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This study investigates pronoun interpretation by second language (L2) learners of English, focusing on whether first language (L1) transfer and/or processing difficulty affect L2 learners' pronoun resolution. It is hypothesized that L2 learners' non-target performance in L2-pronoun interpretation is attributable to two sources. The first is the computational complexity required for pronoun resolution, as argued in L1 acquisition by Grodzinsky and Reinhart and L2 acquisition by Slabakova et al. The second is how pronoun interpretation operates in L1. The hypothesis is tested by comparing Korean and Spanish L2-English learners' interpretation of English pronouns using a Truth Value Judgment Task. Both groups had difficulty rejecting pronouns with local-referential antecedents when their proficiency levels were low. Additionally, Korean speakers showed more non-target responses than Spanish speakers due to their knowledge of pronoun interpretation in Korean. These results indicate that both L1 transfer and processing difficulty may be sources of L2 learners' non-target pronoun interpretation, supporting the hypothesis of the study.

Library labs are dedicated spaces with highly trained library, IT, and research support staff. The staff are on hand to help teach faculty and advanced graduate students new and emerging methodologies and technologies. Such a lab is a place to engage in new ways of, for example, doing digital scholarship or putting Open Science into practice. This article looks at ways that researchers engage with library labs and proposes a lab engagement pyramid to distinguish models for deploying trained staff and resources within the library lab space. A lab in an academic library requires the right mindset, skill set, tool set, programs, and staffing. The authors posit that a lab will be most successful if the library identifies the conditions that are desirable for the proposed lab space before it is designed and built. When a lab is already in existence but is underutilized, changing engagement strategies can lead to new growth.

The principal internship is a crucial component of principal preparation programs (PPP) in the U.S. and, increasingly, in other countries. The purpose of this study was to compare the experiences and work of principal candidates enrolled in one principal residency program (PRP) to candidates enrolled in a traditional principal preparation program at the same university. Using an embedded case study design, we collected survey, log, and interview data from interns enrolled in two different programs at one university across two semesters. We analyzed the quantitative data using descriptive statistics and iterative rounds of coding to analyze the interview and log data. Our findings suggest that the interns in both groups had a wide variety of authentic leadership experiences but that the residents had higher levels of engagement than did the traditional interns. Our findings add to our understanding of the depth and quality of interns' leadership experiences and how program structures may shape those experiences. We conclude with recommendations for principal preparation programs.

The problem of propagating disinformation (a.k.a. "fake news") on social media has increased significantly in the last few years. There are several initiatives around the world to combat this serious problem. Maybe the most promising ones involve training people to identify "fake news." The use of digital educational games (DEG) to implement such initiatives has presented significant results. Nevertheless, to the best of our knowledge, most of the existing DEG applied to this purpose are designed for English-written News articles, leaving an important gap for news written in other languages, such as Portuguese, for example. Faced with this scenario, this article presents JEDi, a DEG that trains students to identify "fake news" written in Portuguese. JEDi is a version of the known "Trail Game" where the players must traverse the board by correctly distinguishing real from false news. We raise the hypothesis that as the students play JEDi, they develop the ability to recognize disinformation. It is also important to highlight that JEDi collects detailed data from every match in order to provide longitudinal analyses of each player's performance. This paper reports the application of JEDi in three case studies. While the first study involved 43 students from high school, the second and the third were developed with 29 undergraduate and 33 graduate students, respectively. Quantitative and qualitative results obtained in the three studies point to JEDi's effectiveness as a "fake news" detection training instrument. Mining techniques such as association rule mining were employed in data analysis and revealed frequent information that occurred simultaneously in JEDi's database (e.g. some mined association rules showed that even students who considered themselves experts in identifying "fake news" could improve their skills by playing successive rounds of the game).

While transformative learning often leads to positive experiences, it can also be a complex, emotionally turbulent process. The process for some can represent a messy and emotionally chaotic journey, where learners may find themselves in conflict with their emotional comfort zones as they question belief systems, who they are, how they see the world, interpret what happens to them, and consider multiple points of view to verify one's truth and reality. This autoethnographic study focuses on a doctoral student's interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.'s (2016) second wave "dark side" positive psychology, introducing a "dark side" perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.

Asynchronous online courses have become increasingly prevalent in higher education, offering numerous benefits, including flexibility and accessibility. However, these courses often face challenges related to the lack of direct interaction among students. This study is grounded in a "Modified Theory of Interactions" that seeks to comprehensively examine students' perspectives and levels of satisfaction concerning interactions in asynchronous courses in the context of higher education. The participants in this pilot study (N = 27) comprised both undergraduate and graduate students. This investigation employs a modified cross-sectional electronic survey instrument to gather students' (a) demographics, (b) satisfaction with learner-learner interaction, (c) satisfaction with learner-content interaction, (d) satisfaction with learner-instructor interaction, (e) satisfaction with learner-technology interaction, and (f) general satisfaction with this asynchronous course. The results underscore the pivotal role of learner-learner interaction and learner-content interaction in influencing general satisfaction in asynchronous courses. While also it also highlights a lack of significant correlation between learner-instructor interaction and general satisfaction as well as no significance between learner-technology interaction and general satisfaction, suggesting that while technology is a medium for facilitating learning, it is not the primary determinant of student satisfaction.

ChatGPT, an extensively recognised language model created by OpenAI, has gained significant prominence across various industries, particularly in education. This study aimed to investigate the factors that influence students' intentions to adopt and utilise ChatGPT for their academic studies. The study used a Structural Equation Model (SEM) for analysing the data gathered from 108 participants, comprising both undergraduate and postgraduate students enrolled in public and private universities in Vietnam. The findings indicated that students' inclination to adopt ChatGPT (referred to as adoption intention or AI) was influenced by their perception of its user-friendliness (PEU). However, the perceived usefulness (PU) of ChatGPT did not have a direct impact on students' adoption intention; instead, it had an indirect influence through personalisation (with a positive effect) and interactivity (with a negative effect). Importantly, there was no significant indirect effect of PU on AI mediated by perceived trust and perceived intelligence. This study is one of the initial empirical inquiries into ChatGPT adoption within an Asian context, providing valuable insights in this emerging area of research. As the use of ChatGPT by students becomes increasingly inevitable, educational institutions should carefully consider integrating it into the assessment process. It is crucial to design assessments that encourage responsible usage of ChatGPT, preserving students' critical thinking abilities and creativity in their assessment writing. Moving forward, educators will play a pivotal role by offering clear guidelines and instructions that set out the appropriate and ethical use of artificial intelligence tools in the assessments.

In an era of information explosion, improving information literacy for academical innovation is essential for postgraduate students. However, the majority of these students lack information literacy knowledge, and even a few lack access to related courses. To improve the ratio and level of the information literacy of postgraduate students, we design a novel framework for general information literacy. It consists of four parts, namely, teaching process, methods, abilities, and applications. The methods part of the framework includes questionnaire, intensive teaching, embedded pedagogy, and free sharing. They provide support for the teaching process and abilities improvement. Notably, postgraduate students' abilities are expected to be enhanced, namely, learning (using search engines to enhance search quotient), academic research (conducting literature search, analysis, and assessment), and innovation (evaluating innovation and managing information). These abilities are applicable to academic research, internship, and academic competitions, among others. Moreover, we design a questionnaire to evaluate the effectiveness of the proposed framework. The statistical results demonstrate that the information literacy of postgraduate students maintained an upward trend, and the course was evaluated with a high level of satisfaction.

The purpose of this study was to investigate how postgraduate engagement is affected by the sense of belonging, academic self-efficacy and academic hardiness. The validated self-reported scales were used to survey 308 postgraduate students in Mainland China who had taken distance learning courses. The proposed research model exhibited high predictive performance, confirming the established 10 hypotheses. The results indicated that sense of belonging positively and significantly influenced academic self-efficacy, academic hardiness and postgraduates' emotional engagement. Academic self-efficacy and academic hardiness had a positive and statistically significant impact on postgraduates' cognitive, emotional and behavioural engagement. Therefore, sense of belonging directly impacted postgraduates' emotional engagement and indirectly impacted postgraduates' cognitive and behavioural engagement. We also found a significant mediation effect of academic self-efficacy and academic hardiness in distance learning courses. Overall, our proposed research model revealed the influence mechanism of sense of belonging, academic self-efficacy and academic hardiness in postgraduate engagement in distance learning courses. These factors need to be considered when designing and implementing distance learning courses, teachers and researchers need to be aware of these interdependencies in order to maximize learning effects in the distance learning environment.

Biomedical engineering (BME) spans a wide range of research fields and professional activities. Most BME departments use a seminar series to introduce graduate students to exciting research conducted outside their own university, learn about professional opportunities, and enhance their understanding of related topics (e.g., ethics in BME, engineering education, entrepreneurship). However, even a stellar lineup of expert seminar speakers cannot appeal to all graduate students--even though the information presented may be very important to that student in the future. Can we initiate active learning assignments to increase student engagement with all speakers? Our BME department developed a strategy to scaffold active learning activities to enhance student engagement in the graduate seminars. All speakers supplied three papers for advance reading and students were required to generate questions based on reading the papers. The questions were provided to the speakers in advance of the seminar. Both students and speakers submitted short reflection surveys after the seminar. With increasing graduate experience, students were also required to critique the articles, evaluate presentation styles, and answer the questions of other students. The requirement to read the papers and generate questions definitely increased student engagement with the speakers. The increased personal engagement was evident in the critical thinking by the students as they subsequently discussed trends in different fields, evaluated presentation styles, and learned about different career opportunities. The increase in student engagement had the added benefit of creating a positive impression of our students with the speakers visiting from other institutions.

To broaden efforts for improving diversity, equity, and inclusion (DEI) in biomedical engineering (BME) education--a key area of emphasis is the integration of inclusive teaching practices. While BME faculty generally support these efforts, translating support into action remains challenging. This project aimed to address this need through a 3-phase inclusive teaching training, consisting of graduate students, faculty, and engineering education consultants. In Phase I, graduate students and faculty participated in a 6-week learning community on inclusive teaching ("Foundational Learning"). In Phase II, graduate students were paired with faculty to modify or develop new inclusive teaching materials to be integrated into a BME course ("Experiential Learning"). Phase III was the implementation of these materials. To assess Phases I & II, graduate student participants reflected on their experiences on the project. To assess Phase III, surveys were administered to students in IT-BME-affiliated courses as well as those taking other BME-related courses. Phases I & II: graduate students responded positively to the opportunity to engage in this inclusive teaching experiential learning opportunity. Phase III: survey results indicated that the incorporation of inclusive teaching practices in BME courses enhanced the student learning experience. The IT-BME project supported graduate students and faculty in learning about, creating, and implementing inclusive teaching practices in a collaborative and supportive environment. This project will serve to both train the next class of instructors and use their study of inclusive teaching concepts to facilitate the creation of ideas and materials that will benefit the BME curriculum and students.

Should your department offer a course on how to be a scientist and a successful graduate student? We offer this course at George Mason University as a mandatory part of the graduate curriculum, but this is not common practice for graduate biomedical engineering programs. Graduate education in biomedical engineering is evolving rapidly, with an increasing demand for fundamental research skills, interdisciplinary skills, and professional development. We believe that graduate students will be more successful in their research activities if they are explicitly taught these skills at the beginning of their graduate coursework. This paper describes the design of this course in our bioengineering department.

Amidst the dual challenges of an eight-month university closure from nationwide public university strikes in Nigeria and the lingering impacts of the COVID-19 pandemic, we needed to innovate the delivery of BME graduate curriculum to ensure graduate students continued to progress in their studies. To ensure BME graduate students were engaging in team-based, clinician-identified engineering design challenges, we developed a digital design notebook (DDN) using Google Sites as an open-access, collaborative tool for scaffolding and documenting the engineering design process. Student design teams remotely uploaded digital content documenting their project work onto scaffolded DDNs created by program instructors. DDNs were purposefully designed to shepherd students through the design process such that each phase of the design process corresponded to an editable "page" of the DDN. Video lectures, learning resources, assignments, and other program information were embedded into the DDN for students to access throughout their design challenge. Project mentors and program instructors remotely monitored and assessed students' work using the DDN. At the end of the design challenge, students effectively created an e-portfolio which showcased the work they conducted to build a biomedical prototype. Designing and implementing the DDN builds on previous research which demonstrates that "structured" design notebooks can be used as effective tools in engineering design and design thinking education. Our work also leverages educational frameworks for infusing engineering design into existing graduate biomedical engineering curriculum in Nigeria.

Hands-on laboratory courses seldom appear in biomedical engineering (BME) graduate programs, thus limiting graduate students' ability to acquire wet laboratory skills like cell culturing. At large, BME graduate programs rely on ad hoc training provided by senior graduate students; however, this method cannot be extended to new or non-BME laboratories, which generally lack senior personnel adequately trained in cell culture techniques. This paper describes a graduate student-led, five-session workshop that introduces cell culture fundamentals to interested students with little to no prior experience. The workshop employs novel teaching techniques, such as near-peer and collaborative learning, to enhance students' understanding and knowledge retention. To demonstrate the effectiveness of this initiative, students assessed their confidence levels with concepts and skills related to cell culture via pre- and post-workshop surveys, where significant improvements in cell culture-related concepts and skills were reported upon completing the workshop. Finally, this paper presents some challenges and reflects on insight gained from this initiative, thus providing a template for implementation at other institutions interested in enriching their graduate student education.

Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants' teacher identity and how a mentored teaching experience shaped participants' future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students' professional development.

Our study explores the differences in the experiences and attitudes of students assigned to student teams in online courses versus face-to-face courses. The study was administered to 320 students in 14 sections (eight online and six face-to-face) of a graduate-level course. The results demonstrate that student ratings of team trust, team satisfaction, and team identity as assessed mid-semester are lower in online courses than face-to-face courses. As the semester progressed, these course modality differences in student perceptions of team trust and satisfaction diminished. However, feelings of team identity remained lower in online courses than in face-to-face courses through to the end of the semester. Implications for online instruction and recommendations for future research are offered.

Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that COVID-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCOVID-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning.

The cognitive theory of multimedia learning (CTML) describes a set of empirically tested principles that technical and professional communication research largely acknowledges as important to the design of presentation slides. However, presenters often run into difficulties understanding how to apply CTML principles to contexts in which it has not been tested. We present three pilot studies that extend our knowledge of how to apply CTML principles. Pilot study one suggests that CTML principles can be effective for presenting advanced research to expert audiences. Pilot study two highlights the importance of user testing nonessential images added primarily for visual interest, specifically finding that visual organizer images such as Microsoft PowerPoint's SmartArt, can backfire by unintentionally indicating imprecise relationships while adding little in terms of visual interest. Pilot study three suggests that, when needing to present a long quotation, presenters should avoid verbatim reading and consider abridging or paraphrasing the quotation.

Translanguaging has been documented to be frequently adopted in day-to-day online interaction. To date, except for Ren and Guo's (2022. Translanguaging in self-praise on Chinese social media. "Applied Linguistics Review" 169. 1-22) pioneering study examining translanguaging practices in online self-praise, there has been scanty focus on how translanguaging is manifested in the realisation of specific speech acts, particularly the face-threatening speech act of refusing. To fill this research gap, the study explores the strategies, distributional patterns, and functions of translanguaging practices in digital refusals through the analysis of naturally occurring data collected on WeChat over five months. The findings indicate that online interlocutors utilized a wide range of translanguaging strategies from multimodal, multilingual, and multi-semiotic resources. Four turn positions are identified in decreasing order of frequency: single turn, turn final, turn medial, and turn initial. Furthermore, translanguaging in refusals denotes interpersonal, expressive, textual, and operational functions, with the first two constituting the majority. Based on these findings, three types of refusals shaped by translanguaging are identified, namely, refusals with translanguaging as a redressive strategy, refusals with translanguaging as a marker of mock impoliteness, and refusals with translanguaging as a facilitator of smooth online communication. The study concludes by highlighting that the nature of the speech act, digital genres and platforms, and the relationship existing between interlocutors contribute to translanguaging practices in online refusals.

Tacit knowledge flows can be facilitated by employment transitions, such as for example the transitions of PhDs from university employment to industry. There are however barriers to transitions into and out of university employment, and as a consequence, such transitions are relatively rare. PhDs can circumvent the barriers to permanent transitions by simultaneous secondary employment relationships. Though we know that such cross-employment exists, we do not know how common it de facto is. In this paper, we use a nine-year panel of daily-level employment microdata on the full population of Finnish PhDs to show that about 30% of university-employed PhDs are cross-employed outside of universities. This is a substantial share, and its magnitude alone suggests a central but underappreciated role for cross-employment in contemporary knowledge production and dissemination. We furthermore find that similar numbers of non-university-employed PhDs are cross-employed at universities as university PhDs are cross-employed outside of universities, and that many cross-employment relationships are in non-technical fields, and with public sector organizations. This illustrates the importance of understanding the nature of knowledge flows other than the unidirectional flows of technical knowledge from universities to industrial firms.

Training competent behavior analysts is fundamentally crucial for the survival and prosperity of behavior analysis. The current article introduced the "Comprehensive Application of Behavior Analysis to Schooling" (CABAS) as a training model to train behavior analysts as strategic scientists. The CABAS training model is based on the philosophy of behavior selection and features a personalized system of instruction-based rank system. Each rank includes three areas of expertise: verbal behavior about science, contingency-shaped repertoire, and verbally mediated repertoire. The trainees work on these components with small-unit modules that shape and maintain their effective criterion-based performance. Advancement through these ranks demonstrates the trainees' increased proficiency and advanced expertise. We also discussed future research direction and the implications to graduate training programs in behavior analysis in general.

Most graduate students in higher education are classified as adult learners, being 24 years old, and have responsibilities and commitments outside of higher education. This literature review presents how Chinese international graduate students face challenges in the US due to sociocultural, ideological, and educational differences. This systematic literature review explores these students' critical thinking skills, which are crucial factors for academic success but have been underexplored. Three themes were identified as follows: (1) critical thinking education in China, (2) stereotypes of perceived lack of critical thinking, and (3) comparative views of critical thinking between Chinese and American college students. Each theme presents a landscape of how critical thinking is interpreted. Themes suggest several trends, including cultural variations that may impede Chinese international students from showcasing their critical thinking abilities, notwithstanding their inherent capacity for critical thinking. Recommendations include ways to improve critical thinking among international students and call for more comparative studies between Chinese and American college students. The findings offer valuable insights into the internationalization of higher education curricula and the promotion of global learning.

A growing body of literature suggests manipulating some graphing conventions can affect visual analysis and adherence to graphing conventions varies widely in single case design publications. Yet use of graphing conventions by the wider population of behavior analysts is largely unexplored. The current study examined relations among types of graphing conventions (established versus unestablished functions), demographic variables (e.g., education level, primary job setting), and likelihood of revision ratings reported by 631 board certified behavior analysts (BCBAs, BCaBAs, and BCBA-Ds). Statistically significant differences in ratings were detected across types of conventions and demographic categories. Master's level BCBAs in clinical roles were more likely to revise conventions that affect visual analysis than conventions whose functions are unknown, whereas there were no differences between types of conventions for doctoral level BCBAs in academic roles. We discuss these findings in the context of audience control of graphing conventions.

In a modern and increasingly complex society, students are expected to acquire skills and knowledge to deal with societal challenges, for example, climate change. These include scientific reasoning competencies (SRC), which describe abilities to solve scientific problems by applying scientific skills and knowledge and thus play a crucial role in science education. To foster SRC, science teachers are expected not only to possess these competencies themselves but also to be aware of how their students acquire SRC and have instructional strategies to teach SRC. Preservice science teachers should already have acquired this pedagogical content knowledge (PCK) on a basic level by the time they graduate from university. To investigate this development of PCK about SRC in initial teacher education, we conducted an exploratory study with a sample of 36 preservice science teachers in a Master of Teaching program at a public university in Victoria, Australia. We used the PCKSR-bio, a multiple-choice instrument for assessing PCK for different scientific reasoning activities regarding biology-related classroom situations. We did not find differences between the PCK about SRC of preservice science teachers in the first year of their master's studies and those in the second year of their master's studies, which indicates that their level does not significantly increase during the first year of their Master of Teaching program. An analysis of the participants' responses to the items revealed that they had comparable knowledge regarding each of the scientific reasoning activities addressed and were best at answering questions that addressed students' misconceptions. This is relevant for teachers who supervise early-career teachers as they should know what knowledge early-career teachers bring with them from initial teacher training and what they still need to learn. Furthermore, a comparison between the preservice science teachers in Australia and the preservice biology teachers in Germany, both in a similar phase of their initial teacher education, revealed that the participants in Germany achieved a significantly higher average test score than the participants in Australia. The findings are discussed and recommendations for the improvement of science teacher education related to SRC and potentially for in-service professional development are made.

Integrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study, we explore the perspective of computing graduates within an Engineering educational program. This study aims to answer the following research questions: Which skills do computing graduates perceive they need in the workplace, and how do they position themselves regarding these skills? What learning beliefs do computing graduates hold regarding the skills required in the workplace? The research team conducted semistructured interviews with computing graduates within an Engineering program to analyze their experiences. The interviews were analyzed using grounded theory. As a result, the participants viewed professional and technical skills as independent, with professional skills perceived as more relevant to work success. The participants considered themselves to possess these skills. Our findings identify four learning beliefs within a fixed and growth mindset: (1) An essential personal characteristic that context may influence; (2) a learning outcome determined by early experiences; (3) a learning process associated with informal learning experiences; and (4) a learning process associated with formal learning experiences. We acknowledge the differences in perception between alums and the industry regarding possessing essential professional skills. We also highlight the need to position these skills as learnable during lectures contributing to Computing and Engineering Education.

Purpose: The purpose of this study was to examine the occurrence of preservice literacy coursework in a sample of graduate speech-language pathology programs in the United States and to investigate the relationship between the likelihood that programs offered literacy coursework and (a) geographical region, (b) Carnegie Classification of research activity, and (c) U.S. News & World Report ranking. Method: Course offerings were analyzed from a sample of 50 accredited speech-language pathology graduate programs that were selected through stratified random sampling using the strata of U.S. geographical regions and the Carnegie Classification of research activity. Results: Only 28% (n = 14) of the programs in the sample offered a course dedicated to literacy, 42% (n = 22) offered a course that embedded literacy content, and 14% (n = 7) offered both a course dedicated to literacy and a course that embedded literacy content. Descriptions of courses dedicated to literacy were at least 60% more likely to specifically reference training in literacy assessment or intervention than the descriptions of courses that embedded literacy content. Region, Carnegie Classification, and U.S. News & World Report ranking did not significantly predict the likelihood of programs offering literacy courses. Conclusion: This study corroborates surveys of speech-language pathologists regarding their preservice literacy training and reveals the continued need to increase preservice coursework focused on literacy in speech-language pathology graduate programs, ideally through courses that are dedicated to literacy and address both literacy assessment and treatment.

Purpose: This article explores the potential of using ChatGPT, an artificial intelligence--powered chatbot, as a tool to teach plain language writing to students in communication sciences and disorders (CSD). It addresses the importance of plain language writing in health care communication and identifies the challenges faced by graduate students in adopting plain language writing. Conclusions: Integrating ChatGPT into CSD education can empower students to develop effective plain language writing skills, with the potential of ultimately improving their communication skills and patient outcomes. The article highlights the potential positive impact of ChatGPT on clinical documentation and health communication, emphasizing the potential to enhance accuracy, consistency, productivity, efficiency, and language accessibility. While considering the limitations and ethical considerations of ChatGPT, the article concludes by emphasizing the need for a balanced approach that combines ChatGPT technology with human instruction to ensure responsible utilization and promote student competency in plain language writing.

The purpose of this descriptive research study was to examine collegiate instrumentalists' applications of practice strategies and their motivation orientations to practice. Respondents (N = 128) were music majors who enrolled in concert band or orchestra. Results indicated that pianists spent more time in practice followed by percussionists, brass, other instrumentalists (e.g., organ), woodwind, and string players. Collegiate instrumentalists used systematic practice strategies most frequently, followed by error correction techniques, using a metronome and listening to recordings, concentration control, analytic strategies, and the organization of practice sessions. In addition, collegiate instrumentalists were more motivated by intrinsic factors than extrinsic factors. Weekly practice hours were negatively correlated with Extrinsic Motivation: Avoid Failure, but positively correlated with Intrinsic Motivation: Growth. Implications for instrumental teaching and learning are discussed.

International students are at risk of burnout during their studies and face challenges in their writing. This study explores the burnout and self-efficacy profiles of international students and how these profiles differ in writing conceptions. Participants were 162 international students at a research-intensive Finnish university. They completed the "HowULearn Questionnaire and the Writing Process Questionnaire". Latent profile analysis identified three profiles combining students' burnout and self-efficacy: "high burned-out students" (16.0%), "moderate burned-out students" (45.1%), and "low burned-out students with high self-efficacy" (38.9%). The profile membership was not significantly related to students' demographic, linguistic, or writing-related characteristics. The results showed that the combination of a lower level of study-related burnout and relatively higher self-efficacy led to fewer blocks, less procrastination and perfectionism, and more positive conceptions of knowledge transforming and productivity in writing. Overall, the study indicated that study-related burnout and self-efficacy contributes to understanding international students' writing processes.

International students have the potential to contribute significantly to host countries through cultural enrichment, economic growth, and human capital development. However, their successful integration into the host society is crucial to realise these benefits. By applying the framework of the two-way integration process from acculturation theory, this study examines the employment integration of international students in Finland, a non-native English-speaking country. Our semi-structured, qualitative in-depth interviews identify several key challenges encountered by international students, including limited information about the labour market, unfamiliarity with recruitment practices, a lack of industry connections, communication gaps from recruiting companies, and host country language barriers. We provide recommendations to organisations and recruiters on how to embrace diversity in their recruitment processes, as well as suggestions to universities on how to better support international students' transition into the workforce of the host country.

Despite rapidly increasing cultural and linguistic diversity in US schools, the majority of psychoeducational evaluations will be conducted by monolingual, English-speaking school psychologists. As such, the appropriate use of interpreters has been identified as a critical skill in working with emergent bilinguals and their families. Surveys of practicing school psychologists conducting assessments with emergent bilinguals indicate a lack of knowledge and training in the use of interpreters; however, few studies have examined the extent to which school psychology graduate students are trained in the appropriate use of interpreters. Utilizing survey methodology, this study examined school psychology graduate students' training in and preparedness to work with interpreters, as well as their knowledge of best practices in the use of interpreters. Current graduate students and interns enrolled in school psychology master's, specialist, and doctoral programs in 36 states throughout the USA (n = 364) responded to the survey. The majority of participants were White (61.5%), monolingual (70.3%), and seeking a master's or specialist degree (71.2%). Survey responses suggest that graduate students and interns' training, knowledge, and preparedness to work with interpreters is lacking. A qualitative analysis of the open-ended question revealed that first-hand experience working with interpreters was among the most beneficial types of training experiences for graduate students and interns. Implications for how program directors and graduate-level faculty can provide better training for their students in the use of interpreters are discussed.

The prevalence of autism spectrum disorder (ASD) has risen significantly in the past two decades. Unfortunately, there is a shortage of mental health providers who have specialized training in delivering evidenced-based services to this population. Early intensive behavioral intervention (EIBI) is an evidenced-based treatment recommended for toddlers with ASD, and school psychologists are uniquely positioned to help children with ASD receive it. However, many school psychologists do not receive adequate training in this subspecialty. This paper makes recommendations to school psychology training programs about how to add or improve training in this subspecialty based on the results of an Office of Special Education Programs grant-funded ASD training program which involved collaboration between a NASP-approved and APA-accredited school psychology training program and a community-based early intensive behavioral intervention (EIBI) clinic. The grant supported development of an interdisciplinary didactic and clinical training program to increase the ASD knowledge, skills, and competencies of school psychology graduate students, with the broader goals of developing a replicable training model and increasing the workforce of trained providers for this underserved population. Fifteen graduate students completed the training program. Outcomes related to trainee knowledge, skills, and competencies, trainee satisfaction, and lessons learned over time analyzed within a logic model that guided the project's development and execution can be informative for other school psychology programs undertaking training in this subspecialty.

We report on a study of how instructors in an online management classroom aim to develop critical reflection through asynchronous discussions. There is an ongoing debate centered on improving asynchronous discussions in online management education but insights into how these discussions could be facilitated to promote critical reflection remains largely under-developed. We address this issue by considering the extent to which management instructors' perception of their role and understanding of being critical impact their facilitation of asynchronous classroom discussions and the challenges associated with this facilitation. Results from 18 semi-structured interviews with instructors teaching in an online MBA program at a UK higher education institution show the potential of asynchronous discussions to promote critical reflection. However, we found that instructors often fail to capitalize on opportunities for critical reflection that arise from classroom diversity and dynamics. Despite the emancipatory intent that underlies program design, interview data reveals three specific areas of interest: the diversity of instructors' interpretations of what constitutes being critical in asynchronous discussions, a range of individualized facilitation strategies and the impact of imposed design constraints. We offer suggestions as to how to improve the facilitation of critical reflection through asynchronous discussions as well as directions for future research.

In higher education settings, instructors play a critical role in integrating Human-Centered Design (HCD) in existing and new courses. This study explores how instructors teach about and through HCD in higher education settings and what challenges they encounter as they do so. Participants were four faculty members and four graduate teaching assistants from four different courses. The participants were interviewed after their course ended for the semester. A phronetic iterative analysis approach was used to analyze the transcribed interview data. Findings indicated that when teaching about and through HCD, instructors intentionally and purposefully plan to integrate HCD, implement targeted instructional strategies to scaffold students' learning of disciplinary content and HCD concepts, provide multiple forms of assessment and feedback, and facilitate collaboration between students, peers, and classroom visitors for deeper engagement in learning. Nevertheless, teaching about and through HCD is challenging and requires further specific teaching competencies that can empower instructors to integrate HCD in their courses.

At present, our society is more and more interested in innovation ability. The Chinese government emphasizes higher education institutions' role in forming and developing students' innovation abilities. However, few studies have explored how to improve the innovation ability of higher education students from the academic atmosphere of higher education institutions. This study examines the impact of the academic atmosphere on Chinese graduate students' innovation ability and the chain mediating effect of scientific research self-efficacy and scientific engagement. Three hundred thirteen Chinese postgraduates were investigated with the academic atmosphere scale, scientific research self-efficacy scale, scientific engagement scale, and innovation ability scale. The bootstrap method was used to test the mediating effect. The results show that (1) there is a significant positive correlation between the academic atmosphere and the innovation ability of graduate students, (2) scientific research self-efficacy and scientific engagement play a mediating role between the academic atmosphere and graduate students' innovation ability, and (3) the mediating role includes three paths: the mediating role of scientific research self-efficacy, the mediating role of scientific engagement, and the chain mediating role of scientific research self-efficacy and scientific engagement. The research results provide empirical evidence and reference suggestions for improving the innovation ability of graduate students. Therefore, this study suggests that higher education institutions should adopt more effective academic atmosphere management strategies to create a positive academic atmosphere to improve the scientific research efficacy and engagement of postgraduates and thus solve the practical problem of the low innovation ability of postgraduates.

Engineering lacks quantitative measures of racism and sexism in engineering graduate education. Racial and gendered disparities in participation, persistence, and experience combined with qualitative evidence indicate that discrimination interferes with marginalized students' well-being and degree completion. The Discrimination in Engineering Graduate Education (DEGrE) scale helps researchers identify environmental gender and race/ethnicity-based discrimination in engineering graduate education. The scale development and initial assessments reported here demonstrate the validity, internal reliability, and utility of the DEGrE subscales. The DEGrE scale will assist engineering colleges and departments evaluate their graduate students' experiences to guide decision makers in identifying changes needed in their graduate programs to improve equity and inclusion of marginalized students.

We present a case-based role-play exercise that effectively simulates a crisis students must manage. In the exercise, a farm equipment manufacturing company has decided to redirect its product line, and this change requires laying off a significant portion of its workforce. Students must grapple with the fact that a local news report will be released soon to inform the public about the company's plans, possibly before the company's employees learn about them. Students assume one of five roles in the executive team and discuss how to resolve the crisis. The objective of the exercise is to help students learn ways to lead in an organizational crisis. To meet this objective, we discuss how instructors can implement and debrief the exercise. This exercise was designed as the second in a two-part series (the first part focusing on organizational change), but it can also be used as a stand-alone exercise.

Situational leadership is a popular management training tool, yet scholars criticize the model's limitations and conflicted empirical support. Management educators are left with a lack of clarity on how to present situational leadership, and this article seeks to address the gap in teaching practice. The experiential role-play activity presented, intended for late-undergraduate and graduate students, provides a basic understanding of situational leadership and its application. The ensuing debrief and discussion explores critical perspectives, limitations, and empirically supported components of the model. Following this experience, students have a complex understanding of situational leadership as they consider thoughtful, cautioned future application. This article also explores recent literature that provides some empirical evidence for using components of situational leadership as well as important leadership concepts highlighted by the model. Management educators could immediately implement this activity and discussion in the classroom.

Leading organizational change is a daunting aspect of leadership. However, effectively leading change enables positive individual and organizational outcomes. Herein, we present a case-based classroom exercise to teach students about organizational change, demonstrate different aspects of the change process, and teach how to overcome resistance to change. We draw upon research on leadership and organizational change to introduce the exercise. In the exercise, Taylor Smith, a CEO of a farm equipment manufacturing company, is pressed by the company board to lay off a significant portion of their workforce as production is being moved overseas. In this context, the exercise provides students with an in-depth look at the change process as they discuss how the company will be affected by the layoffs and then explore ways for the layoffs to be carried out.

While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.

Research in mathematics education highlights the importance of including modelling for the teaching of this subject. In 2020, this trend coexisted with a grave contingency situation caused by the COVID-19 pandemic but which, despite its negative aspects, provided a realistic and authentic context for modelling. Given this situation, it is relevant to study which aspects of the teaching and learning process prospective teachers related to mathematical modelling in their reflections on its inclusion during the transition period between the face-to-face and virtual teaching contexts. To this end, we used the didactic suitability criteria construct, proposed by the onto-semiotic approach, as a theoretical reference. This is qualitative research of a naturalistic type, since we did not interfere in the Master's Programme in Mathematics Teacher Education studied. We conducted a content analysis on 122 master's degree final projects written during the 2019--2020 course and implemented during the COVID-19 pandemic. We highlight the following results: (a) about 40% of the prospective teachers stated that they implemented modelling in their didactic units and reflected on its inclusion; (b) in their reflections, the prospective teachers positively assessed the inclusion of modelling mainly based on the epistemic, affective and ecological suitability criteria; and (c) 60% of the prospective teachers did not implement modelling, and we rule out that it was due to a lack of knowledge about this process or of a favourable context for modelling, but because they prioritised other aspects of the mathematical teaching and learning process, given the grave contingency situation.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.

As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field.

Given the shortage of STEM workers, it is important to examine the factors associated with students' academic career intentions. However, the mechanism through which subjective norms influence academic career intentions has not been determined. Our study empirically tests a model identifying science identity as an intervening variable in this relationship. In a longitudinal survey study of master's and doctoral students from 17 research institutes in China, we found that science identity mediated the relationship between subjective norms and academic career intentions. In addition, creative self-efficacy, valuable to academic careers, moderated the relationship between science identity and academic career intentions.

The multidisciplinary nature of physiology requires students to acquire, retain, apply, and evaluate knowledge from different scientific disciplines. Optimal learning techniques, such as active learning, interleaving topics and conditions, and recall, can greatly enhance the speed and effectiveness with which students achieve this type of higher-order thinking. However, developing and implementing optimal learning techniques in the classroom can be both time-intensive and challenging for the instructor. In addition, students may be resistant or slow to accept novel learning processes. One way to potentially introduce these learning techniques in a fun and engaging way is through educational gaming, or using a game or game elements intentionally to support learning. In this article we present an easy-to-implement adaptation of the Codenames board game for the physiology classroom. The activity requires minimal preparation while addressing high-level learning outcomes. Postintervention surveys of students were collected in three different health-related academic programs, both graduate and undergraduate, at two different institutions. Results suggest that participating in the activity both actively engaged the students and pushed them toward high-level, integrative thinking regardless of class level.

Self-regulated learning is a multifaceted process that involves cognitive, metacognitive, motivational, affective, and behavioural components. These components are interconnected and influenced by contextual factors that shape the overall learning experience. Self-regulated learning empowers students to take control of their learning by utilising effective learning techniques, engaging in metacognitive processes, and fostering motivation and self-efficacy beliefs. The goal of the article is to explore the importance of self-regulated learning in enhancing students' academic performance and fostering a deep understanding of the learning material. Specifically, this research article explores the utilisation of learning techniques and strategies (LTSs) among pedagogy students, investigating their patterns and preferences for self-studying. The analysis of survey responses from a sample of 76 pedagogy students revealed that the most commonly used LTSs are rereading, note-taking, memorising, and highlighting. The utilisation of LTSs that are empirically considered effective, such as distributed practice, practice testing, and elaborative interrogation, was found to be extremely low. Moreover, the study revealed a lack of comprehensive training in learning techniques and strategies in pedagogy programmes, suggesting that current teachers are not adequately trained to create optimal classroom contexts for developing flexible self-regulatory skills in students. The findings highlight that by incorporating these practices into curriculum, future educators can empower their students to become active learners who select the appropriate strategies and reflect on their learning process. This paper contributes to an understanding of self-regulated learning and the implications of self-regulated learning for educational practices.

The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants' implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback.

This qualitative multi-case study explores the exercise and development of the design judgment of eight instructional design (ID) students working on design projects over one semester in graduate programs at four different institutions in the USA. Their design processes were explored through interviews and their design documents using the concepts of design judgment as reported by Nelson and Stolterman (The design way: Intentional change in an unpredictable world, MIT Press, Cambridge, 2012) and reflection-in-action as reported by Schön (The reflective practitioner: How professionals think in action, Basic Books, New York, 1983) to characterize the exercise and development of their design judgment across the semester. Findings reveal that these ID students make multiple design judgments concurrently and constantly. Their prior design experience, the course requirements and their design practice in class influence both the exercise and development of their design judgment. Lastly, the development of their design judgment is both perceptible and personal. In light of these findings, recommendations are made for how to support the development of ID students' design judgment.

As digitalisation is becoming increasingly important in educational settings, teachers' key competencies -- in particular, their professional knowledge regarding the integration of information and communication technology (ICT) in the classroom -- warrant targeted development. Aside from their general pedagogical knowledge (GPK), teachers' technological pedagogical knowledge (TPK) and technological knowledge (TK) are becoming increasingly necessary for mastering professional teaching-related tasks (as outlined in the well-known technological pedagogical content knowledge (TPACK) model). To date, however, the question of whether these knowledge facets are discrete or interrelated -- at least, on the basis of standardised assessments -- has remained largely unanswered. In the present study, therefore, a sample of 619 preservice teachers (320 bachelor's and 299 master's students in their second semesters) were considered via an online survey with three different knowledge tests. In this article, we investigate hypotheses concerning the structures of those knowledge facets and further hypothesise that initial teacher education learning opportunities relate to preservice teachers' GPK, TPK, and TK. Our findings reveal that the three knowledge facets can be empirically separated. Master's students outperform bachelor's students in all three tests, however, with effects varying from strong (GPK) to medium (TPK, TK). As expected, pedagogical learning opportunities -- surveyed through students' self-reports -- directly correlate with GPK. By contrast, technological pedagogical and technological learning opportunities are not correlated with TPK and TK, respectively. We discuss the findings' implications for future initial teacher education design -- in particular, the evident need to update the curriculum to meet the needs of the current era of digitalisation.