technology training throughout the instructor training process. Our recommendations focus on helping graduate students employ effectively instructional technology and to become conversant with its pedagogical implications.

scholarly journals Counseling in Audiology: Au.D. Students' Perspectives and Experiences

2018 ◽  
Vol 39 (01) ◽  
pp. 067-073 ◽  
Author(s):  
Karen Muñoz ◽  
Jared Schultz ◽  
John Whicker
Keyword(s):  
Hearing Loss ◽  
Training Programs ◽  
Graduate Training ◽  
Skills Development ◽  
Counseling Skills ◽  
Clinical Instruction ◽  
Clinical Experiences ◽  
Counseling Training ◽  
Counseling Relationships ◽  
Graduate Training Programs

AbstractCounseling in audiology is an important aspect of service delivery. How audiologists interact with patients and foster counseling relationships to help patients and families understand and live with hearing loss can impact outcomes of audiological interventions. Currently, variability exists in how graduate training programs are teaching counseling skills, and the extent to which counseling skills development is supported in clinical experiences is unclear. This article seeks to explore the perspectives related to the importance of counseling and counseling training experiences received through clinical instruction of Au.D. students beginning their final year of study, to identify where counseling training might be limited, and to examine how counseling skills might be better supported. Findings revealed that students generally appreciate the importance of counseling in audiology. Data suggest that how students are supported in developing counseling skills appears to be variable and unstructured.

Barriers to the Integration of Faith and Learning in Christian Graduate Training Programs in Psychology

1992 ◽  
Vol 20 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Bruce Narramore
Keyword(s):  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Christian Faith ◽  
Christian Perspective ◽  
Graduate Training Programs ◽  
Faith And Learning ◽  
Made In

Although significant strides have been made in developing graduate training programs in psychology with a distinctively Christian perspective, much remains to be done. In this paper, the author examines several cultural, theological, theoretical, institutional, and individual barriers to the development and maintenance of quality graduate programs integrating psychology with Christian faith and theology.

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