Chemistry Education Research at a Crossroads: Where Do We Need to Go Now?

At the Biennial Conference of Chemical Education in August 2022, a symposium was held entitled Chemistry Education Research at a Crossroads: Where Do We Need to Go Now? The impetus for this symposium was to reflect on how our field has changed and grown substantially in the last 60 years and to challenge the chemistry education research (CER) community to think about how we could most productively continue to progress. As Cooper and Stowe highlight in their 2018 review of the development of research in chemistry education, the field has moved from personal empiricism, where ideas about teaching and learning of chemistry were guided by practitioner wisdom, to a field grounded in theories of learning that seeks evidence to improve teaching and learning. More recently, the COVID pandemic has forced a global rethinking of chemistry education, providing opportunities for systemic change in how CER is conducted, disseminated, and put into practice rather than returning to prepandemic status quo. To catalyze discussion about how to best capitalize on these opportunities, symposium speakers and attendees shared many ideas, challenges, and questions regarding the role that the CER community can or should play moving forward. This commentary aims to both document the ideas generated in the symposium by the presenters and the participants for the broader community and lay out one potential future direction and set of goals for CER as a means to inspire thoughtful conversation.

Promoting communal care for wellbeing in graduate education: Community building, belonging, and navigating the COVID-19 pandemic

Academia is a stressful occupation. Globally, faculty report stressors related to mounting expectations for research and scholarly productivity in the context of simultaneously increasing instructional workloads, administrative duties, and student expectations. As a result of these increased demands and expectations, faculty report experiences of intense stress, worry, depressed mood, emotional exhaustion, diminished self-care, and overall sense of compromised wellbeing. This chapter explores self-care within graduate education and argue for the inclusion of communal care practices to support wellbeing. It positions community building as a communal care practice that extends traditional notions of self-care. It also adopts reflexive ethnography to unpack the subjective experiences of wellbeing, including those incurred during the COVID-19 pandemic. The chapter utilizes Bronfenbrenner's (1994) ecological theory of human development to deconstruct the sense of belonging and efforts to build community within academia, reflecting on resulting impacts on wellbeing. It identifies microsystem, mesosystem, exosystem, macrosystem, and chronosystem factors that facilitated or impeded the efforts to build community in context of the social-cultural locations as faculty. The chapter highlights the importance of modeling self-care through community building in graduate-level practice, scholarship, and policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Building intercultural mentorship, wellbeing, and wholistic practice in graduate education: Scholarly reflections on playbuilding, storytelling, and the arts

Academia is a stressful environment for graduate students and faculty due to high expectations, comprehensive assignments, and diverse roles and responsibilities. Faculty report stressors related to high demands for scholarly productivity, teaching excellence, and administrative duties. These high expectations are often heightened by increasing class sizes, limited administrative support, decreased funding opportunities, and busy schedules. There are also increased pressures for racialized faculty groups. More recently, professors have also been facing an increasing number of COVID-19-related stressors, such as remote working, childcare obligations, research delays, secondary trauma, and mental exhaustion. Educational researchers suggest that in a context of an increasingly changing academia, mentoring and community-building have the potential to promote growth-fostering relationships while supporting individuals' sense of self-worth, self-esteem, and competency. Considering the importance of mentorships and wellbeing in graduate education, as well as artful practices for learning and teaching, the authors shares their perspectives of play-building as they continue to develop intercultural relationships through collaborative writing, storytelling, and understandings of the Creative Process, as well as two Indigenous pedagogical tools: the Medicine Wheel and the Two Row Wampum Belt. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Future-proofing I-O psychology: The need for updated graduate curriculum

Comments on an article by Patrick Hyland (see record 2023-54807-014). Hyland provides a model for reflection and reflexivity to prevent industrial-organizational (I-O) psychology research from growing stale. Authors focus is to expand upon Hyland's model by first reflecting on the recent sociohistorical forces that have shaped I-O psychology and then by proactively future-proofing their field through graduate education focused on transparency, software accessibility, and multidisciplinary collaboration. Recent history has seen an upsurge of unprecedented macro events such as COVID-19, nationwide racial division, political unrest, and mental health crisis;these events make authors aware of blind spots within our societal, scientific, and economical systems. Such events force us as a field to be reactive and adaptive by transitioning from old methods to new and developing methods (e.g., work shifting from in-person to online). However, as humans, authors tend to cling to what is familiar and comfortable, and likewise, their field has often chosen to remain comfortable. Authors believe that the proclivity to resist change results in an overreliance on outdated practices and to combat this, authors suggest a grassroots approach to transformation by focusing on future-proofing graduate coursework. In line with the Society of Industrial Organizational Psychology's (SIOP) strategic goals, authors envision a future that equips future generations of researchers and practitioners with the skills and knowledge to be lifelong learners, so they are prepared for ever-changing challenges. Authors suggest updating the I-O graduate course curriculum by (a) implementing open science practices throughout courses, (b) embracing the latest open-source coding technologies (e.g., R and Python), and (c) advancing inferential inclusivity by teaching Bayesian statistics in addition to traditional methods. This three-pronged approach addresses the need for transparency, software accessibility, and multidisciplinary research to prepare graduate students to theorize, plan appropriate study design, thoughtfully consider necessary analyses, interpret meaningful results, and share those results in a clear and far-reaching manner. Researchers can then prepare for (rather than react to) unprecedented macro events, clarifying our collective identity and future-proofing the field with an updated skill set to overcome obstacles. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A closer look at the experiences of international graduate students during the COVID-19 pandemic: Connections to wellbeing

Graduate education, especially at the doctoral level, provides students with opportunities to learn, grow, and gain independence as scholars, as well as gives rise to a certain degree of stress. The stress level that the program itself generates as a matter of course scales up with additional challenges for some graduate students, including deficient academic engagement or, in some cases, poor relationships with their supervisors. Other additional stressors can be counted, like a reverted work-life balance, financial difficulties, a lack of permanent employment, the pressure to publish in high-impact journals and participate in conferences or congresses, and the feeling of an uncertain future. This chapter is a collaborative autoethnographic study seeking to explore the authors experiences as international doctoral students leading transnational lives in Canada. They are three international Turkish, Chinese, and Vietnamese doctoral students in a Joint Ph.D. in Educational Studies program at a Canadian university. Acknowledging the diverse demographic backgrounds-including gender, race, ethnicity, and class-the chapter aims to situate the collaboration in a critical discussion on different challenges the authors faced and resources they used while learning and sustaining doctoral studies amidst a global crisis, which are emerging themes in their findings. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Supporting student and faculty wellbeing in graduate education: Teaching, learning, policy, and praxis

Promoting and sustaining wellbeing have gained prominence in a globalizing world, especially during the COVID-19 pandemic. Higher-education institutions are increasingly expected to consider and support the wellbeing of their students, staff, and faculty. Within higher education, new understandings are emerging about the intricacies and intersectionalities of psychological, social, and cultural factors that impact wellbeing of diverse individuals, including Indigenous, international, refugee, immigrant, and other marginalized groups. There is growing recognition that learning and working within academia are stressful experiences for faculty and graduate students. The need to understand wellbeing in general and wellbeing in graduate education, in particular, is also evident in the reports and studies that indicate an emerging crisis of wellbeing among graduate students and faculty. This book recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. It provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships. The book offers a uniquely holistic approach to supporting the wellbeing of both students and academic staff in graduate education. It showcases optimized approaches to self-care, self-regulation, and policy development, as well as trauma-informed, arts-based, and embodied pedagogies. Particular attention is given to the challenges faced by minority groups including Indigenous, international, refugee, and immigrant students and staff. Providing a timely analysis of the current issues surrounding student and faculty wellbeing, the book appeals to scholars and researchers working across the fields of higher education, sociology of education, educational psychology, and student affairs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Faculty experiences teaching in an MBA program in the context of COVID-19 a sensemaking approach

The Sensemaking framework is often utilized when disruptive events create ambiguity and force individuals to make sense of things differently, personally and professionally, by "structuring the unknown" (Waterman, 1990, p.41). By way of example, the COVID-19 pandemic was a significant disruptor to the education sector. Institutional decisions driven by the initial crisis kept daily functions and the educational process moving forward in 2020 by faculty members leveraging existing technology to continue teaching their students. The pandemic disrupted the daily routine of brick-and-mortar operations and many institutions' face-to-face delivery of academic content. The implications of the pandemic forced every faculty member to make sense of the health crisis in their own particular way based on their individual situation. Despite the disruptive jolt of the pandemic, it also provided faculty the opportunity for personal and professional growth as they reflected on themselves and the lessons they learned amid the pandemic.After several months of living in the experience of online learning and virtual engagement, faculty and students returned to brick-and-mortar institutions to resume their educational roles (Husserl, 1970). Questions regarding safety, responsibilities, lessons learned, innovation, and sustainability were top of mind as faculty members returned and shared the same space and place with their colleagues and students. As such, to capture the essence of the faculty's interpretation of their pandemic experience, Heidegger's (1962) phenomenological approach was employed to provide context and to help understand the faculty's personal experiences as they tried to reconcile their previous role of teaching and learning with their newfound utilization of technology in their courses. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Indigenous and immigrant voices for healing and wellness in graduate education

The importance of healing and wellness is a local, global, and historical concern, especially for Indigenous Peoples on Turtle Island/North America and across the world. Since the COVID-19 pandemic commenced in March 2020, the issues of sustainability and wellbeing have been shared intensely in virtual graduate classrooms by Indigenous and non-Indigenous Peoples. The space in which Indigenous Peoples and Settlers on Turtle Island/North America express intents for their education is uncomfortable. Decolonizing efforts to address systemic discrimination in graduate education require truths to be told and heard before there can be reconciliation for past and current injustices against Indigenous Peoples. Systemic discrimination is an impediment to Indigenous and Settler graduate students and faculty healing, wellness, and academic success as they pursue teaching, learning, and self-sustainability. Reading the literature on Indigenous and Settler voices in graduate education and discussing the emerging insights and reflections, this chapter identifies the challenges and the possibilities for graduate student and faculty healing and wellness. This spontaneous and honest atmosphere allowed to access the self of each other despite the diverse sociocultural backgrounds and experiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Large Interactive Touchscreens as an Opportunity for Synchronous Hybrid Teaching during the COVID-19 Pandemic and Beyond

The year 2020 will be remembered as the year of COVID-19 and its subsequent lockdowns. The time to return to face-to-face teaching has arrived, but the shadow of the disease still hangs over teachers, students, and society. Disruption in teaching can still occur for students, or even teachers, if they are either diagnosed as COVID-19 positive or as a contact case and forced to self-isolate. In order to limit the impact of self-isolation on learning, synchronous hybrid teaching (i.e., teaching face to face to students in a classroom and to students online at the same time) was successfully implemented owing to the combination of video conference software and a large interactive touchscreen. The setup presented in this paper allows courses to be broadcast to students at home (i.e., voice, visual pedagogic support, and, more interestingly, indications handwritten by the teacher) as well as simultaneously teaching to students in the classroom face-to-face. It also allows self-isolated teachers to teach tutorials from their home to students in the classroom. This paper focuses on the use of large interactive touchscreens for synchronous hybrid teaching and its evaluation by students using a questionnaire. The key findings of this study are that students prefer synchronous hybrid teaching rather than missing a course and that synchronous hybrid teaching should only be used in case of absolute necessity. © 2023 American Chemical Society and Division of Chemical Education, Inc.

'I'm going to need a lot of therapy for this someday:' Finding your 'grit' in graduate school during COVID

Completing a social work graduate degree can be an exciting and a challenging time for students, but the addition of a global pandemic is likely impacting their educational experiences. Using a modified version of Photovoice, a photography-based research methodology, and reflection essays, this exploratory study sought to elevate the voices of graduate students' (N = 16) perspective on learning during COVID in an American university. Findings from the qualitative analyses of the photographs and their captions and the reflective essays suggested that many students realized their inner strength by persevering when life got very hard. Themes from these analyses were slightly more positive (i.e. support from others;developing coping strategies;improved graduate experience) than negative (i.e. loneliness;emotional;being sick). Students' viewpoint on learning during COVID provides insight into how instructors can develop creative pedagogies and support students as they persist in their pursuit of a social work degree. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A qualitative case study of health-related baccalaureate and graduate web-based simulated clinical learning platforms

Simulation has been recognized as a teaching, learning, evaluation, and research strategy based on learning theories, that has come to play a significant role in healthcare education (Beal et al., 2017;La Cerra et al., 2019). Health-related academic programs in higher education have traditionally used simulation to fill gaps in learning and strengthen students' clinical and critical thinking skills in conjunction with didactic classroom content, laboratory practice, and clinical education in the community setting (Hayden et al., 2014). With the onset and unpredictability of COVID-19, there was almost an immediate need for health-related academic programs across the world to transition from face-to-face teaching and learning, to remote online delivery methods to ensure the academic progression of students. To manage this transition, many higher education health-related programs turned to web-based simulated clinical learning platforms to support health-related students' development of clinical skills, and clinical understanding in the absence of traditional forms of laboratory, simulation, and clinical education. The purpose of this qualitative case study was to develop an in-depth analysis focused on perceived experiences of students and faculty utilizing web-based simulated clinical learning platforms incorporated within the curriculum of nine different baccalaureate and graduate health-related programs at one Midwestern public university in the United States. The analysis and triangulation of data included;students' and faculty perceptions via survey of their satisfaction, value, and usage levels of the web-based simulated clinical learning platforms, field educators' perception of student preparedness for clinical education, as well as, a comparison of course syllabi pre and post implementation of the web-based simulated clinical learning platforms. In-depth faculty opinions were also gathered via a focus group interview and inductive thematic analysis used to examine the perspectives of each participant on the overall effectiveness on how well such platforms helped meet course learning objectives, the usefulness of specific platform components, and the utilization levels and value of the platforms in comparison the actual cost of the platform. Findings of this study were used to provide actionable information and recommendations for stakeholders and others in the future utilization of web-based simulated clinical learning platforms in health-related academic programs in higher education. In summary, it is recommended that web-based simulated clinical learning platforms be utilized in conjunction with in-person clinical education. Whereas, content from the web-based simulated clinical learning platforms is used to supplement or replace missed clinical education, deliver specific evaluative standardized experiences for students, or provide students access to patient care conditions that are hard to replicate or gain access to in the student role in the clinical setting. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Barriers and Facilitators of Robot-Assisted Education in Higher Education: A Systematic Mixed-Studies Review

Lack of motivation and enjoyment is a challenge that many students face. Due to the current coronavirus pandemic, many lessons are not being conducted face-to-face. However, the use of robots has been proven able to alleviate this challenge. This review explores the barriers and facilitators of robot-assisted education among higher education students. Ten databases were comprehensively searched for studies in English. Both published and unpublished studies were considered without a time limit. A systematic mixed-studies review was adopted and the mixed method appraisal tool was used to assess the methodological quality of the selected articles. The qualitative and quantitative findings were then synthesized via thematic and narrative syntheses, respectively. To integrate these two sets of findings, a result-based convergent synthesis was performed. A total of 28 studies covering 1689 higher education students across 14 countries were eventually used for the analysis. Most of these studies had average to high methodological quality. Two barrier themes were identified from these studies, namely, poor audio verbatim from the robots, and disruption and restrictions from software and hardware of the robot. Meanwhile, three themes related to facilitators were identified, namely, greater engagement in learning, facilitation in remote learning, and knowledge enhancement. The use of robot-assisted education has been proven to improve student learning in higher education. Robot-assisted education is an alternate educational technique that can be utilized to supplement and augment ongoing teaching arrangements. Future studies should examine a specific type of robot in a comparable learning environment.

VIRTUAL MOBILITY AS ANOTHER WAY OF STUDENT MOBILITY IN POSTGRADUATE PROGRAMS

In 2020 and 2021, the international spread of the SARS-COV-2 virus caused academic activities at universities to be carried out virtually. Due to this situation, the face-to-face mobility of the national postgraduate programs affiliated to the National Postgraduate System (SNP) of the National Council of Science and Technology (CONACyT) were affected, so that mobility had to be developed virtually. A questionnaire was designed and applied to graduate students in language and linguistics (n=46), with the purpose of collecting their experiences about the implementation of virtual mobility in their programs. The results showed that virtual mobility is considered as a good alternative, since for the participants this modality allowed them to continue developing their academic activities. Additionally, they consider that virtual mobility can help to avoid costs of transportation, rent housing, and transportation time. Furthermore, virtual mobility gives them the opportunity to be present virtually anywhere to participate and develop academic activities. Based on this, we propose this modality as different way to carry out mobility in postgraduate programs attached to the SNP, which would heed to the diversity of life conditions, and family and working conditions of students who study quality graduate programs in Mexico, thus contributing to a better construction of disciplinary and scientific knowledge. (English) [ FROM AUTHOR]

The Effects of a Physical Therapy Program and the Covid-19 Pandemic on Student's Health Outcomes

PURPOSE/HYPOTHESIS: In 2020, COVID-19 became a global pandemic affecting multiple aspects of everyday life.1-4 Since COVID-19 was a highly transmissible disease, in-person classes weremoved online,5,6 gyms were closed,1-3 and social interactions were limited.4 While some data exist on the impact COVID-19 has had on students,5,6 there is a need for further research to examine the compounding effects of the graduate level workload and the COVID-19 pandemic on physical therapy students. The purpose of this study is to understand how COVID-19 affects the cardiovascular (CV) and mental health of Doctor of Physical Therapy (DPT) students as they progress through the program. We hypothesize that students would have better health outcomes in their second year, when the COVID-19 restrictions lessen, compared to their first year, when COVID restrictions were at their peak. NUMBER OF SUBJECTS: 16 students from the University of Texas at El Paso's DPT Class of 2023 were recruited via in-class presentation and email. MATERIALS AND METHODS: Data collection occurred over the time period of a year and a half with a total of 3 visits (Oct 2020, June 2021, and April 2022). Primary outcome measures included cardiovascular fitness level via VO2max, arterial stiffness via Pulse Wave Velocity (PWV), and endothelial function via Venous Occlusion Plethysmography (VOP). Secondary outcome measures included Perceived Stress Survey (PSS), International Physical Activity Questionnaire (IPAQ), and Dietary Screening Questionnaire (DSQ). A repeated-measures analysis of variance (RM-ANOVA) and Cohen's d for standardized effect size were utilized. Significance was set prior at an alpha level of 0.05. RESULT(S): VO2max increased from visit 1 to visit 2 (P5.02, d50.63) and then decreased fromvisit 2 to visit 3 (P< 01, d = 0.85), with no change between visits 1 and 3 (P>.05). Endothelial function increased from visit 1 to visit 3 (P< 01, d=0.89) and from visit 2 to visit 3 (P = .02, d = 0.65), with no differences between visits 1 and 2. Overall, there were no significant differences observed for PWV, PSS, METs, sitting time, sweetened beverages, and added sugar (P>05) between visits. CONCLUSION(S): The DPT Class of 2023 started their graduate education in the beginning of the COVID pandemic, with an already limited physical freedom. COVID restrictions were lessen in early 2021~4 months before visit 2. It appears that those 4 months were enough time to improve VO2max but not endothelial function. Interestingly, VO2max decreased back to baseline after the second year, with an increase in endothelial function. These changes could be attributed to an increase in time spent at school during the second year and increased travel time due to classes moving from virtual to in person, which could impact cardiopulmonary fitness but not endothelial function. CLINICAL RELEVANCE: Results from this study can help DPT programs throughout the nation understand the importance of developing strategies to support their students during times of crisis to reduce the risk of CV and mental health diseases in the future.

Online Learning Experiences of Graduate Students in Türkiye: Could This Be the Footsteps of a Reform?

With the recent Covid-19 pandemic, the way of teaching has rapidly turned into online learning environments. This situation has brought along various difficulties in the implementation of online teaching. From this point of view, this research focuses on the experiences of graduate students in the online teaching process and the multifaceted effects of this process on them. The research is a case study examining the opinions of 16 graduate students from various state and foundation universities in Türkiye. The maximum diversity sampling method, one of the purposeful sampling methods, was taken as a criterion in the determination of the participants. The data of the study were obtained with a semi-structured interview form developed by the researchers. Thematic analysis technique was used in the analysis of the obtained data. Research results show that online education facilitates access to education, develops students' self-discipline and awareness of taking responsibility;however, it has disadvantages in terms of social and psychological aspects. In addition, it has been concluded that online teaching is not yet ready to be considered as a stand-alone teaching delivery model, and it is more appropriate to use it as an alternative model to traditional face-to-face education. It is thought that the results obtained within the scope of the research will contribute to the improvement and development of online learning experiences of graduate students, as well as being a guide to higher education stakeholders and policymakers. © 2023, Ozgen Korkmaz. All rights reserved.

Mental Health and Perceived Stress in Kinesiology Graduate Students

While the negative psychological effects of the COVID-19 pandemic have been noted in the general population and among undergraduate students, little is known about the impact on graduate students. We surveyed kinesiology graduate students (N = 272) enrolled in American Kinesiology Association member institutions regarding their well-being. Overall, graduate students reported poor mental health and high perceived stress. Cisgender women reported worse outcomes than their counterparts. No significant differences were found among sexual orientation or racial and ethnic identity. In open-ended responses, graduate students identified both increased and decreased well-being and delineated methods that helped or would have helped their well-being during the pandemic. Faculty and administrators must put intentional effort into recognizing mental health disparities, provide open and clear communication, and increase access and visibility of resources to support the mental health and well-being of graduate students. © 2022 American Kinesiology Association.

Faculty perspectives on a collaborative, multi-institutional online hydrology graduate student training program

The CUAHSI Virtual University is an interinstitutional graduate training framework that was developed to increase access to specialized hydrology courses for graduate students from participating US institutions. The program was designed to capitalize on the benefits of collaborative teaching, allowing students to differentiate their learning and access subject matter experts at multiple institutions, while enrolled in a single course at their home institution, through a framework of reciprocity. Although the CUAHSI Virtual University was developed prior to the COVID-19 pandemic, the resilience of its online education model to such disruptions to classroom teaching increases the urgency of understanding how effective such an approach is at achieving its goals and what challenges multi-institutional graduate training faces for sustainability and expansion within the water sciences or in other disciplines. To gain faculty perspectives on the program, we surveyed (1) water science graduate program faculty who had served as instructors in the program, (2) water science graduate program faculty who were aware of the program, but had not participated, and (3) departmental chairs of participating instructors. Our data show widespread agreement across respondent types that the program is positive for students, diversifying their educational opportunities and increasing access to subject matter experts. Concerns and factors limiting faculty involvement revolved around faculty workload and administrative barriers, including low enrollment at individual institutions. If these barriers can be surmounted, the CUAHSI Virtual University has the potential for wider participation within hydrology and adoption in other STEM disciplines.

"I hate that education is a business": Influence of occupational socialization on sport pedagogy doctoral students' intended PETE programs

Research on sport pedagogy doctoral students' (DSs') occupational socialization should improve understanding of their beliefs and espoused practices regarding physical education teacher education (PETE), how these beliefs and espoused practices were shaped, and facilitate improvements in graduate education. The purpose of this study, therefore, was to describe the influence of occupational socialization on the PETE programs sport pedagogy DSs intended to deliver once they began life as faculty members in universities and colleges. The specific research questions we sought to answer were as follows: (a) How did DSs intend to conduct PETE? and (b) How had DSs' views and beliefs regarding PETE been shaped by their occupational socialization? Participants were eight DSs located at four American universities. Data were collected with four interpretive techniques (formal and informal interviews, documents and artifacts, and a written outline of an ideal PETE program) and analyzed using analytic induction and constant comparison. DSs had conservative, liberal, and eclectic beliefs regarding PETE. They favored using elements from the behaviorist, traditional/craft, and critical-inquiry orientations to teacher education. The forces that shaped the DSs' views and beliefs were mostly similar to those described in previous research, although there were some new and nuanced findings. The study indicates the need for DSs to explore their own views regarding physical education and PETE and the forces that shaped their perspectives. [ FROM AUTHOR] Copyright of European Physical Education Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Career aspirations and trajectories of geographies of health and health care graduates: A cross‐sectional study

Indeed, health geography scholars are in high demand for their capacity to think spatially and to acknowledge the broader determinants of health;the emphases on health, well-being, environments, and place mean that health geographers can deviate and pivot their acquired knowledge and skills to various career options and settings. Keywords: health geography;Canadian Association of Geography (CAG);Canada;géographie de la santé;Association canadienne des géographes (ACG) EN health geography Canadian Association of Geography (CAG) Canada FR géographie de la santé Association canadienne des géographes (ACG) 512 523 12 09/12/22 20220901 NES 220901 Introduction As a sub-discipline of human geography, health geography evolved from its initial construct of "medical geography", which focused on ecological perspectives of disease and in doing so, employed a heavily positivist approach. Given the diverse and evolving substantive, methodological, and theoretical approaches within health geography, this study explores the career aspirations and experiences of health geography graduates in relation to employment within this sub-discipline and aims to help inform the future direction of health geography. Other (25%) related fields that were identified include Indigenous health, immigrant health, climate change and health, non-communicable disease, injury, epidemiology, education, and determinants of health. [Extracted from the article] Copyright of Canadian Geographer is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores

Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.