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The social isolation recommended by the World Health Organization, during the COVID-19 pandemic, can raise levels of anxiety and stress in students, which affect their productivity. This study aimed to evaluate the levels of self-efficacy and the Impostor Syndrome in stricto sensu graduate students, in the context of the COVID-19 pandemic. It was a quantitative study that had as participants a convenience sample comprised of 200 stricto sensu graduate students. The participants answered an online form that included a sociodemographic questionnaire, the Clance Impostor Phenomenon Scale, and the Self-efficacy Scale in higher education. It was verified that the two scales presented statistically significant and inversely proportional correlation, that is, the higher the levels of Self-efficacy, the lower the levels of Impostor Syndrome. Postgraduates, in relation to Self-efficacy, assessed themselves at high to higher levels, mostly. In turn, in Impostor Syndrome, the respondents evaluated themselves at high or moderate levels. © 2022 Universidade Federal do Parana - Departamento de Psicologia. All rights reserved.
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The University of Michigan denied tenure to four marginalized faculty members in 2007 and while wrestling with her own tenure challenges, Patricia Matthew brings these stories together. In many ways, these persons are marginalized from the intellectual community that graduate school fosters. [...]they are effectively rendered invisible to the campus community at large. The stigma attached to them, complicated by a healthy level of historical skepticism of social workers and mental health clinicians, may prevent scholars who struggle with anxiety and depression, for example, from availing themselves of any wellness resources and counseling services available to them on campus. In the age of COVID-19, the long-term effects of the disease for those who have survived it are yet to be fully understood and the impacts of the collective trauma are likely exacerbating for those who are already struggling with isolating physical conditions and mental health challenges.
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Owing to the increased use of telehealth as a widely accepted means of providing patient care and the movement toward competency-based education, implementation of telehealth teaching, learning, and evaluation strategies into the graduate nursing plan of study is evolving quickly. This report uses Rutledge's "4Ps of Telehealth” framework to provide resources for faculty to incorporate telehealth knowledge, skills, attitudes, core telehealth competencies, and evaluation practices into the bachelor of science nursing to doctor of nursing practice program curriculum based on the National Organization of Nurse Practitioner Faculties Nurse Practitioner Core Competencies. Formal preparation of students ensures future nurse practitioners are able to provide proficient, effective care through telehealth upon graduation.
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: The general objective of this research work was to determine the feasibility of incorporating EVA as a didactic alternative in the teaching of critical medicine in postgraduate students. The study population was selected through an intentional sampling for convenience and was made up of 90 students and 23 teachers of the postgraduate degree in Critical Medicine from two private universities in Ecuador. The results obtained made it possible to determine the feasibility of incorporating EVAs in the academic training of critical medicine postgraduate students, thus also allowing the reduction of hospital absence times due to the academic training received virtually. Keywords: Learning, teaching, EVA, critical medicine, postgraduate. 1.Introducción El desarrollo de la tecnología en los últimos 5 años ha permitido a las personas contar con un mejor y mayor desarrollo en casi todas las áreas especialmente la educativa.
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Campbell discusses the redesign of laboratory learning for undergraduate science students. In May 2021, 15 students from across Canada began an interdisciplinary master's program amid a global pandemic. They came from diverse academic backgrounds, including medical sciences, psychology, and molecular biology, with a shared goal of learning about science through an interdisciplinary lens. The COVID-19 pandemic has exacerbated the need for increased equity and accessibility in undergraduate laboratory learning environments. Accordingly, they have identified effective strategies to promote positive laboratory environments for undergraduate students based on the following experiences: laboratory bootcamps, worksheets/quizzes, point-of-view and animated videos, and postlaboratory responses
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FOUNDED SHORTLY AFTER THE CIVIL WAR, TAPA and its predecessors have weathered world wars, depressions, pandemics, and social and political upheaval of all kinds;its pages have documented the transformation of Classics in the United States from a relative scholarly backwater to a vibrant field of study;and the journal has witnessed the growth of the Society for Classical Studies (formerly the American Philological Association) from a small, insular group of men on the east coast to an increasingly global and diverse membership. COVID has reminded us of the way that scholarship is dependent on a hierarchy of needs—safety (mental and physical), time, and access—and on a host of institutions, academic and otherwise, that make research possible: libraries and universities, but also families, schools, health care providers. Reflecting on the challenges and lessons learned from the pandemic, they pointed to the multifaceted response of the Society: the joint SCS-WCC COVID Relief fund, which supported graduate students and contingent faculty facing precarity as a result of the pandemic;the newly revamped outreach program, "Ancient Worlds, Modern Communities”;and new efforts to integrate K–12 educators in the governance and activities of SCS. While the question of what administrative structures will best serve the humanities in a post-pandemic world remains open to debate, we take seriously her call for scholars at all kinds of institutions to imagine this future collaboratively and inclusively. [...]Connolly asks us to question the inevitability of the current model of graduate education, which is based on specialization and language training, a paradigm that may be increasingly irrelevant given the outcomes highlighted by Sulprizio and Rader.
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Background and Purpose: The development of research knowledge, skills, and attitudes among postgraduate vocational-health education students is a crucial outcome of their degree program. This study focuses on the research competences of vocational-health education students and their use of web 2.0 technologies to enhance research productivity. The study employs the Vitae Researcher Development Framework (RDF) and examines the use of web 2.0 technologies. Method: The study surveyed 390 postgraduate vocational-health education students enrolled in universities in Pakistan. Of the participants, 50.5% were male, 49.5% were female, 45.1% were from private universities, and 54.9% were from public sector universities. Moreover, 68.2% were Master's students, while 31.8% were doctoral students. The data were analyzed through both symmetrical and asymmetrical modeling techniques, including Partial least square equation modeling (PLS-SEM) and fuzzy set Qualitative Comparative Analysis (fsQCA), to measure the direct and indirect specific relationships among the constructs. Results: The results confirmed that research competences and web 2.0 technologies have a direct effect on research productivity. Furthermore, the results revealed that web 2.0 technologies mediate in the relationship between research competences and research productivity. Conclusions: The study concludes that research competences and web 2.0 technologies predict research productivity. Additionally, web 2.0 technologies have an intervening role in the relationship between research competences and research productivity during the COVID-19 pandemic emergency. Implications: This study highlights the broader implications for health education policymakers and institutions to include web 2.0 technologies in their development plans. Future studies can develop web 2.0-based instructional strategies for the professional development of advanced vocational-health education researchers. Originality: This study contributes to the knowledge of research competences, web 2.0 technologies, and research productivity for vocational-health education researchers.
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Climate change has led to the increase of heat exposure or natural hazard due to extreme weather. This anthropological climate change phenomenon has negatively altered the most fundamental natural resources for living organism: air, water, and soil. Air has been polluted and warming due to human activities. The quantity of freshwater keeps on depleting, while the ground water recharge intervened with chemical and biological contamination. The sustainability of soil as the natural planting media is under threat due to land use conversion and soil quality degradation. Water acidification and temperature increase have been proved to change the salinity of seawater. Those are the impact of the increasing greenhouse gas emission in the earth's atmosphere.The 8th International Conference on Climate Change (ICCC) aims to accommodate and to discuss the regional findings related the adaptation and mitigation strategies on climate change worldwide. The meaning to hold ICCC is getting more and more important. This conference can alert the creeping disaster. The contribution of all the participants, distinguished guests to this conference would make our world better and progress our scientific knowledge. Sharing the insight into the recent research and the cutting-edge technologies should enhance our ability and it might give us the breakthrough ideas on our sustainability under climate change. ICCC would be fruitful for every participant and be a great chance to approach the scientific solution for our common goals.Faculty of Agriculture of Sebelas Maret University, Surakarta, Indonesia is very proud to organize the 8th International Conference on Climate Change (ICCC). International Conference on Climate Change has been playing a significant contribution to formulate the strategies to cope with the emerged problems due to the climate change, as well as to support the sustainable development goal achievement. Sebelas Maret University has been seriously taking part to minimize the climate change impact, by promoting environment-friend programs, such as the green campus program and prohibiting the motor-vehicle to enter the campus every month. Sebelas Maret University also realizes that the responsibility of maintaining this earth should be by everyone. Each of us plays a significant contribution to minimize the global warming of this earth. That is why Faculty of Agriculture of Sebelas Maret University organize such events to discuss the findings related the earth-protection.We hope this conference will resulting into valuable recommendations in focusing and improving the natural resources management as well as improving the human's living efficiency to bring the greenhouse gas emission down. We need to produce alternative technologies as the climatic resilience strategies to overcome the key climate-change sensitive pathways, as well as to support the achievements some global goals in the Sustainable Development Goals (SDG). Accordingly, the topic of the 8th ICCC is "Environmental Management towards Sustainable Development Goals (SDGs) under the Changing Climate”.The 8th ICCC was organized by Faculty of Agriculture, Sebelas Maret University, Indonesia, in collaboration with Asian Institute of Technology, Thailand and The United Graduate School of Agricultural Sciences, Gifu University, Japan. The 8th ICCC was held at The Asian Institute of Technology Conference Center, Thailand from 17-18 November 2022. The 8th ICCC was conducted in the Hybrid method because travel restrictions are still enforced by some countries to prevent the spread of Covid-19. Besides, providing options for attending the 8th ICCC virtually is more comfortable for participants and presenters with limitedness of budgets.The 8th ICCC 2022 delivers great appreciation to Prof. Dr. Samanhudi, Dean of Faculty of Agriculture, Sebelas Maret University, Indonesia;Professor Dr. Shobhakar Dhakal, Vice President for Academic Affairs, Asian Institute of Technology, Thailand;and Prof. Dr. Ken Hiramatsu, Dean of United Graduate School of Agricultural Science, ifu University, Japan;for formal support to the conference.Gratitude presented to the invited speakers: Prof. Dr. Avishek Datta from Head of Department of Food, Agriculture, and Bioresources, Asian Institute of Technology, Thailand;Prof. Dr. Eric van Hullenbusch from Institut de Physique du Globe de Paris, France;Dr. Taku M. Saitoh from Gifu University, Japan;Dr. Jauhari Syamsiyah from Sebelas Maret University, Indonesia;and Dr. James MacGregor from Eco-Plannet, Canada.List of Committee of the 8th ICCC 202 is available in this Pdf.
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(1999) understand globalization as "a process (or set of processes) which embodies a transformation in the spatial organization of social relations and transactions—assessed in terms of their extensity, intensity, velocity and impact—generating transcontinental or interregional flows and networks of activity, interaction, and the exercise of power” (p. 6). Discussion: "Neoliberal globalization” and student mobility in crises I personally use the term neoliberal globalization in that I critique "neoliberalism as an ideology, political philosophy, economic doctrine and policy model has been embraced by many Western countries and multilateral institutions and embedded in contemporary globalization” (Zheng & Kapoor, 2020, Neoliberal globalization and opening-up section, para. 1) and argue ISM across national borders has been significantly influenced by neoliberal globalization and neoliberalism-doctrined supranational organizations like the World Trade Organization and the World Bank, which promote the removal of barriers and the liberalization of international trade. [...]ISM can be regarded as a flow because it bears the specific social and educational meaning and has caused some global effects as an increasing number of international students cross borders for education (Zheng, 2010). [...]China's outbound ISM might be affected in that it is confined to many uncertain factors, such as the capacity of foreign higher education institutions, available financial support for Chinese students from the Chinese government, students' family, or foreign higher education institutions, and visa requirement of foreign countries.
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A new approach to learning is mobile learning (m-learning), which makes use of special features of mobile devices in the education sector. M-learning is becoming increasingly common in higher education institutions all around the world. The use of mobile devices for education and learning has also gained popularity in Jordan. Unlike studies about Jordan, there are many studies that thoroughly analyze the situation of m-learning in other countries. Thus, it is important to understand the current situation of m-learning at Jordanian universities, especially in light of the COVID-19 pandemic. While there have been some studies conducted prior to COVID-19 and a few studies after COVID-19, there is a need for a comprehensive study that provides an in-depth exploration of the current situation, student adoption, benefits, disadvantages, and challenges, particularly following COVID-19. Therefore, this study utilizes a sequential exploratory mixed research method to investigate the current state of the art of m-learning in Jordanian higher education with a particular focus on student adoption, benefits, disadvantages, and challenges. Firstly, the study explores the existing literature on m-learning and conducts 15 interviews with educators and learners in three Jordanian universities to gain insights into their experiences with m-learning. The study then distributes a survey to students at four Jordanian universities, representing both public and private universities, to generalize the results from the qualitative study. Additionally, the study investigates the relationship between student enrollment in public/private universities and the adoption of m-learning. The study came to the conclusion that students have a positive opinion of m-learning and are also willing to use it. However, there are a number of disadvantages and challenges to its adoption. Additionally, there is a relationship between student enrolment in public/private universities and the adoption of m-learning. These findings have important implications for institutions that want to incorporate m-learning into their undergraduate and graduate degree programs, as they aid decision-makers in these universities in creating frameworks that may be able to meet the needs of m-learning.
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The study investigated the challenges encountered by mathematics postgraduate students' learning courses via online platforms. An online survey included 31 postgraduate mathematics students. Mean responses and regression analysis were used for data evaluation. The results indicate social-related challenges are the most important factor to learn mathematics in an online platform, although the challenges including accessibility of online learning resource, course nature, online learning skill, and instructor-related challenges are confirmed with a higher mean response. Moreover, a multiple regression analysis has indicated that social and instructor related challenges are significant predictors of students' overall expectation of learning mathematics courses on the online platform. The study concluded that students prefer learning mathematics courses via face-to-face approach over online platforms, and students do not want to extend semester courses with an online approach. From the finding, adapting a blended approach is recommended for a similar situation of the current study.
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PurposeThe COVID-19 pandemic has had its impact on research and researchers, potentially influencing the future of academia. Yet, to the best of the authors' knowledge, there are no empirical studies on the alignment between supervisors' and supervisees' estimates of the impact of COVID-19. This study aims to contribute to bridging this gap by exploring PhD candidates' and supervisors' perceptions of the impact of COVID-19 on candidates' study progress and study well-being, and whether the estimates were related to supervisors' and supervisees' well-being.Design/methodology/approachA total of 768 PhD candidates and 561 doctoral supervisors from a large multifield research-intensive university in Finland participated in this quantitative study. Data were collected with the doctoral experience survey and the supervisory experience survey.FindingsIn general, the results show that both supervisors and supervisees recognised the negative impact of the pandemic on candidates' well-being and progress, and their perceptions were quite well aligned. However, supervisors estimated that the impact had been more detrimental than the supervisees did. The results also show that the supervisors' perceptions of the negative impact of COVID-19 on candidates' progress and well-being were related to reduced levels of their own well-being.Originality/valueResults can be used in developing effective support means for both the supervisors and supervisees to overcome the hardships caused by the COVID-19 pandemic and to avoid long-term negative consequences for the candidates in degree completion, career trajectories and the future of the academy.
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Eating disorder (ED) clinicians may face various challenges in practice, including burnout and feelings of incompetence. Several deficits may contribute to these challenges, such as graduate education and treatment gaps. In this study, 109 interdisciplinary clinicians were surveyed regarding their personal attitudes, experiences, and challenges in treating EDs. Among the various results, quantitative and qualitative findings highlighted the lack of graduate education as the primary challenge to effectively treating EDs, as well as the need for more ED research and culturally responsive care. Recommendations to enhance ED education and counselor training are provided, including managing countertransference and advocating for specialized coursework. Lastly, critical directions for future research are discussed.
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Inadequate or ineffectively communicated feedback from faculty advisors may limit the development of cordial, collaborative relationships with doctoral capstone writers and may impede their successful outcomes. The purpose of this general qualitative study was to explore online faculty's use of technology when advising doctoral capstone writers. Yang and Carless's (2013) feedback triangle model, including cognitive, social-affective and structural dimensions, provided the framework for the study. Demographic survey data and Zoom interview data were collected from 10 doctoral faculty at a fully online university to explore how and why faculty use technology and what technology-related activities faculty conduct when advising doctoral capstone writers. Emergent codes were organised using a priori codes from the feedback triangle model, and themes were developed within these dimensions. Cognitive themes were ensuring accountability and providing instruction, which addressed how participants were using technology. Social-affective themes addressing why faculty use technology were enhancing communication, increasing motivation and promoting self-regulation. Structural themes indicating technology-related activities were modes, preferences, procedures and barriers.Implications for practice or policy:* Online faculty advisors may use technology more effectively to support doctoral capstone writers.* Administrators of online doctoral programs may provide more appropriate technology support for faculty who are advising doctoral capstone writers.* Online doctoral capstone writers may experience improved relationships with faculty advisors, which may promote successful capstone outcomes.* Faculty advisors and doctoral students working in face-to-face environments may benefit from enhanced application of technology in virtual communication resulting from the COVID-19 pandemic.
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Je me réjouis de l'occasion qui m'a été donnée d'etre, depuis janvier 2019, le rédacteur en chef de la revue Canadian Psychology / Psychologie canadienne. Aux côtés de mon équipe de rédaction formée des professeurs Sharpe, Godbout et Greenman, j'ai mis un point d'honneur, au cours des quatre dernieres années, a mettre en valeur l' excellent travail des scientifiques du domaine de la psychologie et, ce faisant, a renforcer la pertinence de notre profession au regard des enjeux critiques de la société. Nous avons réalisé de grands progres en vue de réaffirmer l' engagement de la revue a publier dans tous les domaines touchant a la psychologie, a établir un cadre de publication équitable et inclusif, et a promouvoir la formation ainsi que le mentorat d'un bout a l'autre du processus de publication. Dans cet éditorial, je réfléchis aux progres accomplis en vue de matérialiser la vision rajeunie du journal, soit d'avoir une incidence sociale plus grande et d'etre un moteur de « Pintérét public ». Nous avons notamment lancé notre Programme de mentorat en evaluation d'articles pour les étudiants et les étudiantes diplômés, publié cinq numéros spéciaux et avons vu deux de nos articles faire partie du top 10 des articles de l'American Psychological Association publiés en 2021 les plus téléchargés.Alternate :Since January 2019, it has been such a pleasure to be the editor of Canadian Psychology /Psychologie canadienne. Along with my editorial team, Professors Sharpe, Godbout, and Greenman, I have taken great pride over these past 4 years in showcasing the excellent work of psychological scientists and, by doing so, consolidating the relevance of our profession to society's critical questions. We made great strides in reaffirming the journal's commitment to publishing in all areas of psychological inquiry, to an equitable and inclusive publishing framework, and to promoting training and mentoring through the publication process. In this editorial, I reflect on our progress in realizing the journal's rejuvenated vision of having a wider societal impact and being an engine of the "public good," including launching our Graduate Student Reviewer Mentorship Program, creating five special issues, and having two articles in the top 10 downloads of all American Psychological Association journal articles published in 2021.
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A survey of lessons learned from COVID-19 by school administration interns is presented. Two cohorts of school administration interns enrolled in the Graduate Certificate in School Leadership (GCSL) and Master of School Administration (MSA) Degree programs at a university in the southeastern part of the US are surveyed. Successful completion of the certificate or the degree program leads to principal certification. The pandemic disrupted lives, but their duty was to adapt and maintain the integrity of the program and perform their core functions as educators to benefit their students. The interns who participated in the survey for this study were in the last two semesters of a principal preparation program. The responses gave a portrait of the experiences of interns during the pandemic.
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Research experience is widely used in quality assurance exercises to benchmark postgraduate education at the institutional level. However, individual differences in students' research experience have been largely neglected. Furthermore, little is known about how differences in students' research experience are associated with skill development and overall satisfaction. This study addressed these gaps using an explanatory sequential mixed-methods design. Study 1 was a quantitative study that involved surveying 590 research postgraduate students (i.e. 421 PhD and 168 MPhil students). A person-centered approach, specifically latent profile analysis, was used to analyze the data. Our findings revealed that students could be divided into three groups based on their research experience: rewarding, ordinary, and unsatisfactory. Those with a rewarding research experience experienced greater development in their skills and higher levels of satisfaction, while those in the unsatisfactory group demonstrated the worst outcomes. Study 2 was a qualitative study that involved interviews with 10 PhD students. The qualitative findings largely triangulated the quantitative results but also uncovered emerging themes, including the importance of student-supervisor misfit, publication pressure, and the COVID-19 pandemic context. Theoretical and practical implications of these findings are discussed.
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After the cancelation of the International Congress of Qualitative Inquiry (2020) due to the Coronavirus pandemic (COVID-19), the substantive content of my presentation for the plenary, "Higher Education in the Time of Trump: Resistance and Critique” came into confluence with my invitation to deliver the 2020 Keynote to the 17th Incoming Cohort of the doctorate program in Educational Leadership for Social Justice, School of Education, Loyola Marymount University. This presentation delivered via ZOOM on June 18, 2020, calls forth a broader confluence of our current political climate under the "leadership” of Donald J. Trump, COVID-19, and national social justice activism linked with the Black Lives Matter Movement. Truly we are living protest and recovery in repressive times with a connectivity between the three. This message is both particular and plural to the audience that it was originally presented, and now to a diverse readership in these repressive times.
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Additionally, emerging research regarding the COVID-19 pandemic suggests that racial inequities caused by racism (e.g., overrepresentation within frontline employment) cause BIPOC communities to be more exposed to and less protected from the virus, placing them at a higher risk of infection and death, a devastating phenomenon coupled with the already present health disparities caused by racism in the Canadian health care system (Amoako & MacEachen, 2021;Cénat, Kogan, et al., 2021;Denice et al., 2021). In this article, we will discuss, as others have noted, how Canadian graduate programmes must assume responsibility and become directly involved in understanding, offsetting, and preventing the harm of systemic racism, oppression, and discrimination, as demanded by the ethics and principles of psychology itself (APA Division 45 Warrior's Path Presidential Task Force, 2020;APA Council of Representatives, 2021;Canadian Psychological Association [CPA], 2018;Ritchie & Sinacore, 2020). Racialization is about social perceptions-how people perceive others based on their presumed race or ancestry (Pendakur, 2005). [...]race is a socially constructed concept-not a fixed or scientific identity, despite mainstream North American society operating as if it is an accepted truth (Gonzalez-Sobrino & Goss, 2019;Haeny et al., 2021). [...]we use the term BIPOC to encompass the following groups: BIPOC (i.e., South Asian, Chinese, Black, Filipino, Latin American, Arab, Southeast Asian
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This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.