Graduate Education

This article examines various voices in a triangulated needs analysis project aimed at reevaluating the curriculum of a graduate level EAP program. Previous work (Elisha--Primo, et al., 2010) presented students' voices; this article focuses on department chairpersons and graduate advisors, and graduate EFL instructors with respect to the perceived needs of their students. Results show that listening to all stakeholders enabled us to negotiate and implement requisite changes by resolving the discrepancies among their needs. Moreover, findings demonstrated why being heard matters: the dialogue that ensued from the needs analysis process generated a network for communication, enabling stakeholders to become cognizant of and subsequently more involved with the graduate EAP program. This article demonstrates the complexity and significance of including multiple voices in needs analysis as well as the significance of establishing a forum in which stakeholders may have their voices heard. The implications of this process transcend this study and could be germane to other graduate EAP programs.

La computadora es una herramienta poderosa y de aplicabilidad múltiple. Sus capacidades actuales de velocidad de procesamiento, de almacenamiento y de diversidad de dispositivas (capacidades que tienden a aumentar) la hacen una herramienta versátil y de posible aplicación en muchas áreas del quehacer humano. Actualmente la computadora cuenta con dispositivos que permiten interacciones muy diversas con el sujeto. Entre los más comunes se encuentran los monitores y las impresoras de alta resolución, que permiten un excelente manejo de gráficos, color, animación y efectos especiales. Asimismo, podemos encontrar altas capacidades de audio, graficadoras, digitalización de todo tipo de imágenes, grabación digital a partir de cámaras de video, conexión de videodiscos, micrófonos, etcétera. Por otro lado, los fabricantes de programas (software) han puesto su empeño en que las interfases con el usuario sean cada vez más atractivas, amigables y ergonómicas. La computadora, una máquina programable -de ahí sus múltiples aplicaciones-es, sobre todo, una máquina que permite la interacción con el sujeto. Estos factores están propiciando una rápida incorporación de la computadora a la vida cotidiana. El avance tecnológico está afectando la forma de trabajar; el uso de la computadora como una herramienta poderosa para incrementar la productividad en la mayoría de las áreas, es cada vez más común y, en muchos casos, indispensable. La educación es una de las áreas involucradas ya que la computadora brinda herramientas de trabajo diversas para el educador, así como la posibilidad de usarla en el aula. Por otro lado, la necesidad de capacitación en el uso de herramientas computacionales y del cómputo mismo atañe a la educación. Es por ello que tradicionalmente se conocen tres tipos de relaciones entre el cómputo y la educación:

This study provides a systematic overview of doctoral theses in the field of educational sciences in Türkiye that use qualitative research methods. To ensure both comprehensiveness and accessibility, the national theses database was reviewed. A total of 491 doctoral theses aligned with the qualitative research paradigm were identified through keyword searches. The data were analyzed using content analysis techniques, focusing on various aspects such as research design, sampling methods and groups, data collection tools, data analysis methods, trustworthiness criteria, the researcher's role, and presentation of findings. The results showed that while certain elements-such as qualitative design types, sampling strategies, and data analysis techniques-were commonly used, other components received less attention. Notably, the presentation of trustworthiness and the role of the researcher were often vague or missing, indicating inconsistency across the theses. Most of the studies lacked sufficient detail regarding the methodological rigor expected in qualitative research. Overall, the findings suggest several methodological shortcomings and a need for improvement in the effective and consistent use of qualitative research methods in doctoral theses in the field of educational sciences in Türkiye. The study emphasizes the importance of providing detailed methodological information and adhering to qualitative research standards to enhance the quality and credibility of future research in this field.

A pesquisa objetivou conhecer a ocorrência de estresse em 27 mestrandos em ciências da saúde da Universidade Federal de Sergipe, sendo 16 mulheres e 11 homens. Buscou-se também delinear as estratégias de enfrentamento utilizadas para lidar com o estresse e os estressores percebidos na pós-graduação. Utilizou-se o Inventário de Sintomas de Stress para Adultos de Lipp, a Escala de Modos de Enfrentamento de Problemas e um questionário sobre possíveis estressores. Os resultados mostraram que 40,7% dos sujeitos apresentaram estresse e houve associação entre estresse e sexo (p<0,05), estando as mulheres mais vulneráveis ao mesmo. Verificou-se a associação entre o sexo e as principais estratégias de enfrentamento utilizadas pelos participantes que não tiveram estresse (p<0,05), revelando a focalização no problema como uma estratégia mais freqüente para os homens. Acredita-se na importância de pesquisas que investiguem esta temática, pois o desempenho do mestrando pode ser influenciado pelo estresse experienciado na pós-graduação.

The Bayh-Dole Act of 1980 legislated that universities could (and should) own and license intellectual property generated from federal research funds. Few will argue that this has not transformed university life. Licensing intellectual property can generate revenue. This newfound ability allows universities to play a bigger and more clear-cut role in the economic development of their regions. The success stories-such as Silicon Valley and the Route 128 corridor-have piqued the interest of the communities where universities reside. Local and regional partners now encourage their universities to focus energy and programs on creating economic wealth in the region.

American Archaeology is currently faced with two interrelated problems: 1) the high demand for Cultural Resource Management (CRM) professionals to support efficient compliance with U.S. heritage management laws; and 2) the cuts to resources for Anthropology and Archaeology programs within institutions of higher education. This article, an outgrowth of the Airlie House Revisited: Visioning Future Directions in CRM Archaeology workshop (Banks et al. 2025), suggests that both of these problems can be addressed by creating or modifying existing education programs to be more CRM-focused, which was suggested by Altschul and Klein (2022). We argue that aligning programs with professional industry needs and standards ensures that archaeologists achieve relevant competencies, broaden their informed entry into archaeological professions, and meet the spirit and intent of disciplinary ethical standards, such as the Society for American Archaeology Principles of Archaeological Ethics. This article has two goals: 1) to arm proponents of CRM-oriented archaeological education with an argument for why these programs are needed within the current structure of higher education, and 2) to map various strategies to prepare students for careers in CRM.

Introduction: This paper outlines a collaborative, cross-national educational initiative, commenced in 2001, in which an Australian university provided clinical and research education assistance to a Filipino University. The aim was to establish the first Filipino Master of Science in Physical Therapy program that would train physiotherapists in their home country using best available content and teaching expertise. Process: Principles of quality transnational education underpinned the program design and contractual agreements. Australian educational input was tailored to local constraints to ensure efficient and effective delivery of high quality, relevant material. Approximately 60% of the inaugural program was delivered by Australian educators in one-week intensive courses on-shore in the Philippines, using local facilities and case-scenarios. Follow-up support and evaluation were provided by video, email, written workbooks and assignments once these educators returned to Australia. Filipino graduates, who were competent with course content, taught the remaining subjects. In line with an aim of empowering Filipino graduates to assume responsibility for teaching all aspects of the program by 2006, the Australian educators are now teaching less than 25% of the course content to subsequent student cohorts. After 2006, they will provide mentorship only to the program. Results: In 2003, 12 students in the first cohort graduated with Master of Science in Physical Therapy from the University of Santo Tomas (UST). Twenty-four students subsequently enrolled in the second cohort (commenced 2003) and 21 students into the

Academic advising is a crucial aspect of higher education, as it helps students navigate their academic journey, achieve their academic goals, and overcome any challenges they may face. The Faculty of Medicine at the University of Zawia, Libya, recognized the importance of academic advising and implemented an academic advising program for its undergraduate medical students in May 2022. This study aims to demonstrate the methodology of creating and implementing an academic advising program for undergraduate medical students at the Faculty of Medicine, University of Zawia, and to highlight the rationale behind implementing this program and its associated benefits. Additionally, the study will discuss the challenges faced by the academic advising department team during the program implementation and provide recommendations for improvement. Through a review of the literature on academic advising programs implemented in various international universities, a unique academic advising guide for the Faculty of Medicine at the University of Zawia was designed and implemented to support undergraduate medical students.

Supervisory advice giving is a dynamic yet delicate activity that helps to build boundaries of thinking and acting within which students acquire and articulate their academic knowledge. While research has examined features of advice giving in academic contexts, it remains unclear how participants co-construct different boundaries to reshape knowledge through advice exchanges. Drawing on detailed case studies using observations, interviews, and discourse analyses of supervisions offered to two master's students, this study explores how multi-layered boundaries (cognitive, epistemic, role, practice, and knowledge) help convey supervisors' and students' authority and independence. Findings show students balance the supervisors' epistemic authority with their own knowledge claims. Negotiating this tension helps to recreate an interactional space where both parties introduce or exclude resources to diminish the knowledge imbalance and shape writing decisions.

هدفت الدراسة إلى استقصاء واقع ثقافة التميز في برامج الدراسات العليا التربوية بالجامعات السعودية، وتقديم تصور مقترح لتعزيزها، وذلك من من وجهة نظر طلاب وطالبات الدراسات العليا التربوية فيما يتعلق بتطوير قيادة المستقبل، والتعلم المستمر والتنمية المستدامة، والتميز في توظيف التكنولوجيا وتطبيقاتها، وإكساب مهارات المستقبل للطلاب والطالبات، واستخدمت الدراسة منهجية مختلطة الأدوات - كمية ونوعية-، حيث اعتمدت في جمع بياناتها الكمية على استبانة طبقت على عينة عشوائية بسيطة بلغت (214) من طلبة الدراسات العليا التربوية بالجامعات السعودية، ومقابلة شبه مقننة لجمع بياناتها النوعية طبقت على (25) من طلبة الدكتوراه بالتخصصات التربوية بالجامعات السعودية. وتوصلت الدراسة لجملة من النتائج أهمها: أن برامج الدراسات العليا التربوية بالجامعات السعودية تعزز ثقافة التميز بدرجة كبيرة لدى الطلاب والطالبات في مجالات: تطوير قادة المستقبل، والتعلم المستمر والتنمية المستدامة، وإكساب مهارات المستقبل، بينما كان ذلك بدرجة متوسطة في مجال توظيف التكنولوجيا وتطبيقاتها، وأن أهم ما يقوم به البرنامج في دعم ثقافة التميز أنه: يعزز روح المثابرة والجلد لدى الطلبة، ويزيد اهتمامهم بالتفاصيل الدقيقة، ويعزز ثقتهم بأنفسهم وقدراتهم، و يعزز مهاراتهم للبحث عن المعلومات في مظانها المحتملة، كما يعزز البرنامج شعورهم بأنهم جزء من بيئة بحثية متميزة، ويدفعهم إلى التعامل الفعال مع التكنولوجيا وتطبيقاتها، وزيادة التعاون الافتراضي مع الأقران، ويدربهم على توظيف منصات التعلم المفتوح، وأن أهم المهارات التي تقدمها برامج الدراسات العليا التربوية دعما لثقافة التميز كانت مهارات: العرض والتقديم، وإدارة الوقت والالتزام بالمواعيد، والتفكير الناقد، وحل المشكلات، ترتيب الأولويات وكان الأساتذة، ثم التكليفات، ثم المقررات الدراسية أكثر مكونات البرنامج دعما لثقافة التميز لدى الطلاب والطالبات، وقدمت
الدراسة تصورا مقترحا لتعزيز ثقافة التميز في برامج الدراسات العليا التربوية بالجامعات السعودية.
Abstract
This study investigated the statusque of the culture of excellence in graduate educational programs at Saudi universities and present a proposal to promote it from the perspectives of graduate students. It focused on four key areas: developing future leadership, lifelong learning and sustainable development, effective integration of technology and its applications, and equipping students with future-oriented skills. A mixed-methods design was employed, using both quantitative and qualitative tools. Quantitative data were collected through a questionnaire administered to a simple random sample of 214 graduate students in educational programs. Qualitative data were gathered through semi-structured interviews with 25 doctoral students in educational disciplines. Findings indicated that these programs significantly promote a culture of excellence in the areas of leadership development, continuous learning, and future skills acquisition. However, support for technology integration was found to be moderate. The programs enhanced students’ perseverance, attention to detail, self-confidence, information-seeking behaviors, technological engagement, and virtual collaboration. Key skills developed included presentation and communication, time management and punctuality, critical thinking, problem-solving, and priority setting. Among program components, faculty performance, assignments, and course content were identified as the most supportive of cultivating a culture of excellence. Based on these findings, the study proposed a conceptual framework to further enhance the culture of excellence in graduate educational programs at Saudi universities.

AI is a support tool, not a substitute for scholarship. The methods in this resource are designed to help students think more clearly, work more efficiently, and communicate more effectively. They are not intended to enable plagiarism or shortcut learning. Students must apply independent judgment, validate sources and data, cite AI contributions, and meet all institutional academic integrity standards.

The goal of this brief response is to shed constructive light on “Current Trends in English PhDs: By the Numbers” by Jessica Taylor, a report detailing findings from the Survey of Earned Doctorates, and to answer some key questions Taylor asks at the end of the report. But to provide adequate answers, I need to start with some history—an origin story of sorts.

If we want to understand the imbalance of PhD supply and demand and invent possible solutions, it is necessary to ask how we got to this place. Where did the supply that eventually outstripped demand come from? Or more pointedly, why are there so many English PhDs, anyway?

She is responsible for the launch and development of the university's multidisciplinary undergraduate entrepreneurship program, which involves 2000 students from all majors per year. She has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives at both the undergraduate and graduate levels. Prior to her work in academia, Nathalie spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She received a BA from the

A feasibility study ensures that the BS Agriculture program is academically relevant, financially sustainable, and aligned with industry needs. It provides data-driven insights to support decision-making and ensures that the program will be beneficial for students, the institution, and the agricultural sector as a whole. This study employed a quantitative research design using a descriptive survey approach to assess the perceived benefits of the BS Agriculture program. The respondents included Senior High School students from public and private institutions within the service areas of LSPU-Lopez Satellite Campus, as well as representatives from DepEd, LGUs, DA, farmers, and private entrepreneurs. Data were collected through survey questionnaires, informal interviews, and documentary analysis to ensure validation and triangulation. Data were analyzed using mean, weighted mean, percentage, and ranking to determine student enrollment intentions and the program's benefits to the community. The findings indicate that the BS Agriculture program is highly beneficial, particularly in knowledge development, professional growth, and advocacy for food sustainability. BS Agriculture program is feasible to offer since the management aspects is strongly supported, financially viable and market driven graduates. The study recommends enhancing agriculture education through provision of necessary facilities for learning, research opportunities, and industry linkages to further strengthen the program's impact in the locality and in the region.

The international migration of both skilled and unskilled persons from the global South to the North has reached an alarming proportion.This study investigates the underlying factors that informed the decisions of some African students not to return to their countries of origin after graduation from the Swedish Universities. The participants are former and present students of two Swedish Universities based in the Southern region, Lund University and Malmo University. It uses two international migration theories, the Neoclassical Economic Migration (NEM) theory, the New Economics of migration theory (NELM) and Brain drain approaches. It appears that the factors which compelled African student-migrants to remain behind in Sweden after studies include bad economic situations, worsening educational situations and conflict situation in their home countries. Considering the present situation of the participants, this paper does not find evidence of a brain drain, but brain gain. The parti...

A master's thesis is a unique blend of independent work and shared responsibility between the supervisor and the student. While the crucial roles of thesis supervisors and institutional environments are widely acknowledged, it is the students' proactive behaviours and actions that hold the key to shaping the level of support they receive and the ultimate outcomes they achieve. This paper presents a systematic review of 51 carefully selected peer-reviewed studies on writing a master's thesis. Based on a meticulous thematic analysis, the study has developed a conceptual framework encompassing the key phases of preparation, engagement, and outcomes. The findings underscore the importance of students' careful planning before embarking on the thesis journey and their multidimensional engagement as a prerequisite for optimising supervisory support, maximising learning opportunities, and achieving meaningful outcomes.

Scientific production of Brazilian graduate courses in Public Health during [1998][1999][2000][2001][2002][2003][2004][2005][2006] Resumo O grande crescimento da pós-graduação no Brasil, também observado na grande área de Saúde e na Saúde Coletiva, torna necessário equacionar como se processa a difusão científica. Análises qualitativas sobre as principais temáticas têm sido feitas a partir das revistas científicas e do diretório de grupos de pesquisa. O acordo feito entre a Abrasco e a CAPES abriu a possibilidade de exploração de um banco de dados construído e usado para a avaliação dos programas de pós-graduação, sob outras perspectivas. Nesse trabalho, foram analisados os artigos completos registrados na base nos três triênios do período 1998 -2006. Para tanto, fez-se uma padronização dos títulos dos periódicos e dos títulos dos artigos completos publicados em periódicos, já que havia duplicações, em grande parte devidas à coautoria de docentes de diferentes programas. Com isso, foi possível construir um banco de dados no qual cada artigo é registrado uma única vez, a partir do qual foi possível analisar a evolução ao longo dos triênios dos periódicos mais frequentemente usados, número de autores, idioma, nacionalidade das revistas e cooperação interregional. Os dados aqui apresentados poderão subsidiar as discussões sobre a produção científica e difusão do conhecimento na área. Palavras-chave Produção científica, Saúde Coletiva, Pós-graduação

The University of Southampton's entry into the Student Autonomous Underwater Challenge -Europe (SAUC-E) 2007 was a custom designed and built autonomous underwater vehicle (AUVj named SotonAW'. Originally developed for SAUC-E 2006, the vehicle was significantly upgraded for the 2007 cornpet~tion. The mechanical design of the vehicle is describ4, and an overview of the autonomy and control approaches employed is provided. The updated vehicle successfully competed in SAUC-E 2007, winning first place in the overall competition and taking the BAE Systems prize for innovation in autonomy.

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a coursebased research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

Euydration plays a crucial role in the performance and overall health of athletes. This paper synthesizes existing researches on hydration for sports persons, probing its effects on performance, recovery, and health. By reviewing a range of studies, this paper intends to provide a comprehensive understanding of hydration strategies for athletes, including fluid intake recommendations, electrolyte balance needs, and the impact of dehydration on physical and cognitive functions of sports persons.

El balance de América Latina de los últimos tiempos está relacionado con cambios políticos y económicos significativos. Uno de los cambios políticos ha sido el largo proceso de transición democrática, proceso todavía en marcha en varios países. Por muchas razones las democracias latinoamericanas aún son frágiles. Pero, distinto al pasado, son sistemas políticos más abiertos. Las clases dirigentes han modificado actitudes y comportamientos. El modelo de hacer política está en transformación. En este sentido el cambio generacional tiene mucho que ver. El valor que ha adquirido el concepto de consenso es bastante decisivo, ya que la negociación y el compromiso son dos pilares importantes en el juego democrático, desconocidos en la vida doméstica de la mayor parte de los Estados latinoamericanos, acostumbrados a la imposición y a la confrontación, en detrimento de la disenso y de la diversidad. El impacto del modelo de desarrollo económico, de apertura externa, muy diferente al pasado, tuvo distintos matices en el escenario latinoamericano. Pero el proceso de modernización económica ha modificado por igual circuitos productivos, patrones de consumo, reglas laborales y configuraciones demográficas, por citar algunos de los aspectos más importantes de este proceso. Estos aspectos se vinculan con un desafío que parece ser ineludible: la competitividad internacional. Por otra parte, el concepto de mercado ha sido clave en las políticas públicas, muy relacionadas con la concepción de economía abierta, como por ejemplo las descentralizaciones y las desregulaciones que están vinculadas a la reforma del Estado.

In 13th-century Latin culture, optics emerged as a pivotal science, extending its influence beyond the scientific domain to profoundly shape the imagery of the time. Under its purview, this knowledge delved into questions of (in-)visibility, the interplay of luminosity and darkness, and the perception of oneself and objects within space. The physical and geometrical implications of these inquiries proved relevant even in exploring the spiritual realm and human inwardness, including the conceptualisation of humility. Indeed, many questions arise around this paradoxical virtue, which dwells in shadows and depths yet is exalted. What is the positioning of the humble soul in the spiritual cosmos? What image does it project? How does self-effacement coexist with radiance? This contribution examines texts from the late Middle Ages (sermons, literary works, etc.), where optical and geometrical theories, concepts, and images are employed to investigate and represent the features of humility.

Panel organized by Silvia Negri: Humility on the Surface: Managing Visibility in the Late Middle Ages
1) Francesca Galli
A Deep Virtue and its Place in the Sun. Charting Humility through Medieval
Geometry and Optics
2) Katharine Stahlbuhk
Material and Colour in the Visualization of Humility
3) Hanna Hirt
Displaying Humility in Late Medieval Burials
4) Roberto Leggero
Humility and Triumph: The Woman Possessed by the Devil and the Devil
Possessed by God

This article offers a broad analysis of a POOC (“Participatory Open Online Course”) offered through the Graduate Center, CUNY in 2013. The large collaborative team of instructors, librarians, educational technologists, videographers, students, and project leaders reflects on the goals, aims, successes, and challenges of the experimental learning project. The graduate course, which sought to explore issues of participatory research, inequality and engaged uses of digital technology with and through the New York City neighborhood of East Harlem, set forth a unique model of connected learning that stands in contrast to the popular MOOC (Massive Open Online Course) model.

This qualitative study explores the socialization processes of doctoral students in engineering and technology Ph.D. accredited programs at Chilean universities and how these experiences may impact their success outcomes, particularly advancement, time to degree, completion, and preparedness for postgraduation success. I employed semistructured interviews to learn from 23 current doctoral students representing ten unique doctoral programs at eight higher education institutions (HEIs). Findings showed increasing student diversity among programs. In addition, students’ socialization showed to be affected by individual and institutional, and program-related factors, which resulted in distinctive student experiences. These processes were also shaped by the larger context of national policies related to programs such as funding, accreditation, and the job market. This study also identified trends in the relationships between students and program faculty, staff, and peers at different times of the doctoral training, which also created common and distinctive socialization dynamics. Findings illustrated how students' socialization experiences facilitated their advancement throughout the program toward completion, meeting expected degree completion times and enhancing their preparedness for postgraduation success. This dissertation includes implications for practice and future research opportunities.

Limited attention has been given to faculty members' perceptions and experiences relating to working with online students with disabilities, even though they are the ones with whom students must interact most to access knowledge and have fair opportunities to demonstrate their learning; therefore, this study was guided by two research questions: What are the perceptions of faculty members relating to working with online students with disabilities? What are the experiences of faculty members relating to working with online students with disabilities? One hundred thirty faculty members (81 part-time, 49 full-time) at a private, not-for-profit, online university that primarily granted graduate degrees participated in a survey, responding to closedand open-ended questions. A generic qualitative design and thematic analysis were employed. Most faculty members reportedly wanted to be helpful to students with disabilities but were unwilling to do anything differently and/or did not always know how or feel equipped to do so. They expressed a need for more information about both each student's unique needs and evidence-based practices to support these students' success. Confirming those of previous researchers, these findings suggest that faculty members should be given the necessary means and opportunities to focus their professional development efforts and resources on adjusting their instructional, engagement, and assessment strategies to be more inclusive of online students with disabilities. Moreover, they should be supported by their institutions and encouraged to engage proactively with online students with disabilities, collaborating with professionals in the disability services office to determine how to support these students effectively.

Hybrid transparent contacts based on combinations of a transparent conductive oxide and a few graphene monolayers were developed in order to evaluate their optical and electrical performance with the main aim to use them as front contacts in optoelectronic devices. The assessment of the most suitable strategies for their fabrication was performed by testing different protocols addressing such issues as the protection of the device structure underneath, the limitation of sample temperature during the graphene-monolayer transfer process and the determination of the most suitable stacking structure. Suitable metal ohmic electrodes were also evaluated. Among a number of options tested, the metal contact based on Ti + Ag showed the highest reproducibility and the lowest contact resistivity. Finally, with the objective of extracting the current generated from optoelectronic devices to the output pins of an external package, focusing on a near future commercial application, the electrical ...

Background Since 2003, the University of Wisconsin-Madison Global Health Institute, together with collaborating campus and in-country partners, has off ered immersive, multidisciplinary, faculty-led, global health fi eld courses in Ecuador and Thailand. These courses aim to help students to develop a working understanding of integrative one-health approaches and acquire the skills to work eff ectively across disciplines. That is, we aim to foster an appreciation of the role of culture in perceptions of health, disease, and health care; the complex interactions of animal-human-ecosystem health and disease; and the value of integrating cross-disciplinary and cross-cultural perspectives and skills to solve complex public health problems. Students from various University of Wisconsin-Madison health faculties travelled, lived (accommodation included homestays in indigenous or rural communities), learnt, and engaged in community-health assessments or service-learning projects as a multidisciplinary team. We recruited students through annual presentations in each University of Wisconsin school or college and through recommendations from past participants. We recorded student refl ections during the course, at course completion, and after graduation. Findings Between 2003 and 2014: 215 students from the University of Wisconsin have taken part in the global health fi eld courses. Students came from the fi elds of human medicine (53 [25%]), veterinary medicine (35 [16%]), nursing (40 [19%]), pharmacy (41 [19%]), and other degree programs (46 [21%]). Results of the in-course and post course assessments consistently show strong student satisfaction with many aspects of the programme, including safety, faculty mentorship, the value of the multidisciplinary approach, depth of learning, and programme cost. Former participants also report use of cross-cultural skills in their professional practice, work with populations from cultures other than their own, positive eff ects on their decisions for career activities, and the belief that immersive cross-cultural experiences should be a required part of professional training for all health professional students. Finally, the courses undergo independent programme evaluations (including in-country observation and interviews with participants and stakeholders) approximately every 5 years. Interpretation Programme directors continue to seek improvements related to: sustainable faculty engagement from various disciplines; development of increasingly specifi c course group learning objectives, competencies, and assessment tools; sustainability of impacts on community-level health and wellbeing; continuity between University of Wisconsin-Madison and in-country university and community partners; and scholarship support and other approaches so that cost does not exclude interested students from participating. Funding The GHI is supported through a combination of university, grants, and philanthropic funding; these fi eld courses do not have specifi c, separate funding. Students self-fund participation in the courses.

We want to begin by thanking the project participants for their thoughtful, stimulating, and significant contributions that they provided us during lengthy, in-depth interviews. These engaged scholars provided us with insightful commentary and critiques on the state of public scholarship within graduate school. We view all of our participants as co-producers of knowledge in this report. They put their experiences into conversation with the larger university setting, just as we have sought to do within this report and offered insightful analysis themselves. For this reason, we incorporated many long quotes in their own words. Unfortunately, the public scholars we spoke to are in precarious positions and we need to preserve their anonymity in the report, but we do view them all as co-collaborators on this project. This approach is in line with the IRB approvals which guaranteed anonymity for all interviewees of the larger Leading and Learning Initiative research project. Next, we would like to thank the Andrew Mellon Foundation for funding Imagining America's Leading and Learning Initiative (LLI), whose support made this work possible. Erica Kohl-Arenas, the Faculty Director of Imagining America, provided helpful direction, feedback, and support that made this project possible. Christina Preston, a research associate with Imagining America, was a vital part of the project and continually met with us to engage in discussions of the graduate student experience and how our project fits into the greater LLI work. Kal Alston, Chair of Imagining America's National Advisory Board, provided valuable insight and feedback on the project's directions and supported this initiative. We would also like to thank Pepiro (Imagining America Communications Director) and Erin Syoen (Imagining America Operations Manager) for their respective design and administrative support on this project. We are also grateful to the UC Davis Humanities Institute's Mellon Public Scholar program for their support of this project. Stephanie Maroney, the Mellon Public Scholars Programs Manager for the UC Davis Humanities Institute (and now Managing Director of Imagining America), contributed critical insights and set up valuable connections for identifying public scholars at UC Davis. We are also thankful for the artistic contributions and inspirations of Abby Van Muijen from RogueMark Studios. We had many meaningful conversations about this work with other graduate students and junior scholars. We want to thank Gale Greenlee (ACLS Postdoctoral Fellow at The Ohio State University), D. Romo (Ph.D. Candidate in Cultural Foundations of Education at Syracuse University), and Hannah Adamy (Ph.D. Candidate in Ethnomusicology at UC Davis). We are also grateful for the conversations we had with the 2020-2021 Publicly Active Graduate Education (PAGE) fellow cohort and the leadership and participants of the Tulane Mellon Graduate Program in Community-Engaged Scholarship. We would also like to thank the participants in Imagining America's 2020 and 2022 LLI Organizing Institutes for the crucial conversations about the culture surrounding public scholarship in academia. Finally, we would like to thank our families, who supported us as we did this work during unprecedented times.

Horizontal and vertical integration of engineering education is achieved through an early-design project where students get acquainted with Total Quality Management (TQM) principles and design processes from year-one of their University education. The project is embedded in the undergraduate chemical engineering curriculum as an activity that involves horizontally several first-year subjects and vertically a fourth-year Project Management Practice course and a related Project Management subject. An assessment of the integrated design project indicates that effective teaching and learning spreads through the curriculum, with fourth-year students acting as project managers and experiencing engineering practice. These management and leadership training processes include a shared responsibility in the organization and in the development of the project, which are key factors for the success of the integrated activity. They are also a first step towards the ETSEQ goal of becoming a sustainable student-centered educational system.

Graduate attributes, other than professional knowledge and skills, are now important outcomes for tertiary education. In science, anecdotal observations indicated minimal focus on: innovation; independent learning; communication; and societal involvement. Therefore, how graduate attributes were introduced, developed, taught and assessed into first and second year science units were investigated. Which graduate attributes were contextualized into learning objectives and activities together with how outcomes were measured and assessed were investigated. Results showed ~70% of teaching, development and assessment centred on disciplinary knowledge and most of the rest on professional skills. Oral presentations, portfolios, extended writing, and field trips comprised ~15% of assessment. Hence, a structured overview is needed to address the full scope of graduate attributes at the course level. There is an urgent need for the modern needs of tertiary education to be embraced by staff to ensure graduate attributes are attained commensurate with the expectations of the wider community.

We investigated whether American dissertations that were deposited in university libraries or disseminated on microfilm prior to 1978 were "published" for copyright purposes. This question has direct bearing on the copyright status of these works today. In the absence of a directly relevant legal decision to clarify the matter, the authors examined how the former community of practice interpreted the law in the context of dissertation dissemination. A content analysis of written communications by members of this community indicates that both forms of dissertation dissemination were considered to be legal publication under the 1909 Copyright Act.

We investigated whether American dissertations that were deposited in university libraries or disseminated on microfilm prior to 1978 were "published" for copyright purposes. This question has direct bearing on the copyright status of these works today. In the absence of a directly relevant legal decision to clarify the matter, the authors examined how the former community of practice interpreted the law in the context of dissertation dissemination. A content analysis of written communications by members of this community indicates that both forms of dissertation dissemination were considered to be legal publication under the 1909 Copyright Act.

In this short piece, we argue that, in light of issues with traditional grading practices, critical assessment activities, particularly through guided reflexivity, can support equitable and social justice-oriented education in communication and beyond. The article posits that a culture-centered critically reflexive self-assessment empowers learners to use communication as an inquiry into and as a challenge to taken-for-granted dominant ideologies. We present prism visualizations as an assessment practice of critical reflexivity informed by the culture-centered approach (Dutta, M.

The purpose of this empirical paper is to discuss the level in which the students nearing graduation from an adult learning and development graduate program were satisfied with their learning experience. Historically, colleges and universities have been regulated by accreditation agencies, such as the North Central Association of Colleges and Schools, for the purpose of assuring that the adult learners will receive the level of education necessary to perform effectively in professional practice. Colleges of education are further regulated by agencies, such as NCATE. However, state departments of education are now requiring state institutions of higher learning to justify the need for academic programs and the level of training that is being administered in the classroom . Colleges and universities are being micromanaged from the state-level similar to the market driven model described by . Faculty are now finding they are responsible for assuring the success of their educational program through numerous factors such as program enrollment, recruitment, student retention, student learning gains, and student satisfaction . developed a model suggesting that college outcomes are dependent upon the five elements of (1) prior experience, (2) orienting frameworks (e.g., motivation, self-confidence, and values), (3) the adult's cognition (e.g., declarative, procedural, and self-regulation of knowledge structures and processes), (4) the "connecting classroom" (e.g., avenue for social engagement and negotiating meaning for learning), and (5) the life-world environment (e.g., family, work, and community). Edwards and Usher (1997) examined the understanding of knowledge and education, the place of the university, and the responsibilities for adult educators with respect to economic, social, and cultural dimensions. A study of graduate students found that the academic programs' level of program integration, responsiveness to change, and leadership explained 26% of the predicted value in the change of student enrollment . The literature does illustrate studies that address many contextual factors between the adult learner and higher education. However, the studies do not address the degree to which the academic program is meeting the needs of the adult learners and the demands from governing accreditation agencies, state departments of education, and the administrators of higher education. The purpose of this study was to understand the level to which our graduate students were satisfied with their learning experience while pursuing a master's degree in adult learning and development. The researchers developed the Adult Learning and Development Student Satisfaction Scale (ALDSS Scale) to measure the level of student satisfaction. The ALDSS is a 36-item scale designed to measure the level of student satisfaction among the following six factors: (1) curriculum, (2) learning format, (3) course materials, (4) program access, (5) faculty and instruction, and (6) faculty advising. The ALDSS scale asked the students to rate on a scale of 1 (strongly disagree) to 6 (strongly agree) how well they agreed with each of the items on the survey. The students were also asked to rate on a scale of 0 (no need) to 10 (very strong need) the seven subject areas that they would like to see additional elective courses added to the master's degree program. The seven subject areas include: (1) adult learning theory, (2) adult literacy, (3) correctional education, (4) educational technology, (5) higher education

This textbook is an academic resource tailored to the curriculum of the Bachelor in Medical Laboratory Science (B.M.L.S.) program at Atal Bihari Vajpayee Medical University (ABVMU). It focuses on the core principles and pathways of biochemical metabolism, providing structured coverage of carbohydrate, protein, lipid, and nucleic acid metabolism. Key metabolic cycles such as glycolysis, the citric acid cycle, gluconeogenesis, and the urea cycle are explained with clarity, along with disorders and clinical correlations. The book also explores enzyme kinetics, bioenergetics, hormonal regulation, and vitamins, integrating both theoretical foundations and practical relevance. With simplified explanations, diagrams, review questions, and clinical insights, this textbook aims to strengthen the conceptual understanding of students and support effective learning in laboratory science. It is ideal for classroom use, self-study, and examination preparation.

While it is typical for doctoral students in the sciences to have a faculty advisor, not all students can name a mentor for their doctoral journey. Noted as the most important factor in determining a student's success and satisfaction in graduate school, the student-advisor relationship is an important area for expanded study and analysis to fill in the gaps in understanding of our doctoral education system. This study details the various ways in which underrepresented chemistry doctoral students view and perceive their relationships with their faculty advisor. I used purposeful sampling to select 16 underrepresented doctoral chemistry students at public, land grant institutions in the southeastern United States. I generated data through individual, oneon-one interviews using a structured interview protocol that I carefully developed through a pilot study. I analyzed these data using open-coding through several cycles and phases. Additionally, I worked with an analysis team through several cycles of coding, in line with principles for a thorough phenomenographic study. This phenomenographic investigation of African-American, Hispanic, and female Ph.D. students in the field of chemistry yields five major types of student-advisor relationships: autocracy, business relationship, absentee relationship, mentorship, and mentorship with advocacy. My participants' perceptions and experiences provided the basis for constructing a model that contributes to the body of knowledge on doctoral education and helps to fill gaps in the literature. My model provides powerful implications for change and guidance in PhD programs for students, advisors, and administration. The outcomes of this multi-institutional study expand our current understanding of student-faculty relationships in an effort to improve graduate education in the sciences, particularly At the close of what some call the "perilous passage," I acknowledge the support, guidance, and faith of so many that have helped me navigate my way. I must first thank Eliza D. Gallagher for being a true mentor and an unfailing advocate. Your endless energy and quick-start approach pushed me beyond my self-doubt and my "slowly-gather-allpossible-resources-first" mentality. I look forward to continuing our work together as colleagues. I would not have made it to the end without the support of the rest of my committee. Lisa Benson, Cindy Lee, and Matthew Boyer: not once did any of you falter in your belief that this would all come to fruition. I am so grateful to have learned from and worked with all of you. A special thank you to my analysis team! I have loved working and learning with all of you. This work would not have been possible without your devil's advocacy. Khushikumari Patel, Paran Norton, Staci Johnson, and Maya Rucks, thank you. To my Engineering and Science Education family I am so thankful. We have taken part in many engaged conversations, laughter, tears, tailgates, celebrations, "meetings of the minds," and games of musical cubicles. Many of you have moved on -Matt, Adam, Courtney, Justine, Allison, Tyler, Gus, Freddy, Rachel -and many of you are moving forward -Shannon, Dennis, Catherine, Victoria, Kathy, Tony, Jason, and I am grateful to have shared the journey. Thank you Dr. Karen, Teri, Jess, Mandolin, Lib, Claire, and many others for your support in so many ways. Thank you Steve Brandon for always checking on us Mezzanine folks. v To my closest friends Mandi and Liz I must thank for keeping me grounded and never hesitating to speak the truth and tell me what I need to hear. To my best friend since the first grade, Trisha. We have followed similar paths in both our career and personal lives despite no longer living down the street from one another after the second grade. Not many will understand life's journey besides my old pen pal. To the other Dr. Pfirman (the first one), you beat me to the title! My brother from another mother, locker neighbor through middle and high school, classmate through college, and fellow Yankee transplant to the South -Kris I am thankful to share in our doctoral journeys together. To those who have taken the time for video calls, phone calls, emails, meetings, sharing resources, and gifting me with your wonderful methodological advice and guidance, I am so thankful. I have tabbed notes in my notebook that are far too valuable from our conversations to lose! James