scholarly journals Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

2013 ◽  
Vol 10 (1) ◽  
pp. 37-51
Author(s):  
Mary A. Bair ◽  
◽  
Cynthia E. Mader ◽  
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Academic Writing ◽  
College Of Education ◽  
Faculty Members ◽  
Writing Difficulties ◽  
Faculty Collaboration ◽  
Graduate Preparation ◽  
Self Study ◽  
Analyze Data

This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course assignments, and course assessments. We found discrepancies between faculty and student perceptions about graduate preparation for academic writing and between the espoused and enacted curriculum. Both faculty and students identified problems associated with synthesizing theory and research. We discuss the need for teacher-scholars in today's educational environment, the challenges facing curriculum improvement, and several program-specific measures being undertaken to address identified gaps in academic writing and critical thinking.

Graduate Education Faculty and Student Perceptions of the Ethical Climate and its Importance in the Retention of Students

2001 ◽  
Vol 3 (2) ◽  
pp. 119-136 ◽  
Author(s):  
Laura E. Schulte
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Student Perceptions ◽  
Graduate Student ◽  
Ethical Climate ◽  
Faculty Perceptions ◽  
College Of Education ◽  
Academic Programs ◽  
Faculty Members ◽  
Climate Index

Graduate student and faculty perceptions of the ethical climate and its importance in the retention of students were investigated at a midwestern metropolitan university. The subjects included 159 graduate students and 52 faculty members from five major areas within the College of Education. The subjects' perceptions of the ethical climate were measured by the Ethical Climate Index (ECI). There were differences between student and faculty perceptions of the ethical climate for four of the five academic areas. Results of the study indicated that a positive ethical climate is perceived by faculty and students to be important in the retention of students within graduate academic programs. Administrators and faculty members should consider the ethical climate as an important factor in retaining graduate students within academic programs.

Cultivating Critical Thinking Amongst University Graduate Students

2019 ◽  
pp. 209-224
Author(s):  
David Onen
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
21St Century ◽  
Knowledge Economy ◽  
Graduate Programs ◽  
College Of Education ◽  
Faculty Members ◽  
Accomplished Teachers

The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

Cultivating Critical Thinking Amongst University Graduate Students

2021 ◽  
pp. 1104-1119
Author(s):  
David Onen
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
21St Century ◽  
Knowledge Economy ◽  
Graduate Programs ◽  
College Of Education ◽  
Faculty Members ◽  
Accomplished Teachers

The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

Designing a Course for the Development of Community-Engaged Researchers in a College of Education

2020 ◽  
pp. 84-104
Author(s):  
Aaron S. Zimmerman ◽  
Shirley M. Matteson
Keyword(s):  
Graduate Students ◽  
Organizational Context ◽  
College Of Education ◽  
Faculty Members ◽  
Engaged Scholarship ◽  
Community Based ◽  
Community Engaged Research ◽  
Community Engaged Scholarship

Community-engaged scholarship is a democratic approach to scholarship that seeks to identify and solve community-based problems. In this chapter, the authors, both faculty members within a college of education, describe the challenge of creating opportunities to prepare graduate students to become community-engaged researchers. In this chapter, the authors will explore the challenges related to designing coursework that successfully supports the development of the knowledge, skills, and dispositions required for successful community-engaged research. The authors present narratives that describe their transition into their college and describe how this organizational context influenced the manner in which they went about designing a course on community-engaged research. The authors then outline, in detail, a number of assignments developed for this research course. These assignments are presented as a resource for faculty who are developing courses that aim to prepare graduate students for community-engaged scholarship.

scholarly journals Developing an Understanding of The Sources of Some Graduate Students’ Perceptions of Academic Writing

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ahmad I. Alhojailan
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Academic Writing ◽  
Structured Interviews ◽  
Saudi Students ◽  
Writing Practices ◽  
Fields Of Study ◽  
Depth Study ◽  
Perceived Effects ◽  
Negative Perceptions

An increasing number of Saudi students in American universities has generated a need to explore the Saudi students’ perceptions of academic writing and the sources of such perceptions. Further research can enable writing researchers and instructors to help Saudi students to be better writers in American contexts. This study, therefore, explored the sources of 12 Saudi graduate students' perceptions of academic writing. The findings collected from 12 semi-structured interviews revealed the sources of the participants’ perceptions of academic writing. These sources are the perceived effects of the participants’ professors, the perceived effects of their fields of study/occupations, the perceived effects of their peers, and the perceived effects of the Saudi culture. The findings suggest the creation of opportunities for writing practices that can help identify the origins of difficulties in academic writing and then help students overcome those difficulties and change the negative perceptions students have about academic writing. The findings also show that those sources are interrelated. A more in-depth study of student perceptions and their sources is needed because we need a broader picture of how such sources might interact with each other.

Retention and Institutional Effort: A Self-Study Framework

NASPA Journal ◽  
2001 ◽  
Vol 39 (1) ◽  
Author(s):  
Dudley B. Woodard ◽  
Sherry L. Mallory ◽  
Anne M. De Luca
Keyword(s):  
Graduate Students ◽  
Assessment Framework ◽  
Self Study ◽  
Institutional Retention ◽  
Retention Effort

This article describes a retention assessment framework as a way of helping practitioners use existing literature and research to assess how good their institutional retention effort is. It addresses the rationale for the framework, why some institutions graduate students at higher rates than predicted given the entry characteristics of its students, and how to use the framework.

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