Promoting Meaningful Student-Faculty Experiences in Graduate Education

1. Auflage 2024
ISBN: 978-1-032-28366-1
Verlag: Routledge

Buch, Englisch, 232 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 346 g

While there is an extensive body of evidence about the importance of engagement with faculty for undergraduate students, there is a dearth of scholarly attention to the experiences of graduate and professional students. This edited book examines current and future changes to U.S. college and university environments and the ways in which these shifts affect student-faculty interactions and engagement with graduate students. This volume highlights the distinct ways in which graduate students interact with faculty through research opportunities, advising, collaborations, teaching, mentoring, and socialization. This book also offers practical implications and recommendations for higher education faculty, student and academic affairs staff, faculty development professionals, and leaders for fostering effectual student-faculty experiences in graduate education.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Parker III, Eugene T.

Trolian, Teniell L.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Preface  Chapter 1: Introduction: Graduate and Professional Education in the United States and the Roles of College and University Faculty Teniell L. Trolian and Eugene T. Parker, III  Part I: Curriculum and Teaching  Chapter 2: Becoming Co-Learners and Mentors: Creating Intentional Connections Between Faculty and Graduate Learners in Short-Term Academic Programs Maximilian T. Schuster  Chapter 3: Challenges and Opportunities for Creating Meaningful Graduate Student-Faculty Relationships within Social Justice-Based Courses in Virtual Spaces Cindy Ann Kilgo, Lucy A. LePeau, and Oscar E. Patrón  Chapter 4: Increasing Equity Through Project-Based Learning in Graduate and Professional Schools: Problems of Practice, Cases, and Clinics Ethan Youngerman, KC Culver  Part II: Identity and Experiences Chapter 5: Uplifting Epistemic Resources: How Student-Faculty Interactions Support Diverse Students in Medical School A. Emiko Blalock, Elizabeth Guerrero Lyons, Aldana Julia Garcia, and Sevil Ozdemir  Chapter 6: Graduate and Professional Student Sponsorship Across Racial and Gender Identities Dorian L. McCoy, Miranda N. Rutan, and Ashton R. Cooper  Chapter 7: Trauma-Informed Faculty Interactions with Graduate Students Tricia R. Shalka, Taylor Piva, and Kaitlin Legg  Part III: Graduate Student Mentoring  Chapter 8: The Importance of Faculty Interactions and Mentoring for Postdoctoral Scholars Elizabeth A. Jach  Chapter 9: Creating a Bridge to the Future: Preparing New Faculty for the Evolving Realities of Academia Charles J. Thompson and Leslie Joe Shelton  Chapter 10: Conclusion: Meaningful Student-Faculty Engagement for Graduate and Professional Students Eugene T. Parker, III and Teniell L. Trolian  Author and Contributor Bios  Index

Über Autor(innen)

Eugene T. Parker, III is Associate Professor of Higher Education at the University of Kansas, USA.

Teniell L. Trolian is Associate Professor of Educational Policy and Leadership at the University at Albany, State University of New York, USA.