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1.
The purpose of the study was to analyze two certificate programs in regard to the impacts on alumni professional career and strengths and weaknesses of certificate programs in the views of their alumni. The sample consisted of 58 participants who completed one of the certificate programs. The results showed that alumni rated self-improvement as the biggest benefit, career advancement benefit as average, and career change benefit as low from the certificate programs. Also, alumni thought that all program components were of strong quality, but the majority of alumni still wanted to see an increased emphasis on teaching, interaction with other students, support, and assessment feedback focus of the program.  相似文献   

2.
ABSTRACT

This qualitative study explored the factors influencing community college career and technical degree program enrollment. Participants for this multi-site study included currently enrolled community college career and technical students with at least 30 credit hours completed and alumni. The researcher coded the participant’s phenomenological data, which revealed four themes. Principal themes included employability, family educational background, denied enrollment to a four-year college or university, and socioeconomics. The findings of this study could be used by governing bodies to develop a better understanding of the importance of the community college system. Community colleges could use the findings of this study to ensure that their organization offers students a conscious teaching and learning environment.  相似文献   

3.
Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual''s science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.  相似文献   

4.
The competency requirements, content, culture, and value systems of business and industry career environments can differ significantly from that of the higher education context where instructional design and technology (IDT) students receive their formal training. Therefore, faculty should consider how they might provide flexibility in their programs to allow IDT students to experience the contexts in which they choose to work following graduation. The article reports on the results of a case study of an exemplary IDT program identified through a national survey. The emphases and preparation practices of faculty in the case study program were noted to provide an example of how one program successfully prepares its graduates for a variety of career environments, and specifically for a business and industry environment. By studying the successes and challenges of specific programs, new or existing programs may gain ideas for building or re-working existing programs to better meet the needs of students desiring contextualized preparation for different career environments.  相似文献   

5.
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession.  相似文献   

6.
Alumni-student mentoring programs have become commonplace at many universities, and yet, scholarly research has rarely explored the impact of these programs on participating students and alumni. To address this, we investigated three alumni mentoring programs at a large research-intensive university in Australia. Using a mixed methods approach (a web based survey and interviews), we sought both students' and mentors' perceptions of their alumni mentoring program and how their involvement may have impacted their perceptions of the university (n=197). The findings highlight that alumni mentoring programs provide distinct benefits to both students and alumni and may result in improved university engagement. Our results also indicate new revelations about alumni mentoring programs, including the challenges associated with mentoring postgraduate students and recommended best practice to ensure the success of alumni mentoring programs.  相似文献   

7.
International exchange and training programs play a significant role in the development of international cooperation between educators from different nations. More and more teachers and school administrators participate in exchange programs and implement new curricular and instructional practices in their institutions. The objectives of this interpretive exploratory case study were (a) to investigate the impact of international exchange and training programs on pedagogical practices of Russian school teachers and administrators and (b) to find out how participants of international programs apply, implement, and transfer their experiences and knowledge that they obtain during their programs. The data were collected through personal interviews, observations, and materials from several debriefing sessions in 2005. The study demonstrated that the participation in international programs significantly impacts educators’ pedagogical practices, expands the range of their instructional approaches, makes program alumni more culturally sensitive and perceptive, and influences their interpersonal relations in schools, their professional growth, and social status. This research can be of interest to perspective participants of international programs and practitioners who develop and organize international programs for educators.  相似文献   

8.
Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.  相似文献   

9.
Editorial     
Abstract

Based on a recently completed alumni study of 522 graduates at a private college in the northeastern Unites States, this paper presents a model for designing alumni research to assess higher education's effectiveness in preparing graduates for work and life. Results revealed substantial variation in alumni evaluation of their education. While alumni reported a high level of satisfaction with the academic programme and career preparation, their feedback suggests they seek more from their college experience. Results reveal that students who feel a sense of community are more satisfied with their overall college experience and those who are satisfied with their social life are more likely to recommend the college to prospective students.  相似文献   

10.
In-depth interviews were conducted with 16 men who had a significant other who had given birth within the last 5 years. Men were asked about their perceptions of pregnancy-related weight gain, and content analysis was used to identify themes from the interviews. Men described nine themes related to perinatal weight gain: (a) negative perceptions, (b) eating behaviors, (c) exercise habits, (d) health impact, (e) body changes, (f) weight-loss success, (g) “it bothered her more than me,” (h) “the weight gain wasn’t a problem,” and (i) intimacy. Together, these themes offer a glimpse into men’s experiences and highlight the discord and balance between experiencing negative feelings/perceptions and being a supportive partner. This information on how men perceive pregnancy-related weight gain can be used to develop interventions to assist men to support their significant others in meeting weight loss goals following pregnancy.  相似文献   

11.
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12.
Concerns with postdoctoral research training and employment outcomes are growing at an international level. Recent studies of postdoctoral and other contract researchers in various countries emphasize common issues associated with these appointments, including the absence of any systematic definition of postdoctoral research positions, lack of policy and data on postdoctoral researchers, and increasing dissatisfaction among postdoctoral researchers with the nature of their position and with their future employment prospects. These issues are explored further in the study reported here, through an interview‐based investigation of the views of both postdoctoral researchers and postdoctoral supervisors with regard to the nature of postdoctoral research positions and the career development support provided within those positions. Key findings include substantial variation in the functions of postdoctoral researchers, and in the perceived purposes of such positions. Despite a widespread perception among both postdocs and their supervisors of limited employment opportunities in academia or research positions, there was a consistent focus among both parties on the postdoctoral period as providing preparation for such positions.  相似文献   

13.
The shortage of highly qualified graduates with advanced training in food science is a pressing problem facing government agencies and the food industry. This has created a need to recruit and train food scientists at the graduate level. However, most graduate level programs are research‐based and do not meet the needs of many students. The College of Agriculture and Life Sciences at Cornell Univ. has a Master of Professional Studies Program in Agriculture and Life Sciences (MPS‐ALS), which is offered through the Field of Food Science and Technology (FFST), as an alternative to research‐based masters and doctoral degrees. Although the MPS‐ALS program began in the 1970s, the FFST did not take an active role in recruiting students or tracking alumni until 2000. From 2000 to 2013, a total of 56 students, representing an internationally and academically diverse student body, have received MPS‐ALS degrees through the FFST. In May and August 2013, alumni were asked, via e‐mail, to complete an online survey to assess the long‐term impact of the MPS‐ALS program on their career success. The results of the survey indicate that the MPS‐ALS program at Cornell Univ. is a strong program that attracts excellent candidates from a variety of undergraduate fields. Program alumni have been very successful in obtaining full‐time employment, graduate positions and internships, and are highly satisfied with the program. The MPS‐ALS offered through the FFST at Cornell Univ. is a model for the development of course‐based graduate programs that seek to increase the supply of and meet the demand for trained professionals in food science.  相似文献   

14.
For postdocs to have the best chances of achieving their career goals they need to not only acquire discipline-specific research experience, but also additional generic skills vital for future employment inside or outside academia. They also require access to information and mentoring that will help them strategically plan and make informed decisions about their future. Few studies have examined the variables that impact the postdoctoral experience or research productivity. Thus, a comprehensive survey was conducted to determine whether quality supervision, career mentoring, collaboration, networking and a nurturing research environment makes a positive difference in the experiences and productivity of postdoctoral researchers. Unsurprisingly, the survey revealed that job insecurity and lack of a career structure are ongoing concerns for postdocs. However, a clear association was shown between quality supervision, for example, in conveying the importance of taking responsibility for their future academic career by strengthening their track record, and the number of peer-reviewed publications produced. The findings also suggest that mentoring in non-academic career paths can be greatly improved. The results of this study have guided a research-intensive Australian University to implement initiatives and programs which enhance the postdoctoral experience. Finally this work raises awareness of the crucial contributions postdocs make to the research output and environment of universities.  相似文献   

15.
In the last ten years, professional and popular literature focused on the relatedness of spirituality and career. The field of career guidance and development is beginning to integrate individuals' religious and spiritual beliefs. Likewise, it seems the Church would be a source of career assistance. This paper reviews professional literature, from 1960–early 2000s, regarding the role of the Church in the United States in career guidance and development. The focus is on vocational themes in relation to the Church, Church involvement in career guidance and development programs, and recommendations for the role of the Church in career guidance and development. The review concludes that over the past 40 years, the professional literature on this topic has declined. The Church has made grassroots efforts at providing career guidance, but only through improved communication of ideas and program results will the Church provide effective career programming on a larger scale.  相似文献   

16.
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17.
Conclusions This survey explored practitioners’ perceptions and opinions about the match between their academic preparation program and the demands and challenges of their practice, as well as their opinions of exemplary programs for preparing graduates for professional practice in their career environment. Since the data collected were opinions and perceptions of participants and not observed behaviors, caution should be used in the interpretation and application of the results. In addition, the small and diverse sample compromises the generalizability of the findings. However, the survey provides a picture of the success of IDT programs in contextualizing the preparation of instructional designers and suggests several topics, like flexibility of program offerings and coverage of cultural workplace aspects, that represent areas for potential program improvement. The results of this study should serve to encourage IDT program administrators to survey their own graduates for valuable data on program strengths and weaknesses.  相似文献   

18.
The Community Career Services (CCS) program at the University of Missouri–Columbia provides one-on-one career counseling using graduate level counselors-in-training and has been in place since the fall of 1978. Community members, faculty/staff, students and alumni have access to Career Center resources such as career planning and job search strategies, graduate practice exams, mock interviews, resume/cover letter critiques and a wealth of printed resources and information through access to the Center's web site. This article discusses the original concept behind development of the program and provides a brief programmatic history. It also provides a demographic overview of the clients participating in the program over the last eight years as well as the benefits of CCS in terms of the community, university, Career Center and counselors-in-training. In addition, it discusses what marketing tools seemed to have been most successful and concludes with possible areas of growth for the program in its future.  相似文献   

19.
ABSTRACT

This paper examines the key issues and elements to consider in developing and sustaining teaching development programs for doctoral students and postdoctoral scholars in connection to a large multi-institutional, higher education reform network. Based on interviews with 47 participants at eight member institutions and the central administration of the Center for the Integration of Research, Teaching, and Learning (CIRTL), we found five major components: campus culture, the program’s organizational placement, program leadership, program logistics, and the benefits acquired from adopting and adapting network ideas, knowledge, and resources.  相似文献   

20.
The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience.  相似文献   

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