Listening to Our Graduate Students' Feedback PDF Download
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Author: Alison W. Hong-Novotney
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 210
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Book Description
Student and alumni surveys have become some of the most widely-used methods of assessment of student learning in higher education. While the majority of literature on student surveys and assessment focuses on undergraduate students, this study looks specifically at why graduate student exit and alumni surveys can be valuable tools within a comprehensive assessment plan. Listening to the feedback of current and former graduate students, and then acting upon that feedback, is crucial for the engagement and success of this unique population of students who bring their particular strengths and needs to their educational experiences. This study examined how master's programs at Humboldt State University (HSU) use graduate student exit and alumni surveys. As part of this project, I piloted a graduate student exit and alumni survey for the Public Sociology program. In my study of the use of surveys, I found that most HSU programs were not conducting surveys due to lack of time and resources. Graduate Coordinators wanted to conduct graduate student surveys and do more to create graduate community, but they expressed the need for more university-level support to do so, including increased advocacy towards graduate programs. While most Coordinators were in favor of surveys being conducted centrally at the university-level, they emphasized the importance of having a voice in the process and having program-specific questions on any survey. A collaborative process with a holistic and long-term vision is crucial to successful implementation of graduate student surveys at HSU and for student feedback to make a difference.
Author: Alison W. Hong-Novotney
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 210
Get Book Here
Book Description
Student and alumni surveys have become some of the most widely-used methods of assessment of student learning in higher education. While the majority of literature on student surveys and assessment focuses on undergraduate students, this study looks specifically at why graduate student exit and alumni surveys can be valuable tools within a comprehensive assessment plan. Listening to the feedback of current and former graduate students, and then acting upon that feedback, is crucial for the engagement and success of this unique population of students who bring their particular strengths and needs to their educational experiences. This study examined how master's programs at Humboldt State University (HSU) use graduate student exit and alumni surveys. As part of this project, I piloted a graduate student exit and alumni survey for the Public Sociology program. In my study of the use of surveys, I found that most HSU programs were not conducting surveys due to lack of time and resources. Graduate Coordinators wanted to conduct graduate student surveys and do more to create graduate community, but they expressed the need for more university-level support to do so, including increased advocacy towards graduate programs. While most Coordinators were in favor of surveys being conducted centrally at the university-level, they emphasized the importance of having a voice in the process and having program-specific questions on any survey. A collaborative process with a holistic and long-term vision is crucial to successful implementation of graduate student surveys at HSU and for student feedback to make a difference.
Author: Yerim Lee
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
"Academic writing in higher education is a very important tool for students to learn and convey their ideas. In this sense, teacher feedback for students' written work plays a significant role in guiding students and enhancing their learning. Under the premise that teacher feedback is an interactive process, it is important to consider teacher feedback from both the instructors' point of view as a feedback provider and the students' points of view as a feedback receiver. Investigating teacher feedback in multicultural and multilingual classrooms is particularly necessary, considering findings that L2 students may have different expectations for and perceptions of teacher feedback. In addition, instructors' and students' feedback practice can differ depending on the format in which the feedback is given. In the current study, feedback on graduate students' written work was compared to findings from semi-structured interviews regarding one professor's and 14 graduate students' perceptions, expectations, reactions, and preferences regarding three feedback types: audio, online written, and a combination of audio and Word-processed written feedback. Findings indicate that instructors' and students' perceptions of each feedback type were comparable. However, the professor's feedback practice varied according to the student, and students' reactions were slightly different depending on their first language. The professor's feedback focus and delivery varied depending on the nature of the feedback type and students' English proficiency. As to the students' expectations, the L2 students wanted the professor to convey comments on both global (content and ideas) and local (grammar and vocabulary) issues, whereas the L1 students did not expect local issue corrections. Moreover, it was revealed that the L2 students tend to listen to the audio feedback more than once while the L1 students listened to it only once. Keywords: teacher-feedback, graduate classroom, multilingualism" --
Author: Nigel A. Caplan
Publisher: University of Michigan Press
ISBN: 047203796X
Category : Education
Languages : en
Pages : 347
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Book Description
Essential Actions for Academic Writers is a writing textbook for all novice academic students, undergraduate or graduate, to help them understand how to write effectively throughout their academic and professional careers. While these novice writers may use English as a second or additional language, this book is also intended for students who have done little writing in their prior education or who are not yet confident in their academic writing. Essential Actions combines genre research, proven pedagogical practices, and short readings to help students develop their rhetorical flexibility by exploring and practicing the key actions that will appear in academic assignments, such as explaining, summarizing, synthesizing, and arguing. Part I introduces students to rhetorical situation, genre, register, source use, and a framework for understanding how to approach any new writing task. The genre approach recognizes that all writing responds to a context that includes the writer's identity, the reader's expectations, the purpose of the text, and the conventions that shape it. Part II explores each essential action and provides examples of the genres and language that support it. Part III leads students in combining the actions in different genres and contexts, culminating in the project of writing a personal statement for a university or scholarship application.
Author: Susan M. Brookhart
Publisher: ASCD
ISBN: 141662306X
Category : Education
Languages : en
Pages : 154
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Book Description
Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.
Author: Eleanor Drago-Severson
Publisher:
ISBN: 9781612508856
Category : EDUCATION
Languages : en
Pages : 215
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Book Description
In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. The authors provides real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts. -- from back cover.
Author: Valerie A. Shepard
Publisher: Routledge
ISBN: 1000535851
Category : Education
Languages : en
Pages : 206
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Book Description
This guide helps faculty and student affairs practitioners better serve graduate and professional school students as they navigate what can be an isolating, taxing, and unfamiliar context. Providing actionable strategies, as well as a common language for practitioners to advocate for themselves and for their students, this book is a quick start manual that defines current issues around graduate and professional student development. Drawing together current resources and research around post-baccalaureate student outcomes, this book explores the diverse student needs of graduate and professional students and provides a clear understanding of their social, personal, and psychological development and how to support their success. Case studies showcase specific examples of practice including a holistic development model for graduate training; integrating academic, personal, professional, and career development needs; promising practices for engagement; a diversity, equity, and inclusion approach to access and outcomes; how graduate schools can be important partners to student affairs professionals; and examples of assessment in action. This book provides tools, resources, communication strategies, and actionable theory-to-practice connections for practitioners, professionals, and faculty at all levels who work to support post-baccalaureate student thriving. Appendix available for download online at www.routledge.com/9780367639884 on the tab that is entitled "Support Material."
Author: Nancy Eisenberg
Publisher: CUP Archive
ISBN: 9780521409865
Category : Psychology
Languages : en
Pages : 422
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Book Description
A study of empathy from developmental, biological, clinical, social and historical perspectives, covering topics such as developmental changes and gender differences in empathy, the role of cognition in empathy, the socialization of empathy, its role in child abuse and the measurement of empathy.
Author: Sophie McCall
Publisher: Wilfrid Laurier Univ. Press
ISBN: 1771123028
Category : Fiction
Languages : en
Pages : 617
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Book Description
“Don’t say in the years to come that you would have lived your life differently if only you had heard this story. You’ve heard it now.” —Thomas King, in this volume Read, Listen, Tell brings together an extraordinary range of Indigenous stories from across Turtle Island (North America). From short fiction to as-told-to narratives, from illustrated stories to personal essays, these stories celebrate the strength of heritage and the liveliness of innovation. Ranging in tone from humorous to defiant to triumphant, the stories explore core concepts in Indigenous literary expression, such as the relations between land, language, and community, the variety of narrative forms, and the continuities between oral and written forms of expression. Rich in insight and bold in execution, the stories proclaim the diversity, vitality, and depth of Indigenous writing. Building on two decades of scholarly work to centre Indigenous knowledges and perspectives, the book transforms literary method while respecting and honouring Indigenous histories and peoples of these lands. It includes stories by acclaimed writers like Thomas King, Sherman Alexie, Paula Gunn Allen, and Eden Robinson, a new generation of emergent writers, and writers and storytellers who have often been excluded from the canon, such as French- and Spanish-language Indigenous authors, Indigenous authors from Mexico, Chicana/o authors, Indigenous-language authors, works in translation, and “lost“ or underappreciated texts. In a place and time when Indigenous people often have to contend with representations that marginalize or devalue their intellectual and cultural heritage, this collection is a testament to Indigenous resilience and creativity. It shows that the ways in which we read, listen, and tell play key roles in how we establish relationships with one another, and how we might share knowledges across cultures, languages, and social spaces.
Author: Robin S. Adams
Publisher: Purdue University Press
ISBN: 1612494390
Category : Design
Languages : en
Pages : 516
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Book Description
Design is ubiquitous. Speaking across disciplines, it is a way of thinking that involves dealing with complex, open-ended, and contextualized problems that embody the ambiguities and contradictions in everyday life. It has become a part of pre-college education standards, is integral to how college prepares students for the future, and is playing a lead role in shaping a global innovation imperative. Efforts to advance design thinking, learning, and teaching have been the focus of the Design Thinking Research Symposium (DTRS) series. A unique feature of this series is a shared dataset in which leading design researchers globally are invited to apply their specific expertise to the dataset and bring their disciplinary interests in conversation with each other to bring together multiple facets of design thinking and catalyze new ways for teaching design thinking. Analyzing Design Review Conversations is organized around this shared dataset of conversations between those who give and those who receive feedback, guidance, or critique during a design review event. Design review conversations are a common and prevalent practice for helping designers develop design thinking expertise, although the structure and content of these reviews vary significantly. They make the design thinking of design coaches (instructors, experts, peers, and community and industry stakeholders) and design students visible. During a design review, coaches notice problematic and promising aspects of a designer's work. In this way, design students are supported in revisiting and critically evaluating their design rationales, and making sense of a design review experience in ways that allow them to construct their design thinking repertoire and evolving design identity.
Author: David J. Nguyen
Publisher: Taylor & Francis
ISBN: 1000977145
Category : Education
Languages : en
Pages : 256
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Book Description
Despite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success.Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today’s graduate student population, addresses the needs of today’s changing student demography and considers the challenges today’s graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master’s and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom.
