Relevant bibliographies by topics / College teachers Victoria Psychology

Academic literature on the topic 'College teachers Victoria Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "College teachers Victoria Psychology"

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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Matthews, Janet R., Anne M. Rogers, and C. James Scheirer. "Selected Resources for College Teachers of Psychology." Teaching of Psychology 13, no. 1 (February 1986): 3–7. http://dx.doi.org/10.1207/s15328023top1301_1.

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THOMPSON, ALBERT S. "Teachers College and Counseling Psychology: Innovator and Integrator." Journal of Counseling & Development 68, no. 3 (January 2, 1990): 260–65. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01371.x.

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Bing, John R., and Andrew L. Cherry. "Assessment of Student Teachers by College Supervisors." Psychological Reports 61, no. 1 (August 1987): 275–83. http://dx.doi.org/10.2466/pr0.1987.61.1.275.

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This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.
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Keith, Kenneth J. "Law, the Constitution and Legal Education in the Twenty-First Century." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 83. http://dx.doi.org/10.26686/vuwlr.v31i1.5967.

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Sir Kenneth Keith gave the lecture on which this paper is based as part of the 1999 Centennial Alumni Lecture series. Using the career of the first Dean of Law at Victoria University College as his inspiration, Sir Kenneth deals with a wide range of issues which all those in the law, be they judges, practitioners, teachers or students will have to address.
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Lamude, Kevin G., and Lena Chow. "Relationship of Students' Affective Learning to Teachers' Type a Scores." Psychological Reports 72, no. 1 (February 1993): 178. http://dx.doi.org/10.2466/pr0.1993.72.1.178.

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Morrissey, Anne-Marie, and Andrea Nolan. "Just Another Meeting?: Investigating Mentoring for Early Childhood Teachers in Victoria." Australasian Journal of Early Childhood 40, no. 2 (May 2015): 40–48. http://dx.doi.org/10.1177/183693911504000206.

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Kim, Sanglim, and Sungeun Yang. "Preservice childcare teachers' career motivations, college adjustment, and teaching efficacy." Social Behavior and Personality: an international journal 45, no. 9 (October 3, 2017): 1451–59. http://dx.doi.org/10.2224/sbp.6190.

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We investigated the effect of college adjustment and motivation for choosing a teaching career as factors that influence preservice childcare teachers' teaching efficacy. Participants were 200 preservice childcare teachers enrolled at colleges in South Korea. The results demonstrated that college adjustment had a significant mediating effect in the relationship between the active career motivation of preservice childcare teachers and their teaching efficacy. Specifically, active career motivation was positively correlated with teaching efficacy via the process of college life adjustment. It can be inferred that the choice of college major based on an active personal preference, compared to passive motivation, leads to better college life adjustment, which, in turn, correlates with higher efficacy in one's career path. This suggests the need to support students' academic and socioemotional adjustment at college as well as enhancing their course satisfaction.
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Dissertations / Theses on the topic "College teachers Victoria Psychology"

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Krzykalski, Sara. "Analysis of the difference between college young adults' and college educators' perceptions of stressful life events." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krzykalskis.pdf.

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Smoot, Stacey Marie Pipes Randolph Berlin. "The mediational role of coping in the relationship between personality and work-family conflict." Auburn, Ala., 2005. http://repo.lib.auburn.edu/EtdRoot/2005/SUMMER/Counseling_and_Counseling_Psychology/Dissertation/SMOOT_STACEY_10.pdf.

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Ritchie, Kelly Renea. "A Comparison of the Self-Efficacy Scores of Preservice Teachers Based on Initial College Experience." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5250/.

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The purpose of this study was to determine if any statistically significant difference exists between the self-efficacy scores of student teachers who began their college experience at the community college level and student teachers who began their education at the university level. The study was used to determine whether or not the type of initial college experience impacted the first two years of college study, in relation to the development of a sense of self-efficacy at the end of the program of study. Self-efficacy data were gathered from beginning student teachers at two comparative institutions. The participants were enrolled in the colleges of education at two large metropolitan universities. One university was located in southern Texas and the other was located in north central Texas. The Teachers' Sense of Efficacy Scale was the instrument used, as well as a researcher-made questionnaire that collected demographic data. In addition to pattern of education, other independent variables included age, gender, ethnicity, certification level sought by the participant, and the number of contact hours spent by the participant in early field experiences in K-12 classrooms. A multiple regression analysis indicated no statistically significant difference in the composite score of the Teachers' Sense of Efficacy Scale, a measure of self-efficacy. The TSES also loads on three factors: Instructional Strategies, Classroom Management, and Student Engagement. Multiple regression analyses of the individual factor scores indicated no statistically significant predictive ability for self-efficacy on any of the subscales across initial college experience. Multiple regression analyses as well as MANOVAs were conducted to determine if the demographic variables of gender, age, ethnicity, G.P.A, certification level, and contact hours impacted TSES scores. The dependent variable was the general self-efficacy scores and the individual factor scores (i.e., Student Engagement, Instructional Strategies and Classroom Management) of student teachers as measured by the TSES. Analyses indicated a positive relationship between age, pattern of education, and global self-efficacy scores. In addition, a statistically significant relationship was indicated between age, pattern of education, and the factor of Instructional Strategies. No statistically significant relationship was found between initial college experience and global TSES scores or factor scores across the other demographic variables.
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Weisel, Jessica W. "Examining Self-efficacy in Community College Adjunct Faculty." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801926/.

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Though professional development interventions are widespread in higher education, administrators often do not formally assess their effectiveness, particularly in relation to teacher self-efficacy. The purposes of this study were to determine if any statistically significant difference existed between the self-efficacy scores of adjunct faculty participants in a community college’s professional development program and nonparticipants and to identify the variables with a statistically significant relationship with self-efficacy. A modified version of the Teachers’ Sense of Efficacy Scale (TSES) was administered to 21 adjunct faculty participants in Lone Star College’s Adjunct Certification Program (ACP) and 312 adjunct faculty not currently participating in the program. A demographic questionnaire development by the researcher was also administered. Independent variables of the demographic questionnaire included gender, ethnicity, age, K-12 teaching experience, highest degree earned, subject taught, years of college teaching experience, and number of courses taught each semester. Paired t-test results indicated statistically significant differences in Efficacy in Instructional Strategies for adjunct participants in the ACP program. No significant differences were found for Efficacy in Student Engagement and Efficacy in Classroom Management. Multiple regression analyses indicated that gender has a statistically significant relationship to Efficacy Instructional Strategies. A statistically significant relationship was found for race for Efficacy in Classroom Management. Finally, analysis also indicated a positive relationship between race and gender for Efficacy in Student Engagement. No other statistically significant relationships were found across the other demographic variables. Findings of this study revealed that the ACP increased teacher self-efficacy across two of the three dimensions of the TSES indicating that the professional development intervention had a positive effect on the efficacy of its participants. The present study contributes to the research on teacher self-efficacy, adjunct faculty and professional development interventions.
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Ponquinette, Christine Poole Hines Edward R. "The relationship between faculty burnout and selected variables in private liberal arts colleges." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219085.

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Thesis (Ph. D.)--Illinois State University, 1991.
Title from title page screen, viewed January 3, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Franklin G. Matsler, Jeanne B. Morris, George Padavil. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
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Artis, Ronald Jay. "Beliefs about education that attract community college faculty into higher education and motivate them to stay in higher education /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Isaacs, Malinda Martin Sudduth. "EXPLORING A MULTIDIMENSIONAL MODEL OF VICTIMIZATION AND EATING DISTURBANCES FOR COLLEGE WOMEN." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_diss/607.

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Research demonstrates that sexual harassment, sexual assault, and eating disorders are pervasive gender-based social problems on college campuses. These phenomena can cause long- term psychological consequences, and negatively impact women’s ability to succeed in both academia and the workplace. Not only have the prevalence and effects of these issues been documented, a significant number of studies have found a relationship between various forms of victimization and eating disorders/symptoms. Research has shown that eating disorders may function as coping strategies for managing the psychological distress that often results from the trauma of sexual harassment and sexual assault. Although, this link has been identified, little research has examined why it might exist among various populations. The purpose of this study was to not only examine the relationships among sexual harassment, rape, and eating disorders, but also the cognitive and psychological processes that may influence this association. The cognitive processes included gender-role attitudes and rape myth acceptance and the psychological processes were depression, anxiety and posttraumatic stress. In addition, the study aimed to explore these phenomena among the traditional female dominated fields of teaching and nursing. Little is known about how these populations are effected by sexual harassment, sexual assault, and eating disorders. Analyses were conducted on self-report measures from 206 students enrolled in an undergraduate nursing and pre-service teaching program at the University of Kentucky. The test of a theoretical model, using a series of multiple regressions, suggests a positive relationship among sexual harassment, rape and eating disturbances for nursing and pre- service teaching college women students. Also, the findings indicated that this relationship is partially mediated by psychological distress. No moderation was found between rape myth acceptance and gender-role attitudes and psychological distress. These results indicate that effective training and prevention programs that address sexual harassment and sexual assault are needed as well as clinical strategies for the assessment and treatment of eating disorders and trauma.
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Leavitt, Caroline H. "Having it all? mothers' experiences as assistant professors in counseling psychology academia /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-10252007-230224/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. JoAnna F. White, committee chair; Gregory Brack, Catherine Brack, Catherine Chang, committee members. Electronic text (119 p.) : digital, PDF file. Description based on contents viewed July 11, 2008. Includes bibliographical references.
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Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.

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Thesis (Ph. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
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Stark, Deborah L. "A comparison of multiple intelligence profiles in college singers and non-singers with implications for teachers of singing." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285409.

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The purpose of this study was to compare the multiple intelligence (MI) profiles of college undergraduate singers and non-singers in an effort to define patterns attributed to singing involvement, age, gender, and ethnicity, and to determine if these patterns old significance for teachers of singing. This study consisted of 233 subjects from three mid-west colleges. The MIDAS® (Multiple Intelligence Development Assessment Scales) instrument was used to determine the profiles of the eight specific areas of intelligence: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Evaluation of the hypotheses resulted in the following conclusions:1. Differences exist in the multiple intelligence mean profiles of singers and non-singers with significant findings in the areas of musical intelligence (p =.000) and linguistic intelligence (p = .012). In both cases, singers scored significantly higher than non- singers. Further analysis indicates that the difference in linguistic intelligence is attributable to the male subjects only.2. No significant differences exist in the means of singers' MI profiles with respect to age.3. Significant differences exist between the means of singers' gender with respect to multiple intelligences as measured by the MIDAS in the areas of mathematical/logical intelligence (p = .021) and intrapersonal (p =.004) intelligence. Males scored significantly higher in both areas.4. Significant interactions exist between singers' and non-singers' gender and age (p =. 028) in spatial intelligence. The mean scores indicate that female spatial mean scores are higher with age and male spatial mean scores are lower with age.5. Significant interactions exist between singing involvement and age in intrapersonal intelligence (p =.033). Mean scores reveal that non-singers' intrapersonal mean scores are higher with age while singers' scores are lower with age.These findings suggest that MI profiles can be used by teachers of singing to create increasingly effective and individualized curriculum models. Singers' MI profiles are determined, ranking highest to lowest, as: musical, interpersonal, linguistic, intrapersonal, spatial, logical-mathematical, kinesthetic, and naturalist. Practical and specific suggestions for MI method implementation are offered. Further research is suggested for the ongoing development of MI-based voice curriculum and materials.
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Books on the topic "College teachers Victoria Psychology"

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Robinson, Ira M. An urban life journey from the Bronx, NYC to Victoria, BC. Winnipeg: Gemma B. Pub., 2011.

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Isaev, I. F. Teorii︠a︡ i praktika formirovanii︠a︡ professionalʹno-pedagogicheskoĭ kulʹtury prepodavateli︠a︡ vyssheĭ shkoly. Moskva: Moskovskiĭ pedagog. gos. universitet im. V.I. Lenina, 1993.

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Un Franc-comtois à Paris: Un berger du Jura devient universitaire. Paris: L'Harmattan, 2010.

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Bagret͡sov, S. A. Sot͡sialʹno-psikhologicheskie aspekty izuchenii͡a lichnosti i kollektiva. Sankt-Peterburg: Voen. inzhenerno-kosmicheskai͡a akademii͡a im. A.F. Mozhaĭskogo, 1996.

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Engler, Steffanie. "In Einsamkeit und Freiheit?": Zur Konstruktion der wissenschaftlichen Persönlichkeit auf dem Weg zur Professur. Konstanz: UVK Verlagsgesellschaft, 2001.

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Hura, O. I. Profesiĭna adaptat︠s︡ii︠a︡ vykladacha vyshchoho navchalʹnoho zakladu na etapi profesiĭnoï pidhotovky: Teoretyko-metodychnyĭ aspekt : monohrafii︠a︡. Zaporiz︠h︡z︠h︡i︠a︡: Klasychnyĭ pryvatnyĭ universytet, 2009.

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Schlicht, Hermann-Josef. Wie ich Erzieher wurde, Schüler erzählen ihre Lerngeschichte: Nutzen und Anwendung lernbiographischer Interviews bei der Evaluation des doppelqualifizierenden Bildungsganges "Erzieher in Verbindung mit der Allgemeinen Hochschulreife bzw. Fachhochschulreife des Kollegschulversuches Nordrheinwestfalen". Frankfurt am Main: P. Lang, 1985.

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The College Fear Factor: How Students and Professors Misunderstand One Another. Cambridge, Mass: Harvard University Press, 2011.

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Gilmour, David. Sparrow nights. Toronto: Random House Canada, 2001.

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Gilmour, David. Sparrow nights. Toronto: Vintage Canada, 2002.

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Book chapters on the topic "College teachers Victoria Psychology"

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Gupta, Dr Vaishali. "A Comparative Study of Job Satisfaction and Self Esteem among Male and Female College Teachers." In Positive Psychology: Indian Perspectives, edited by Dr Kiran Sahu, 185–200. Anu Books, 2020. http://dx.doi.org/10.31995/book.ab130-ju20.chapter20.

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Abzug, Robert H. "“The More Difficult War Within”." In Psyche and Soul in America, 125–38. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199754373.003.0013.

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Soon May was in transition from the ministry to becoming a psychotherapist. He enrolled in a counseling program at Teachers College, Columbia University, and did coursework at a new psychoanalytic institute. Tillich introduced him to many German émigrés: Kurt Goldstein, Erich Fromm, Frieda Fromm-Reichmann. His mentor also involved him in a private seminar on psychology and religion. May also wrote articles for various popular religious journals to bolster spirits during the war. He himself was disqualified from the draft because of a heart murmur.
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Kim, Steven. "Supervising the Researcher." In Essence of Creativity. Oxford University Press, 1990. http://dx.doi.org/10.1093/oso/9780195060171.003.0011.

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In the first sixteen years or more of our formal education, there is little to prepare us for the rigors of research or the demands of life in general. In lectures we are taught facts and techniques; in homework we develop skills by applying those techniques. Even in project-based courses such as those sometimes found in engineering and business curricula, the experience is relatively structured. In general, the goals are precisely defined as are the alternative paths to the solution. Although more helpful than lectures, such project-based experiences still provide an inadequate preview of the rigors of earnest research. There are courses in logic offered by the philosophy department, cognitive processes in psychology, and artificial intelligence in computer science. But they are not usually core requirements in the college curriculum. Further, even these courses generally deal with facts, figures, and straightforward deductive procedures. These analytical and deductive methods are necessary but insufficient for solving difficult problems. The most challenging problems are, by definition, not straightforward. We are not taught in school how to grope intelligently, to stumble with style. Our educational system, like society at large, discourages creative behavior which necessarily deviates from the norm. The forces of convergence, including the need for group identification and the fear of ostracism, are more numerous and powerful than those of divergence. Teachers, parents, and peers tend to encourage standardized rather than unexpected behaviors. The creative person must have a healthy dose of confidence and self-respect, since risk and creativity go hand in hand. If we learn to think effectively and address difficult problems systematically, our skills spring from personal experience rather than formal education. For our educational system teaches advanced thinking skills in spotty fashion, at best. If we learn to think effectively, it is usually a by-product rather than a keystone of the course work. Studies of 301 historical figures born since 1450 indicate the dubious impact of education on eminence. The sample included 109 leaders, ranging from the American general Philip Henry Sheridan as the most obscure to Napoleon Bonaparte as the most renowned; and 192 creators ranging from the English novelist Harriet Martineau to the French writer Voltaire.
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Conference papers on the topic "College teachers Victoria Psychology"

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"Development and promotion research of the College foreign language teachers' language appraisal literacy (LAL)." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.113.

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"Study on Teaching Value of College English Teachers under the Background of the "Belt and Road" Initiative." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.219.

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Vodopyanova, N. E., O. O. Gofman, A. N. Gusteleva, and D. V. Serezin. "Analysis of the difficulties of distance learning of students and search for ways to coping with them." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.419.435.

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Changes taking place in the world transform the usual way of life and force one to adapt to new forms of work, training, leisure, etc. Despite the fact that information and communication technologies have been a popular educational tool for a long time, the transition of students from full-time to distance learning (DL) in connection with the coronavirus pandemic created a situation of high tension for a number of objective and subjective reasons: uncertainty, a threat to health, lack of real communication, technical difficulties of the DL. All of this in aggregate is considered by us as a stressful situation (SS) and determines the relevance of the study of personality factors that contribute to coping with new stresses. The purpose of the study is to identify factors of SS and resources to control it from the standpoint of maintaining the health and vitality of students. Methods: semi-standardized expert interviews with teachers, author’s questionnaire «Difficulties and resources to overcome them», questionnaire «Health» a short version of the vitality test (Osin & Rasskazova, 2013), assessment of motivation and attitude towards professional activity students (Krylova & Ignatkova, 2017). The study was carried out online in May 2020 during the transition exclusively to DUO. Sample: expert interviews with 30 teachers from universities in St. Petersburg, Tver, Yuzhno-Sakhalinsk; 82 students (age 18 — 30 years) of the Faculty of Psychology of St. Petersburg State University, College of Physical Culture and Sports of St. Petersburg State University, Sakhalin College of Arts. Results. Among the most stressful factors of emergency situations, students included social isolation, new conditions and requirements for self-organizing training, the cognitive difficulties of control tasks in an online format, an epidemiological threat to health, and an experience of anxiety and uncertainty. From the perspective of the subject-resource approach, the personal resources of coping with emergencies are determined. The obtained results formed the basis for recommendations and reconstructions of the educational process.
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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi, and Takele Gemeda. "Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.
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