Relevant bibliographies by topics / Graduate education

Academic literature on the topic 'Graduate education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Graduate education"

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Elias, Peter, and Kate Purcell. "Is Mass Higher Education Working? Evidence from the Labour Market Experiences of Recent Graduates." National Institute Economic Review 190 (October 2004): 60–74. http://dx.doi.org/10.1177/002795010419000107.

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This paper uses a variety of recent sources of information to explore the labour market experiences of those who gained a degree in the 1980s and 1990s. Specifically, we address the issue of ‘overeducation’ — the view that the expansion of higher education in the 1990s created a situation in which increasing numbers of graduates were unable to access employment that required and valued graduate skills and knowledge. Two complementary approaches to this issue are adopted. We review available evidence on the graduate earnings premium and change in the UK occupational structure, and we conduct a detailed examination of the earnings and characteristics of jobs done by a large sample of 1995 graduates seven years after graduation.We conclude that, while there may have been a decline from the high premium enjoyed by older graduates, for those who graduated in 1995 the average premium was holding up well, despite the expansion. Although we found differences between established graduate occupations and the newer areas of graduate employment, our evidence suggests that the development of new technical and managerial specialisms and occupational restructuring within organisations has been commensurate with the availability of an increased supply of highly qualified people.
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Ellery, Peter J., and Michael J. Stewart. "Graduate Adapted Physical Education Personnel Preparation Programs Receiving Federal Funding." Adapted Physical Activity Quarterly 17, no. 1 (January 2000): 54–68. http://dx.doi.org/10.1123/apaq.17.1.54.

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A survey of the 13 master’s level and five doctoral level adapted physical education programs that received federal funding in the United States in 1998 was conducted to develop a profile describing their attributes. The response rate was 100% (N = 18). Results indicated that these programs, in general, had received funding for more than 15 years, offered coursework from an average of three different academic disciplines, had a high graduate employment rate within 12 months of graduation, and had about one third of the graduates representing a recognized minority group. Master’s level teacher preparation programs were concentrated in the eastern region of the U.S., had graduates with predominantly in-state home addresses, and had graduated predominantly females. Doctoral level leadership programs were geographically distributed across the U.S., had graduates with predominantly out-of-state home addresses, and had equal graduate representation from both genders.
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Xiang, Ning, and Jonas Braasch. "Graduate education and research in architectural acoustics at Rensselaer Polytechnic Institute." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A123. http://dx.doi.org/10.1121/10.0015754.

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The Graduate Program in Architectural Acoustics has been constantly advanced from its inception in 1998 with an ambitious mission of educating future experts and leaders in architectural acoustics, due to the rapid pace of change in the fields of architectural-, physical-, and psycho-acoustics, and noise-control engineering. Since years the program’s pedagogy using “STEM” (science, technology, engineering, and mathematics) methods has been proven to be effective and productive, including intensive, integrative hands-on experimental components that integrate architectural acoustics theory and practice. The graduate program has recruited graduate students from a variety of disciplines including individuals with B.S., B.Arch., or B.A. degrees in Mathematics, Physics, Engineering, Architecture, Electronic Media, Sound Recording, Music and related fields. Graduate students under this pedagogy and research environment have been succeed in the rapidly changing field. RPI’s Graduate Program in Architectural Acoustics has since graduated more than 120 graduates with both M.S. and Ph.D. degrees. Under the guidance of the faculty members they have also actively contributed to the program’s research in architectural acoustics, communication acoustics, psycho-acoustics, signal processing in acoustics as well as our scientific exploration at the intersection of cutting edge research and traditional architecture/music culture. This paper illuminates the evolution and growth of the Graduate Program.
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Lopena, Grace L., and Dennis V. Madrigal. "A Tracer Study of the Business Graduate Programs of a Catholic University in the Philippines." International Education Studies 16, no. 2 (March 26, 2023): 76. http://dx.doi.org/10.5539/ies.v16n2p76.

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The success of any degree program being delivered by higher education institutions is measured using the employment performance of its graduates as they navigate the dynamic labor market after completion of their studies. The tool used to gauge this metric is known as a graduate tracer study. Thus, this explanatory sequential mixed methods study may provide the graduate school the baseline employment information, the extent of practice of program competencies and demonstration of graduate attributes of business management major graduates spanning the years 2017-2021 and their level of satisfaction with the graduate programs. The results revealed that outcomes were achieved by the graduates as the graduate degree contributes to their development of competencies and these graduates were extremely satisfied with the delivery and implementation of the programs. They also demonstrated the attributes in their workplace. The results of the study are consistent with the emerging framework of the quality delivery of business graduate programs. It upholds that the satisfaction of the graduates in the delivery, and instruction of the programs, will result in the development of competencies, unlocking of knowledge, skills, and abilities and improve the social and economic status of the graduates.
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Partlow, Charles G., and Mary B. Gregoire. "Is Graduate Hospitality Education Relevant? Ask Graduates." Hospitality & Tourism Educator 6, no. 3 (July 1994): 13–16. http://dx.doi.org/10.1080/23298758.1994.10685585.

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Kiong, Tee Poh, Eaw Hooi Cheng, Oh Siew Pei, and Han Kok Siew. "Factors Influencing Employability of Chinese Graduates in Malaysia upon Returning to China." Asia Proceedings of Social Sciences 4, no. 1 (April 18, 2019): 118–21. http://dx.doi.org/10.31580/apss.v4i1.630.

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This study indicates important factors in related to Chinese international students who graduated from Malaysia have better ‘employability’ upon returning to China employment market. Total survey of 160 samples collected from the target group, the Chinese graduates who study in Malaysia and now working in China. The direct model result found that educational and learning activities (H1) and soft skills (H2) have a significant impact on graduate’s employability. Moreover, the findings also found the mediation role of graduate’s English proficiency scored at 0.1595 (H3) and 0.1293 (H4) between educational and learning activities, soft skills and employability. The findings enable education service providers and policy-makers identify more competitive variables in enhancing graduate employability in China market. Additionally, the result of this study also justified the important of English proficiency toward the employability of Chinese graduates in China.
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Hasya, Marsha, and Rengga Satria. "Pengambilan Keputusan Mahasiswa Lulusan Pendidikan Agama Islam Universitas Negeri Padang dalam Memilih Bekerja di Bidang Non-Kependidikan." FONDATIA 6, no. 3 (September 1, 2022): 661–75. http://dx.doi.org/10.36088/fondatia.v6i3.2048.

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Judging from the realm of Islamic Religious Education graduates, they have a graduate profile that is expected to be a center in education that produces superior Islamic Educators. However, in reality, there are students who graduate from Islamic Religious Education who have a background as educators or education graduates who prefer to work in non-educational fields. The impact of this phenomenon itself can lead to other phenomena, so this study seeks to provide a description of how this phenomenon can occur and of course this is influenced by several factors in decision making, decision-making styles and what difficulties are faced after making a decision to work in a non-profit sector. education. This study uses a qualitative method with a descriptive approach. Sources of data came from 10 students who graduated from Islamic Religious Education UNP who worked in the non-educational field by conducting in-depth interviews. The results of the interviews were analyzed systematically with four stages, namely data collection, data reduction, data presentation and conclusion drawing. Overall, the results of the analysis show that the internal factors that influence the decision making of PAI graduate students are interests and talents, as well as personality. Then three external factors that influence, namely: 1) parents, 2) environment, 3) salary/financial. Meanwhile, there are two decision-making styles used by PAI graduate students, namely the rational style and the intuitive style.
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Lane, Maria, and Joe Lane. "Aboriginal Tertiary Education in Australia: A More Successful Model?" Australian Journal of Indigenous Education 19, no. 5 (November 1991): 3–11. http://dx.doi.org/10.1017/s0310582200007628.

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By the end of 1990, at least three hundred Aboriginal and Islander people had graduated in South Australian tertiary institutions, from associate diploma level and above. In 1990, the annual graduation rate surpassed forty, the great majority at three-year level or above, including at least one Honours, one doctorate and graduates in architecture and law. The eight-fold increase in graduate numbers over the total up to 1980 reflects the active presence on campuses of Aboriginal/Islander-oriented support services and, even more so, of preparation programs: some three-quarters of all graduates had participated in some form of supplementary preparation.
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Moore, John W. "Graduate Education." Journal of Chemical Education 79, no. 1 (January 2002): 7. http://dx.doi.org/10.1021/ed079p7.

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Strong, C. "Graduate Education ?" Obstetrics & Gynecology 89, no. 1 (January 1997): 142–44. http://dx.doi.org/10.1016/s0029-7844(96)00294-3.

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Dissertations / Theses on the topic "Graduate education"

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Reeder, Katrina Lynn. "Graduate Education Instructors' Motivation and its Influences on Graduate Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7184.

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Researchers have discovered that a low level of instructor motivation can have negative effects on instructors, such as low-quality teaching and low engagement for the students. The purpose of this study was to explore university instructors' experience with motivation and how it might be important to their graduate students' experiences and success. This qualitative case study followed the conceptual framework of two motivational theories: the self-determination theory and the achievement goal theory. The research question explored instructor motivation and how students perceived that motivation. Furthermore, the research question and subquestions were designed to reveal ways instructor motivation influences graduate students. The study included 8 graduate students and 6 instructors of graduate students. Data sources were 2 written assignments with instructor feedback and interview responses of graduate students and instructors of graduate students. Data analysis included reviewing responses to interview questions and instructor feedback on written assignments. Open coding and axial coding were used to help ensure that categorization of the data was accurate. The resulting themes were (a) [The belief in student abilities], (b) [Being physically and mentally present], (c) [Relatedness], (d) [Instructor/Student synergy], and (e) [Instructor immediacy]. When the graduate students felt the instructor possessed high levels of motivation, they too felt highly motivated. The findings of this study tie instructor motivation to students and students' motivation back to the instructors. The instructor's and student's levels of motivation also impacted their coworkers or peers' level of motivation. The findings of this study could lead to future studies confirming the tie between instructors' and students' motivation and how it is contagious to those who are exposed to it.
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Waddington, Keirrie L. "New Graduate Residency." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825506.

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Background: Shortly after the graduate nurses’ orientation period, the expectation is to rapidly function as a competent nurse. With this expectation, the graduate nurse experiences stress when attempting to quickly make the transition from student to practicing professional nurse. New nurses report that the primary reason they are leaving their employment within the first year is related to stress and thus low job satisfaction.

Purpose: The overall turnover rate for a community Catholic Hospital’s Critical Care Department is 60% within the past year. Combating the turnover, increasing satisfaction, and ensuring patient safety is what is needed for this hospital.

Methodology: The design for this project is comparative and correlational utilizing the Casey Fink New Graduate Nurse Survey. Residents involved in the revised residency program were surveyed on their job satisfaction and comfort-confidence after six months of residency. The results from the new residents were compared to nurses who had completed the previous residency program who had at least six months of experience.

Results: The results demonstrated the new residency program had no statistical significance on comfort, however, presented a statistically significant association with how new nurses experience the work environment of the Critical Care department.

Conclusions: The results of the study revealed a need for on-going assessment of the residents past the six month integration period. Another identified need that was noted was for on-going preceptor education and consistency. The study also discovered the need to explore other methods of increasing comfort during and after their residency period.

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Reeves, Julie, and res cand@acu edu au. "Are Graduate Nurses Satisfied with Graduate Nurse Programs?" Australian Catholic University. School of Nursing (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp170.28072008.

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The transition from student nurse to Registered Nurse Grade 1 is a difficult journey for many graduates. New graduates experience issues related to reality shock, socialisation, confidence and the theory practice gap. It is well recognised that graduates require extensive support and development throughout this very difficult time. In Victoria graduate nurse programs are a recognised vessel to deliver this support. Quality graduate programs which meet the satisfaction of graduate nurses are required to provide effective support. The implications of minimal support are enormous and can lead to graduates leaving the profession. There is much in the literature suggesting the importance of each of the varied components of graduate programs however there is minimal comparisons made between various programs. As a result it was difficult to measure the qualities of programs. The purpose of this study was to explore and compare various graduate nurse programs and identify whether the programs were satisfying the needs of graduate nurses. An exploratory descriptive design was utilised and a written questionnaire was employed to gain data. The findings of this research indicated that the delivery of graduate nurse programs within this study were not consistent in content and quality. Overall graduates were satisfied with their graduate nurse program although they identified there were areas which required improvement. This project has suggested that the analysis of graduate nurse satisfaction is vital in identifying quality programs that retain graduates. It is essential that ongoing evaluation of programs are completed by graduate nurses to ensure they are satisfying their needs and thus retaining them within the nursing profession
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Barr, Matthew J. "Gaming for graduates : exploring the use of video games to develop graduate attributes." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8344/.

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This work examines the effects of playing commercial video games on the development of the student abilities referred to as 'graduate attributes'. Graduate attributes are those generic skills such as critical thinking, communication, resourcefulness or adaptability which are considered desirable in graduates, particularly where employability is concerned. However, most Higher Education courses have not hitherto been explicitly designed to teach or develop these attributes. Many commercial video games, on the other hand, require players to exercise a range of such skills and competences in order to progress; for example, communicating with fellow players in order to succeed in a team-based multiplayer title. Despite suggestions from scholars including James Paul Gee, Kurt Squire, and John Seely Brown that games may be of educational and developmental benefit to players, there exists little empirical evidence for the efficacy of using commercial video games to develop these skills. The work described here addresses this lack of evidence and proposes a positive correlation between the development of specific skills and the playing of video games in a university environment. Three distinct studies are described: a small pilot study, the main experimental study, and a large cross-sectional survey. The pilot study indicated that of the attributes identified by the host institution, effective communication, adaptability, and resourcefulness were the most promising candidates for further study. The pilot was also used to identify instruments suitable for the measurement of these attributes. For the main experimental study, undergraduate students in the first and second of four years in the College of Arts were randomly assigned to either an intervention (N = 16) or a control group (N = 20). Previously validated survey-based instruments designed to measure adaptability, resourcefulness, and communication skill were administered to both groups at the beginning and at the end of the eight-week study, over the course of which the intervention group played specified video games under controlled conditions. A large effect size was observed, with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). A second communication measure revealed generally positive score changes for the intervention group, but the difference between control and intervention was not statistically significant. The large effect size and statistical significance of these results supported the hypothesis that playing video games can improve self-reported graduate skills. Qualitative analysis of post-intervention interviews with study participants further supported the hypothesis, and offers insight into how students perceive the potential benefits of playing video games in a university context. Interview data revealed that, in particular, students see value in exercising the communication, collaboration, and problem solving skills that are required to succeed in a commercial video game. It was also found that participants valued the opportunity to relieve stress afforded by playing video games on campus, and that playing games also allowed for players to consider wider ethical, social, and cultural issues. A large (N = 2145) survey of students' existing game play habits and attribute attainment was also conducted in order to gain insight into how the results of the laboratory-based study compared to the student population in general. The survey revealed that the effects on graduate attribute attainment observed in the experimental study were not observable in relation to existing game play habits. Indeed, non-players were often found to score best on self-report measures of graduate skills. While no causal relationship can be inferred from these survey data, it appears likely that the most effective means by which games can be used to develop such skills at university level is to deploy them in a formal learning environment, such as that described here. Furthermore, the survey revealed that the skills gained by undergraduates over their four-year degree were relatively slight, compared to the gains measured over the course of the eight-week game-based intervention. This study suggests that a game-based intervention of the type described here can be effective in developing certain graduate attributes, and indicates that such attributes may be developed in a relatively short space of time, contrary to the tacit assumption that they can only be acquired slowly over an entire degree programme.
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Chiang, Yen-Hsi. "Advising module: Graduate application system for the Computer Science Graduate Program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2725.

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The Advising Module: Graduate Application System is a Web-based application system that provides quality advice on coursework for prospective as well as continuing graduate students. It also serves as an improved tracking system for the graduate coordinator. Authorized parties may obtain access to status evaluations, master's options, and permitted course waivers, course listings, personal data, various advisement forms, application usage statistics, and automatic data updating process reports.
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Thomas-Long, Roslyn. "Graduate assistantships, who gets them, how and why : implications for graduate education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63224.pdf.

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Evans, Linda Meerdink. "Graduate student recruitment." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186185.

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Graduate student recruitment has received relatively little attention in the literature. Most of the research has been quantitative and narrowly focused on factors related to student choice. While graduate student enrollment has remained essentially stable for over ten years, demographic shifts and anticipated needs for doctoral prepared faculty and scientists give cause for concern. The goals of this research were to understand how four departments at a large research university approach graduate student recruitment and what influences how departments recruit students. In addition, the study sought to understand how students experience the recruitment process and how that experience may differ by ethnic group, by gender, and by department. One hundred faculty, administrators, and graduate students were interviewed and a wide variety of documents were analyzed. Findings indicate graduate recruitment has been left to the departments, in contrast to undergraduate recruitment where coercive mechanisms have been applied centrally, through access and equal opportunity initiatives. Departmental goals related to recruitment focus primarily on getting the best students, while central administration goals are centered on increasing diversity among students and enhancing the quality of research. The numbers and characteristics of the customers, suppliers, and competitors have a significant impact on departmental recruitment. Experiences of students differed widely by department and by level of study. Generally students did not feel recruited. Masters students had different experiences than did doctoral students, and women had different experiences than male graduate students. The practical implications are: (1) Because graduate student recruitment is a student-initiated process, communication about graduate school must improve; (2) Departments must take better care of students, both undergraduate and graduate, so that students will want to continue their education at the graduate level; (3) Faculty involvement in recruitment is important; (4) Recruitment can be enhanced by strengthening connections among units on campus; (5) Departments lack expertise in recruitment; (6) Departmental efforts to increase ethnic minority enrollment need to be improved; (7) External sources of potential graduate students need to be explored; (8) Ways to decrease the financial obstacles must be developed and maintained; and (9) Consideration should be given to increasing graduate student enrollment in particular disciplines.
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Milner, Christopher G. "A cost-benefit analysis of early graduate education programs for U.S. Naval Academy graduates." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Dec%5FMilner.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, December 2003.
Thesis advisor(s): Stephen L. Mehay, Linda D. Mallory. Includes bibliographical references (p. 73-77). Also available online.
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Lathroum, John A. "A comparative analysis of graduate management education." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343578.

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Thesis (M.S. in Management) Naval Postgraduate School, March 1998.
"March 1998." Thesis advisor(s): Gail Fann Thomas, Nancy C. Roberts. Includes bibliographical references (p. 243). Also available online.
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Grilli, Jennifer Hubbard. "Curriculum alternatives in graduate dental hygiene education." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2095.

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Thesis (M.S.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 85 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-60).
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Books on the topic "Graduate education"

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Colorado Commission on Higher Education., ed. Graduate education report. Denver, Colo: The Commission, 1996.

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Neubauer, Deane E., and Prompilai Buasuwan, eds. Asia Pacific Graduate Education. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54783-5.

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Association, American Medical. Graduate medical education directory. Chicago: American Medical Association, 1996.

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Becher, Tony. Graduate education in Britain. London: Jessica Kingsley Publishers, 1994.

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Middle State Association of Colleges and Universities. Commission on Higher Education. Handbook for graduate education. Philadelphia, PA: Commission on Higher Education, Middle States Association of Colleges and Schools, 1997.

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Association, American Medical. Graduate medical education directory. Chicago, IL: American Medical Association, 1994.

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Association, American Medical. Graduate medical education directory. Chicago: American Medical Association, 1994.

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1944-, Gregor Alexander Douglas, Canadian Society for the Study of Higher Education., and University of Manitoba. Centre for Higher Education Research and Development., eds. Graduate education in Canada. Winnipeg: Centre for Higher Education Research and Development, University of Manitoba, 1997.

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1947-, Miers Paul, Goldstein Amy J, and Peterson's Guides Inc, eds. Peterson's graduate education directory. Princeton, N.J: Peterson's Guides, 1986.

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Li, Jian, and Eryong Xue. Graduate Education Governance in China. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2049-3.

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Book chapters on the topic "Graduate education"

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Winn, Robert A., and Karriem S. Watson. "Graduate Medical Education." In Respiratory Medicine, 139–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43447-6_12.

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Mahoney, Bryan, and Migdalia H. Saloum. "Graduate Medical Education." In Comprehensive Healthcare Simulation: Anesthesiology, 143–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26849-7_14.

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Badiru, Adedeji B. "Graduate education process." In Project Management for Research, 1–19. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_1.

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Laverick, DeAnna M. "Mentoring Graduate Students." In SpringerBriefs in Education, 47–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_4.

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Tran, Thi Tuyet. "Graduate employability." In Innovate Higher Education to Enhance Graduate Employability, 158–68. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429058899-14.

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Kirby, Rob. "Reflections on Graduate Education." In PAUL HALMOS Celebrating 50 Years of Mathematics, 119–25. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-0967-6_15.

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Rawlinson, Fiona, and Ilora G. Finlay. "Graduate Education for Nonspecialists." In Textbook of Palliative Medicine and Supportive Care, 51–60. 3rd ed. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9780429275524-8.

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Zhu, Jiabin, Yingqian Zhang, and Chaoqun Zheng. "Graduate Education in China." In Education in China and the World, 231–79. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5861-0_6.

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Rogers, Judy L., and Patrick G. Love. "Faith in Graduate Education." In Encountering Faith in the Classroom, 48–61. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444459-5.

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Feibleman, James K. "The Well-Rounded Graduate." In Education and Civilization, 163–68. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3513-6_13.

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Conference papers on the topic "Graduate education"

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GOETHERT, B. "Graduate education in propulsion." In 21st Joint Propulsion Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1985. http://dx.doi.org/10.2514/6.1985-1147.

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Wolniak, Gregory. "Cultivating Graduate Education Aspirations." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430694.

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"Graduate education quality evaluation research." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.074.

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Viall, Kenneth E., Jiyeon Kim, and Debra Fowler. "The Graduate Teaching Academy: Implementing graduate learning communities." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720670.

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Zhang, Jane, and Alex Poole. "Graduate archival education at iSchools." In iConference 2019. iSchools, 2019. http://dx.doi.org/10.21900/iconf.2019.103378.

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Hambrusch, Susanne, Alan Peterfreund, Aman Yadav, and Amy Ko. "Graduate Programs in CS Education." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372517.

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Peterfreund, Alan, Jordan Esaison, Julie M. Smith, and Brianna Johnston. "Computer Science Education Graduate Students." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439595.

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KIMBERLIN, RALPH, and U. SOLIES. "Graduate education in flight testing." In 6th AIAA Biennial Flight Test Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-4069.

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Evans, Alan. "Graduate Nuclear Security Education Program." In Proposed for presentation at the INMM/ESRADA Annual Conference held August 25-25, 2021 in ,. US DOE, 2021. http://dx.doi.org/10.2172/1888681.

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Fielding, John, Howard Smith, and Phillip Stocking. "Cranfield Graduate Aircraft Design Education." In 10th AIAA Aviation Technology, Integration, and Operations (ATIO) Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2010. http://dx.doi.org/10.2514/6.2010-9067.

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Reports on the topic "Graduate education"

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Mark A. Eiteman. Multidisciplinary Graduate Education in Bioprocess Engineering. Office of Scientific and Technical Information (OSTI), April 2006. http://dx.doi.org/10.2172/881268.

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Jeffrey Hodgson and David Irick. Graduate Automotive Technology Education (GATE) Center. Office of Scientific and Technical Information (OSTI), September 2005. http://dx.doi.org/10.2172/946135.

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Bai, Jessica, Matthew Esche, W. Bentley MacLeod, and Yifan Shi. Subjective Evaluations and Stratification in Graduate Education. Cambridge, MA: National Bureau of Economic Research, November 2022. http://dx.doi.org/10.3386/w30677.

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Bishop, Michael, John H. Bishop, and Ferran Mane. Secondary Education in the United States: What Can Others Learn from Our Mistakes? Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0012257.

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Most of the world's best universities are in the United States. Their graduates are responsible for many of the technological breakthroughs of the last quarter century. Top students from all over the world come here for graduate education.
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Ardis, Mark, and Gary Ford. 1989 SEI Report on Graduate Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada533781.

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Groen, Jeffrey, George Jakubson, Ronald Ehrenberg, Scott Condie, and Albert Yung-Hsu Liu. Program Design and Student Outcomes in Graduate Education. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12064.

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Sands, Kelsey. An Exploration of Graduate Curriculum in Agricultural Extension Education. Ames (Iowa): Iowa State University, January 2018. http://dx.doi.org/10.31274/cc-20240624-180.

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Hooper, C. F. Jr. [Research technology and graduate education proposal processing]. Final technical report. Office of Scientific and Technical Information (OSTI), March 1998. http://dx.doi.org/10.2172/656774.

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Mills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano, and Merijke Coenraad. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate. Digital Promise, March 2024. http://dx.doi.org/10.51388/20.500.12265/205.

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There is a necessity for an educational shift to equip today’s learners for success in a dynamically evolving world shaped by emerging technologies and globalization. Emphasizing the importance of academic and technical skills, this report stresses the need for learners to possess adaptability and interpretive abilities to apply these skills in diverse contexts. The “Portrait of the Graduate” initiative is introduced as a visionary framework where readers will learn more about the skillsets districts across the country have identified for students. Furthermore, this report will introduce readers to the design and implementation of “Integrated Learning Pathways'' as a strategy to breathe life into the Portrait of the Graduate and will provide examples of districts putting their Portraits into action. The report concludes with recommending district leaders to create Integrated Learning Pathways to align learning and initiatives to their Portrait of a Graduate and ultimately better prepare students for a successful future.
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Ardis, Mark, and Gary Ford. SEI (Software Engineering Institute) Report on Graduate Software Engineering Education, 1989. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada219018.

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