Capstone Experience Purposes

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Graduate school preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A systematic review

Underrepresented students attain a lower proportion of graduate degrees in the United States (US), demonstrating inequity in higher education. The Ronald E. McNair Post-baccalaureate Achievement Program has been providing underrepresented students with supports to increase their ability to attain a graduate degree. A systematic literature review identified that the Ronald E. McNair Post-baccalaureate Achievement Program promotes student growth in personal, social, and academic areas, as well as assist students enter graduate school. Few articles mentioned issues with the program but include students’ difficulties with socialization and the transition into graduate school. Limitations of the collected studies and possibilities for future research examining this program are included

More than an intervention: strategies for increasing diversity and inclusion in STEM

Purpose This paper aims to provide insight into the strategies used by leaders of graduate school preparation programs for science, technology, engineering and mathematics (STEM) to recruit and retain graduate students of color within STEM fields. Design/methodology/approach This paper is a qualitative multiple-case study using a snowball sample and semi-structured interview protocol. Twenty interviews were conducted. Findings Graduate program leaders use particular strategies to increase diversity and inclusion within graduate STEM education, and these strategies are strongly influenced by their institutional context. The most common strategies include collaboration, mapping the political terrain, evaluation, mediation, persistence, persuasion, networking in and outside of the institution, strategic planning, bargaining and negotiation, reaching out to the greater campus, and coalition building and developing allies. Research limitations/implications All of the institutions in this study were public research institutions. Further inquiry is needed on more diverse types of institutions. Practical implications The results of this study can be used by institutional and STEM program leaders who wish to increase diversity and inclusion. Social implications This research study raises awareness about an under-studied group of leaders, as well as the importance of considering context when developing strategic plans for increasing diversity and inclusion for STEM. Originality/value This study is unique because while graduate school preparation programs have become an important strategy for addressing diversity in STEM fields, research on these programs usually focuses only on student outcomes. This study provides rare insight into what is required to implement, sustain and expand these kind of diversity programs.

Exploring the Dynamics of Directed Studies Courses: Student, Instructor, and Administrator Perspectives

North American universities are encouraged to increase opportunities for undergraduate research experiences (UREs). To this end, many universities offer directed studies courses (DSCs) which are 1-2 semester long courses involving one-on-one instruction, with a focus on student-led independent research. Building on the understanding of dynamics generally related to UREs, this paper seeks to compare the motivations, benefits, and barriers specifically related to DSCs from student, instructor, and administrator perspectives. Based on a set of qualitative focus group discussions at a small undergraduate liberal arts institution, we present the similarities and differences in these perspectives and recommend a set of best practices for DSCs. All three groups reported motivations for engaging in a DSC that addressed working with a particular student or instructor, assistance with graduate school preparation, and meeting program requirements. In terms of perceived benefits of DSCs, both students and instructors indicated the mentoring relationship and practical outcomes arising from DSCs. Students recognized the benefits of developing research skills, but stressed the motivation and benefit of independent learning more than was found in other studies. Instructors focused on benefits of research engagement and relationship building. The major challenges to participating in DSCs were workload and time (all groups), unprepared students and lack of guidelines (instructors and administrators), and the oral presentation requirement and lack of information about DSCs (students). Based on these results, we suggest increased clarity in DSC expectations, consistent standards of quality, and promoting research processes common to the DSC’s home discipline. Les universités nord-américaines sont encouragées à augmenter les possibilités d’offrir des expériences de recherche au premier cycle (ERPM). À cette fin, un grand nombre d’universités offrent des cours d’études dirigées (CÉD) de 1 ou 2 trimestres qui impliquent un enseignement individuel où l’accent est mis sur la recherche indépendante menée par l’étudiant. Cet article est basé sur la compréhension de la dynamique généralement liée aux ERPM et tente de comparer les motivations, les avantages et les obstacles spécifiquement liées aux CÉD du point de vue des étudiants, des instructeurs et des administrateurs. Cette étude, basée sur un ensemble qualitatif de discussions de groupes dans une petite université d’arts libéraux de premier cycle, présente les similarités et les différences entre ces points de vue et recommande un ensemble de meilleures pratiques pour les CÉD. Les trois groupes ont rapporté que la motivation pour s’engager dans des CÉD impliquait le travail avec un étudiant ou un instructeur particulier, l’aide pour la préparation à l’entrée au deuxième cycle et le fait de répondre aux exigences des programmes. En ce qui concerne les avantages des CÉD, tant les étudiants que les instructeurs ont indiqué qu’ils avaient bénéficié de la relation de mentorat et des résultats pratiques des CÉD. Les étudiants ont reconnu qu’il y avait des avantages à développer des compétences en recherche, mais ils ont souligné que la motivation et les avantages de l’apprentissage indépendant étaient supérieurs que dans le cas des autres types d’études. Les instructeurs ont insisté sur les avantages de l’engagement en recherche et sur l’établissement de relations. Les défis principaux rencontrés quand on participe à des CÉD étaient la charge de travail et le temps (tous les groupes), les étudiants non préparés et l’absence de lignes directrices (instructeurs et administrateurs), ainsi que l’exigence d’une présentation orale et l’absence d’information sur les CÉD (étudiants). En fonction de ces résultats, nous suggérons une meilleure clarification de ce que l’on attend des CÉD, des normes de qualité constantes et la promotion des processus de recherche communs à l’établissement d’enseignement dans la discipline en question.