Expertise in physics has been traditionally studied in cognitive science, where physics expertise is understood through the difference between novice and expert problem solving skills. The cognitive perspective of physics experts only create a partial model of physics expertise and does not take into account the development of physics experts in the natural context of research. This dissertation takes a social and cultural perspective of learning through apprenticeship to model the development of physics expertise of physics graduate students in a research group. I use a qualitative methodological approach of an ethnographic case study to observe and video record the common practices of graduate students in their biophysics weekly research group meetings. I recorded notes on observations and conduct interviews with all participants of the biophysics research group for a period of eight months. I apply the theoretical framework of Communities of Practice to distinguish the cultural norms of the group that cultivate physics expert practices. Results indicate that physics expertise is specific to a topic or subfield and it is established through effectively publishing research in the larger biophysics research community. The participant biophysics research group follows a learning trajectory for its students to contribute to research and learn to communicate their research in the larger biophysics community. In this learning trajectory students develop expert member competencies to learn to communicate their research and to learn the standards and trends of research in the larger research community. Findings from this dissertation expand the model of physics expertise beyond the cognitive realm and add the social and cultural nature of physics expertise development. This research also addresses ways to increase physics graduate student success towards their PhD. and decrease the 48% attrition rate of physics graduate students. Cultivating effective research experiences that give graduate students agency and autonomy beyond their research groups gives students the motivation to finish graduate school and establish their physics expertise.

Burnout permeates helping professions and is a concern in counselor education and training. The defining characteristics of burnout are depersonalization, emotional exhaustion, and reduced personal accomplishment. Data on burnout in diverse populations are notably limited. The primary goal of this qualitative grounded theory study was to understand the experiences of burnout in mothers of color (MoCs) who were enrolled in or recently (within the last 5 years) graduated from an online Council for the Accreditation of Counseling and Related Education Programs accredited clinical mental health counseling (CMHC) program. Another goal of this study was to investigate how MoCs managed burnout. Participants were recruited via the use of social media, a listserv, and a university research participant pool. Purposeful criterion sampling aided in finding participants who self-identified as MoCs and self-reported having experienced burnout within their academic programs. Participants completed demographic surveys to identify diversity within the sample. Interview data were collected via phone. A constant comparative analysis was conducted using a relational cultural theoretical lens. This investigation illuminated (a) self-reported experiences of burnout by MoCs completing master's degrees online in CMHC, (b) how these MoCs reported managing experiences of burnout, (c) the development of a theory using the data obtained from MoCs descriptions of burnout, and (d) information that contributed to the literature exploring burnout in diverse populations. The implications this study may have for social change include the potential to identify areas where multicultural sensitivity is needed in program development and interventions to proactively help combat burnout in student MoCs.

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.

abstract: Studies suggest that graduate students experience higher rates of anxiety and depression than their peers outside of academia. Studies also show exercise is correlated with lower levels of anxiety and depression among graduate students. However, despite this evidence, nearly half of graduate students do not exercise regularly. Accordingly, I suggest universities consider adding an exercise requirement to promote graduate student well-being. One potential objection to this recommendation is that an exercise requirement is objectionably paternalistic. I answer this objection with two possible replies. First, there are reasons why the exercise requirement might not be paternalistic, and there may be sufficient non-paternalistic reasons to justify the policy. Second, there are reasons why even if the policy is paternalistic, it is not objectionably paternalistic, and may still be justified. I will offer reasons to consider paternalism in a positive light and why the exercise requirement may be an example of a good paternalistic policy. Because the exercise requirement might be justified on paternalistic grounds, there are reasons to consider other paternalistic policies to promote graduate student well-being. / Dissertation/Thesis / Masters Thesis Philosophy 2020

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As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.

Thesis (Ed.D.)--Boston University / The influx of international graduate students in science and engineering to the U.S. has changed since the terrorist attacks of September 11, 2001. The implementation of the Student and Exchange Visitor Information System (SEVIS) and related F-1 visa policies have required a higher level of scrutiny of the student visa procedures, and introduced strict student monitoring policies and measures. In addition, the SEVIS monitoring and compliance system has altered the operation of international student service offices, affected the students they serve, and the operation of the universities enrolling international students. This study investigated the effects of SEVIS on graduate programs in science and engineering and their students. Information was gathered from respondents from the 60 universities having the highest population of intemational students in these fields, according to NSF. Respondents included department administrators, admissions officials, and SEVIS professionals. Data V111 were collected from 75 on-line survey respondents and in 21 semi-structured interviews. The results of this study suggest that many international students are negatively affected by SEVIS, impacting their ability to remain in-status and to understand how the system works. To counter this, department administrators, SEVIS professionals, and student advisors have increased their level of support for these students, providing them guidance on how to remain in-status and how to improve their social and academic experience in the United States. As a result, relatively few international students are deported for falling out-of-status in SEVIS. The data also made clear that program administrators and admissions officials have little knowledge about SEVIS, F -1 visa policies, and their influence on international enrollments. Finally, this study provided evidence of an increased workload for international student advisors and SEVIS professionals. Universities have had to hire additional staff, increase their information technology investment in linking home-grown student service systems with SEVIS, and proactively anticipate any hurdles that international students may have and resolve them as expeditiously as possible. / 2031-01-01

Globalization and sociopolitical factors impact migration patterns all over the world. In Puerto Rico, these factors created superdiverse environments where languages users have pushed the boundaries of language in order to make sense of their worlds. Even though this language dynamic is natural for locals, it is those who visit from different countries, specifically international graduate students, that have a difficult time adjusting to Puerto Rico’s rich use of English and Spanish. Understanding how international graduate students perceive the language used at the University of Puerto Rico, Mayagüez (UPRM) upon arrival is essential to provide a better experience for future students. As of this writing, this study is the first to investigate the language perceptions of incoming international graduate students at the University of Puerto Rico, Mayagüez. This descriptive exploratory case study explores language perceptions of first semester international graduate students with an assistantship. I interviewed 3 first-semester students at a large, public, research university, located on the west coast of Puerto Rico. I carried out two semi-structured individual interviews and one semi-structure focus group interview. I employed data triangulation and member checked to ensure validity and trustworthiness of data. Study findings reveal that participants did not initially perceive English as being the main language of use during their graduate studies. Participants mentioned struggles throughout their semester due to the heavy presence of English in their coursework and assistantship. Participants suggested that the university should provide more English language support to ensure the success of incoming international students. In this study, I addressed gaps on translanguaging at superdiverse universities, and international teaching assistants’ perceptions of language at the University of Puerto Rico, Mayagüez campus. Based on the findings, I offer English course suggestions to enhance academic and professional opportunities for international students at UPRM.

abstract: Very little information is known about the experiences of graduate students with criminal records in higher education. As such, the purpose of this dissertation seeks to understand the various factors that impact graduate students with criminal records experiences in higher education. The overarching purpose is broken down into three individual research papers. The first research paper uses a thematic analysis to assess the ways Arizona’s four-year public higher education institutions utilize their power, via written policies, to deter, ban, or prohibit college students with criminal records from actively pursuing or participating in academia. Specifically, I provide a robust overview of all the current policies practices that target college students with criminal records in traditional higher education settings. The next two papers draw its attention to how college students with criminal records navigate the academy. Specifically, I seek to understand the experience(s) of living through institutional barriers as a graduate student while possessing a criminal record using Van Manen’s Hermeneutical Phenomenology. In the last paper, I seek to understand the experience(s) of living through criminalized microaggressions as a graduate student while possessing a criminal record using Van Manen’s Hermeneutical Phenomenology. In each of these papers, limitations, implications for research and practice are included for future policy makers, administrators, and scholars. / Dissertation/Thesis / Doctoral Dissertation Educational Policy and Evaluation 2019

<p>In counseling psychology, which counts social justice and multiculturalism issues among its central values, international students represent a sizeable student body. However, there has been concerns about whether the training programs and filed are providing adequate support and training experiences for international students. Considering unique nature of international students experience in counseling psychology and needs for individualized support, the researcher sought to explore international students’ mentoring experience, an effective form of guidance. To understand the complex nature of international students’ mentoring experience, Chat et al.’s (2015) multicultural, ecological, and relational model of mentoring was used as theoretical framework of the current study. Through CQR, the researcher pursued an in-depth understanding of international students’ mentoring experiences. The results of the current study provided valuable information of international students’ contextual factors in understanding mentoring experience, international students’ perception of their mentoring experiences, importance of quality mentoring relationship, impacts of mentorship, and examples of negative experiences in mentoring relationship. Finally, I provide implications for current and future mentors of international students, for international students in counseling psychology, and for training programs and the field of counseling psychology. </p>