Browsing by Subject "graduate students"
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Item A Pilot Study on Social Science Graduate Students’ Data Core Competency(Texas Digital Library, 2023-05-17) Zhou, XuanProviding ongoing data management instruction for graduate students has become increasingly prominent in research projects. In Research Data Management (RDM), many researchers have identified different data management skill sets required for data curators, researchers, or students. Yet, literature does not provide sufficient evidence for determining the need for RDM training from social science student researchers’ perspectives. To our knowledge, few empirical studies exist that examine social science graduate students’ RDM practices. Understanding students’ experiences with research data and research data training, and their perception of RDM—identifying their data core competency status—can help develop a knowledge base for RDM education. Our research designed a pilot study for a data core competency measurement to examine how important data competence was regarded by social science graduate students and the status of their data core competence. Results demonstrated the importance of building an academic atmosphere where RDM best practices are valued in graduate social science programs. Additionally, we launched a pilot exam to evaluate students' data core competency using 16 questions to address each stage of the research data life cycle. Future studies on the development of standardized data core competencies measurement are suggested to build on our preliminary findings.Item Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students(2009-05-15) Mowen, Diana L.Improving student achievement is a major concern across the United States. One strategy being implemented to help students achieve in math and science is the partnering of teachers with professionals in math and science careers. One such program is the Fellows Integrate Math/Science in Rural Middle Schools program, from which this research stems. The intent of the program was to match middle school teachers with graduate students preparing for careers in science, technology, mathematics, or engineering fields. The graduate students spent ten hours a week in classrooms, interacting with teachers and students. Improved student performance in math and science, improved teacher content knowledge, and improved graduate student communication skills were expected program outcomes. This research assessed the impact of program participation on the teachers and graduate students involved. Data were collected from 33 middle school teachers and 33 graduate students over the course of two years of program participation. Questionnaires included a pre post measurement of knowledge, experience, and comfort level with education related groups and issues and summative program evaluations. Major findings of the research included: 1. Teacher knowledge, experience, and comfort levels with education related groups and issues did not change significantly because of participation in the program. 2. Graduate students experienced a decrease in knowledge, experience, and comfort level with several education related groups and issues from the beginning of the school year to the end. Knowledge decreases were noted with the following groups and issues: a. High school students b. Teaching college students c. Theories of learning d. Planning a project e. Following through on project tasks Experience level decreases were noted with the following groups and issues: a. Science education reform b. Current issues in K-12 education c. Teaching college students d. Theories of learning e. Assessing student learning Comfort level decreases were noted with the following groups and issues: a. Elementary school students b. University faculty engaged in K-12 education c. Science education reform d. Teaching college students e. Theories of learning f. Evaluating educational activities 3. Graduate student gender, race, and age were not found to be predictors of success in this partnership program.Item Not in Love, or Not in the Know? Graduate Student and Faculty Use (and Non-Use) of E-Books(Elsevier (Journal of Academic Librarianship), 2012) Cassidy, Erin Dorris; Martinez, Michelle; Shen, LisaThis study focuses on usage of electronic books (e-books) among advanced researchers, including graduate students and faculty, at a four-year academic institution. The researchers aimed to highlight differences in behavior, perception, and attitude between users and non-users of e-books. The survey findings suggest that, while a majority of these researchers do not necessarily favor e-books over print books, they do appreciate the convenience of the electronic format. Moreover, the results also indicate that many researchers may be entirely unaware of the library e-books available in their areas of study or may not fully realize all the features already being offered by some of these e-books, such as highlighting, note-taking, accessibility options, and downloading. These findings provide timely and practical applications for librarians interested in increasing library e-book usage with focused marketing plans targeting the needs of specific patron segments.Item The effects of ethical climate and faculty-student relationships on graduate student stress(2009-05-15) Kempner, Kimberly PruittThe purpose of this study was to empirically investigate the impact of departmental ethical climate (climate) and primary student-faculty relationship (support) on graduate student stress (stress). Participants included 231 full-time doctoral-level counseling and clinical psychology graduate students who were recruited via email. It was hypothesized that climate and support would predict stress, with each of these variables having an inverse relationship with stress. It was also predicted that support would moderate the relationship between climate and stress. A model was constructed representing these hypotheses and structural equation modeling was utilized to analyze the data. Initial analyses indicated that the hypothesized model did not adequately represent the data; however, these analyses did render a reduced model that offered a better fit to the data. Analysis of the hypothesized model did not confirm the moderation effect of support. Analysis of the reduced model suggested that climate and support, together, accounted for a significant amount of variance (25%) in stress. Further examination indicated that, when considered individually, only the relationship between climate and stress was significant. The limitations and implications of these results are discussed.