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Purpose The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students. Design/methodology/approach Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences. Findings The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated. Originality/value While rotations are considered a signature pedagogy in the laboratory sciences, students’ experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.

A panel comprising expert members of the chemistry academy, chemical industry, and the government produced a report in 2012 with 32 recommendations to advance graduate education in the chemical sciences. Until now, the target recipients of the study, students, faculty, and administrators, have not been asked if they agree with the recommendations. A survey of the beneficiaries of the 2012 ACS study reveals areas of consensus but also sharp differences in opinion regarding some of the recommendations. Many of these differences in opinion may be attributed to the natural needs and values of the different stakeholder groups. Some of the divisive issues could represent impediments to improving graduate education. The results of the survey are detailed and interpretation is provided. A path forward to advancing graduate education in the chemical sciences is also outlined.

Although first-generation students represent a substantial proportion of doctoral students, few studies have examined their experiences and outcomes. We contribute to this nascent area of inquiry b...

High attrition rates have been a defining characteristic of doctoral education for decades, representing a loss of time, talent, and effort for departing students and their faculty. This qualitative study uses a biomedical science doctoral student sample to collect “real time” data on attrition within the first 2 years of doctoral training. Eighteen students, who represented 16 distinct universities, were interviewed as they engaged in the withdrawal process. Using the conceptual frames of socialization and social cognitive career theory, we explored experiences that preceded these students’ doctoral program withdrawals. Furthermore, we examined how expressed roles of students’ self-efficacy, outcome expectations, and professional goals contributed to the withdrawal process. Findings indicate that faculty advising (both positive and negative), laboratory rotation experiences, self-efficacy components, and changing professional goals all play a role in the early doctoral program attrition process.

Aim/Purpose: This study explores PhD students’ transition into graduate school, which can be a challenging experience for many. Background: Using photographs and in-depth interviews, this study provides nuanced insight into influences on first-year PhD students’ lived experiences, with a specific focus on these students’ perceptions of doctoral student well-being. Methodology: Twenty-nine first-year biomedical science PhD students from 15 research institutions were asked to take photographs (Participant Produced Images) to illuminate significant influences on their research skill acquisition. The participant-produced photographs were discussed within in-depth phone interviews allowing for a deeper understanding of their lived experiences. Contribution: While students were asked to identify factors influencing their research skill acquisition, unexpectedly, what emerged from these data was students’ clear focus on their concern for their physical and mental well-being. The researchers posit that students’ ability to create a “work-life balance” is the foundation of doctoral student success, especially in the early years of doctoral training. Findings: Findings suggest that it is essential to create a PhD culture in which students feel valued, supported, and nourished, both physically and mentally, for them to develop into successful researchers, teachers, and mentors. Recommendations for Practitioners: Findings suggest that doctoral programs must support a more collaborative work environment for students and help novice students create a work life balance, perhaps by encouraging them to pursue stimulating or fun activities outside their school environment. It is imperative for doctoral students to be confident during their doctoral studies, as a lack of confidence tends to breathe life into poor work habits that stymie well-being and happiness. Recommendation for Researchers: If doctoral programs support a culture that facilitates student well-being, those programs will likely produce happier researchers and teachers who see scholarship and learning as fun. This positive mindset is likely to cascade down within their learning environments and foster positive and productive scholarship and instruction. This mindset and paradigm shift will set a significant precedence for future doctoral learners. Impact on Society: This study encourages and advances timely and “actionable” dialogue around how to better support doctoral students’ sense of well-being, especially in science disciplines. Future Research: Given study results, exploring mental health and well-being issues with faculty can help elevate mental health awareness in academia.

Doctoral attrition consistently hovers around 50% with relevant literature identifying several mediating factors, including departmental culture, student demographics, and funding. To advance this literature, we interviewed 38 graduate faculty advisors in science, engineering, or mathematics disciplines at a research-extensive university to capture their perceptions of factors supporting graduate student success. Using a constant-comparison method, we found that faculty perceptions aligned within three major categories, termed: motivated student behaviors, formative student learning experiences, and essential student knowledge and skills. Student motivation was most prominently represented in findings. This aligns with prior studies showing that faculty tend to identify the cause of graduate student failure as lying within the students themselves and rarely discuss their role or the department’s contribution to attrition. Thus findings offer an opportunity to reflect and improve upon practice. The study also highlights actions graduate students can take to increase success, such as developing collegial relationships and early involvement in research and scholarly writing. We encourage graduate faculty advisors and others to identify ways to help graduate students overcome common obstacles to enduring and succeeding within graduate programs. Faculty perceptions are also examined by discipline and faculty rank, and directions for future research are offered.

Purpose Using the threshold concepts framework, this paper aims to explore how differences in the ability to meaningfully apply relevant literature to one’s research are reflected in descriptions of graduate training undertaken in an academic year. Design/methodology/approach This paper used a sequential-explanatory mixed method design. Phase I analysis used quantitative performance data to differentiate research skill threshold crossers from non-crossers. Phase II analysis used qualitative interview data to identify common and differentiating themes across and between the two groups. Findings Participants identified coursework, research activities and teaching assignments as primary research skill development sites. However, only the patterns of mentorship and engagement with literature within the context of supervised research activities consistently differentiated threshold crossers from non-crossers. All non-crossers reported having full autonomy in their research endeavors, whereas all crossers articulated reliance on supervising mentor guidance. Similarly, most non-crossers did not frame research as incremental contributions to existing literature, while most crossers did. Research limitations/implications The study sample size is small (n = 14), and the study is exploratory in nature. Practical implications The importance of exploring the factors that actually indicate and lead to research skill development is highlighted. Originality/value Few studies address graduate student research skill development, although this skill development is a core goal of many graduate programs. This study does so, using performance rather than self-report data.

PurposeThis study aims to examine the contribution of faculty–student coauthorship to the development of graduate students’ research skills in the sciences, technology, engineering and mathematics (STEM) by quantitatively assessing rubric-measured research skill gains over the course of an academic year compared to students who did not report participating in coauthorship with faculty mentors.Design/methodology/approachA quasi-experimental mixed methods approach was used to test the hypothesis that the influence of STEM graduate students’ mentored writing mentorship experiences would be associated with differential improvement in the development of their research skills over the course of an academic year.FindingsThe results indicate that students who co-authored with faculty mentors were likely to develop significantly higher levels of research skills than students who did not. In addition, less than half of the participants reported having such experiences, suggesting that increased emphasis on this practice amongst faculty could enhance graduate student learning outcomes.Originality/valueQualitative studies of graduate student writing experiences have alluded to outcomes that transcend writing qualityper seand speak directly to the research skills acquired by the students as part of their graduate training. However, no study to date has captured the discrete effects of writing experiences on these skills in a quantifiable way.

The regular drumbeat (a mantra) of similar recommendations to advance graduate education by a constant stream of national studies over the past two decades has failed to prompt action. We propose several reasons why the studies have not gained traction, including the fact that the target recipients of the studies—students, faculty, and administrators—have not been asked whether they agree with the studies’ recommendations. A survey we recently conducted of the beneficiaries of the recent national study of graduate education by the American Chemical Society reveals sharp differences in opinion regarding the study’s three dozen recommendations that can be attributed to the pains and values of the various demographic groups that are impacted by the proposed changes. To develop a consensus path forward to reform graduate education, the survey results clearly speak to the need for further conversations that include the entire community of stakeholders, not just those who write the reports.

Studies of skill development often describe a process of cumulative advantage, in which small differences in initial skill compound over time, leading to increasing skill gaps between those with an initial advantage and those without. We offer evidence of a similar phenomenon accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories. As predicted, quantitative analysis indicated large effect sizes for skill gains after controlling for initial performance levels. Qualitative analyses indicated that students with initial advantages were more likely to report greater demands of independence by their advisors and see more extensive value in research tasks comparable to those assigned their less skilled peers.

In the laboratory-based disciplines, selection of a principal investigator (PI) and research laboratory (lab) indelibly shapes doctoral students’ experiences and educational outcomes. Framed by the theoretical concept of person–environment fit from within a socialization model, we use an inductive, qualitative approach to explore how a sample of 42 early-stage doctoral students enrolled in biological sciences programs made decisions about fitting with a PI and within a lab. Results illuminated a complex array of factors that students considered in selecting a PI, including PI relationship, mentoring style, and professional stability. Further, with regard to students’ lab selection, peers and research projects played an important role. Students actively conceptualized trade-offs among various dimensions of fit. Our findings also revealed cases in which students did not secure a position in their first (or second) choice labs and had to consider their potential fit with suboptimal placements (in terms of their initial assessments). Thus, these students weighted different factors of fit against the reality of needing to secure financial support to continue in their doctoral programs. We conclude by presenting and framing implications for students, PIs, and doctoral programs, and recommend providing transparency and candor around the PI and lab selection processes.

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we focus on the experiences and outcomes of API students in doctoral education. More specifically, we examine socialization experiences and research productivity of three groups of students: domestic API, international API, and domestic white students. The results, based on a national cohort of PhD students in biology, reveal notable differences in experiences and outcomes of domestic and international API students. Although variation in socialization experiences explains differences in research productivity in the first year, that is not the case in the second year of doctoral study. In the second year, international API students have publication productivity comparable to their white peers, despite less favorable socialization experiences. Domestic API students, however, have lower research productivity than their white peers, even though they have comparable socialization experiences. Given the presumption of APIs’ success, especially in the STEM fields, findings for domestic API students are surprising and not aligned with the model minority stereotype. Contributions to research on API students, doctoral education, and socialization theory are discussed.

Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students’ written research proposals. In most cases, students and their mentors identified divergent strengths and weaknesses. However, when mentor-mentee pairs did identify the same characteristics, mentors and mentees disagreed about the mentee’s abilities in 44% of cases in the Fall semester and 75% of cases in the Spring semester. When compared against performance-based assessments of mentees’ work, neither faculty mentors’ nor their mentees’ perceptions aligned with rubric scores at rates greater than chance in most categories.

Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, autonomy, collaboration, and motivation were also examined. Undergraduate research experience was linked to heightened graduate school performance in all research skills assessed. While autonomy and collaboration were highlighted in student interviews, duration was most strongly correlated to significant increases in research skill performance. Based on these findings, we advocate for the inclusion of research experiences into the undergraduate science curriculum coupled with the creation of centralized offices of undergraduate research and faculty incentives for involving undergraduates in their research.

A national sample of female PhD students logged significantly more hours conducting research than their male counterparts. However, males were 15% more likely to be listed as authors on journal articles per 100 hours of research time, reflecting inequality on an essential metric of scholarly productivity that directly impacts competitiveness for academic positions., Equitable gender representation is an important aspect of scientific workforce development to secure a sufficient number of individuals and a diversity of perspectives. Biology is the most gender equitable of all scientific fields by the marker of degree attainment, with 52.5% of PhDs awarded to women. However, equitable rates of degree completion do not translate into equitable attainment of faculty or postdoctoral positions, suggesting continued existence of gender inequalities. In a national cohort of 336 first-year PhD students in the biological sciences (i.e., microbiology, cellular biology, molecular biology, developmental biology, and genetics) from 53 research institutions, female participants logged significantly more research hours than males and were significantly more likely than males to attribute their work hours to the demands of their assigned projects over the course of the academic year. Despite this, males were 15% more likely to be listed as authors on published journal articles, indicating inequality in the ratio of time to credit. Given the cumulative advantage that accrues for students who publish early in their graduate careers and the central role that scholarly productivity plays in academic hiring decisions, these findings collectively point to a major potential source of persisting underrepresentation of women on university faculties in these fields.

For doctoral students aspiring to a faculty career, perceiving connections between the core faculty activities of teaching and conducting research is essential for professional success. Using the conceptual lens of professional socialization, we explored how doctoral students’ experiences concurrently serving as teachers and researchers influenced perceptions of the teaching—research relationship. We used semilongitudinal interview data from two early career doctoral students who began and ended an academic year with markedly changed perceptions of the teaching—research relationship. Findings pinpoint the importance of the faculty supervisor’s stance toward the teaching—research relationship and departmental practices related to teaching and research assignments.

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.

Using faculty narratives, this study identifies factors affecting the occurrence of facultydoctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture.

Civil engineering is an interdisciplinary field, and most of the projects designed and built represent very complex systems, both during the construction phase and in the built phase. This research describes how a course in land development that included engineering design elements, lectures that also touched on other related fields, and a field journal assignment at a “green” (sustainable) construction site facilitated students’ understanding of complex systems. Results suggest that this course design facilitates the development of students’ proficiencies in several skill sets, and can increase students’ understanding of the complexity involved in civil engineering projects.

This research effort examined current mechanical engineering educational programmes in America and Australia to determine the degree of holistic, systems thinking of each programme. Faculty from ten American universities and ten Australian universities participated in online surveys and interviews. Resulting data analysis and interpretation suggest that holistic, systems thinking is present in both American and Australian engineering educational programmes, although it is more prevalent in Australian programmes. Specific examples of educational opportunities (courses, projects, extracurricular activities, research experiences) that integrate complex systems study are described in the full paper. This study is currently limited a small sample size within two countries, but it would be very useful to expand the study to a larger population and to include European sites to gain a fuller picture of the state of holistic, systems thinking in higher education.

Although the use of learning technology has become increasingly prominent in schools, significant changes in teaching strategies have not kept pace. Lack of quality professional development and inadequate teacher preparation are often cited for this situation. This case study explores the use of the student teaching experience as an avenue for both preservice and inservice teachers’ professional development associated with educational technology. Two main questions are explored: First, to what extent can preservice teachers enact a technology-rich curriculum unit during their field experience; second, to what extent and under what conditions can the preservice teachers facilitate their cooperating mentor teachers’ acquisition of these same skills. Results indicate preservice teachers can stimulate the integration of technology-rich innovations in their mentor teachers.

Complex systems study, defined as an understanding of interrelationships between engineered, technical, and non-technical (e.g., social or environmental) systems, has been identified as a critical component of undergraduate engineering education. This paper assesses the extent to which complex systems study has been integrated into undergraduate mechanical engineering programs in the southeastern United States. Engineering administrators and faculty were surveyed and university websites associated with engineering education were examined. The results suggest engineering administrators and faculty believe that undergraduate engineering education remains focused on traditional engineering topics. However, the review of university websites indicates a significant level of activity in complex systems study integration at the university level, although less so at college and department levels.

Academic program closure is explored and student advising needs that emerged in 3 stages of program decline and discontinuation are identified. Data from interviews and advising communication of 20 graduate students enrolled in a master of education program targeted for discontinuation were qualitatively analyzed within a framework of an organizational death model. Findings indicate that program decline and discontinuation require academic advisors to understand and respond to a range of advising needs that vary with the phase of program closure: addressing students' emotional responses of grief, anger, and betrayal as well as managing student concerns over the loss of professional identity and lack of a professional network. Recommendations are offered for faculty advisors caught in the midst of program discontinuation. Relative emphasis: practice, research, theory

This study examined the experiences of 13 graduate students enrolled in a closed, lock-step master's degree of the education cohort program. Interview and observational data, collected over 10 months and across four courses, were qualitatively analyzed to explore students' understanding of the meaning of cohort membership and how that membership both shaped their educational experience and the development of peer and instructor relationships. Results indicate that both the meaning and influence of cohort membership were fluid and evolved as students progressed in their program, changing from an inconsequential to a significant meaning and from a modest to a deep influence.

Using survey and qualitative data, this study identified emergent themes that remain consistent across or differentiate among reports of women earning their doctoral degree relatively quickly ("early-finishers") and those taking considerably longer ("late-finishers"). Emergent themes included commitment to timely degree completion, faculty mentoring relationships, funding opportunities, family issues, relevant research experiences, and capacity to "work the system." The article also considers implications and recommendations for doctoral faculty and programs.

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication.

Esophageal cancer is one of the most fatal cancers worldwide and is characterized by great variation in rates among different populations. Linxian, a county in Henan Province, located in north-central China, has one of the highest rates of esophageal squamous cell carcinoma in the world. Most squamous cell carcinomas in low-risk populations are attributable to alcohol and tobacco consumption, but the causative agents in high-risk populations are less clear. The prevention and treatment of esophageal cancer in high-risk regions, such as Linxian, are limited by our inability to identify these agent(s). During a preliminary histological review, the authors noticed characteristic findings in the arteries, nerves, and lymph nodes of esophagectomy specimens from Linxian and wondered whether these findings might offer clues to the cause of squamous cell carcinoma (eg, polycyclic aromatic hydrocarbon exposure) in the Linxian population. The purpose of this study was to report these previously undescribed histopathologic changes and to compare their presence and severity with those found in esophageal squamous cell carcinomas and adenocarcinomas from a lower-risk population in the United States. Forty esophagectomies were reviewed, including 13 squamous cell carcinomas from Linxian and 21 squamous cell carcinomas and six adenocarcinomas from the United States. The presence and severity of arteriosclerosis and myxoid degeneration of nerves and the presence of anthracosis in periesophageal lymph nodes were recorded. The prevalence and severity of these findings in the three groups of esophagectomies were compared. The esophageal squamous cell carcinomas from Linxian, China, had a higher prevalence of arteriosclerotic vessels, nerves with myxoid degeneration, and anthracotic lymph nodes than the squamous cell carcinomas from the United States (Wilcoxon test, P < .04 for all comparisons). There were also significant differences in the prevalence of arteriosclerotic vessels and anthracotic lymph nodes between the esophageal squamous cell carcinomas from Linxian and the adenocarcinomas from the United States. Arteriosclerosis and the myxoid degeneration were significantly more severe in the esophageal squamous cell carcinomas from Linxian than in the esophageal squamous cell carcinomas or adenocarcinomas from the United States (Mantel trend test, P < .006 for all comparisons). Arteriosclerotic vessels, nerves with myxoid degeneration, and anthracotic lymph nodes can be seen in association with esophageal squamous cell carcinomas from the high-risk region of Linxian, China. These changes appear to be more prevalent and severe than those seen in association with esophageal squamous cell carcinomas or adenocarcinomas from a low-risk population in the United States. These characteristic changes may be causatively significant and may represent histological evidence of high-level environmental exposure to polycyclic aromatic hydrocarbons.

PURPOSE: To examine risk factors and establish a biologic specimen and data bank for the study of early markers of lung cancer. METHODS: We designed a dynamic cohort using an ongoing lung cancer screening program among radon- and arsenic-exposed tin miners in Yunnan China. Through the first four years of the study, 8,346 miners aged 40 years and older with over 10 years of occupational exposure have been enrolled, risk factors have been assessed, annual sputum and chest radiographs have been obtained, and numerous biologic specimens have been collected. RESULTS: A total of 243 new lung cancer cases have been identified through 1995. Radon and arsenic exposures are the predominant risk factors, but lung cancer risk is also associated with chronic bronchitis and silicosis, as well as a number of measures of exposure to tobacco smoke, including early age of first use, duration, and cumulative exposure. Tumor and sputum samples are being examined for early markers of lung cancer. CONCLUSION: A cohort of occupationally-exposed tin miners with an extensive biologic specimen repository has been successfully established to simultaneously study the etiology and early detection of lung cancer.

Many studies suggest that the combination and reorganization of extant knowledge structures may play an important role in creative thought. Little evidence is available, however, suggesting that performance on tasks where people are asked to combine and reorganize categories is related to creative thinking. Further, it is unclear how people go about combining and reorganizing diverse categories. In this study, 112 undergraduates were asked to work on a set of category combination problems. The relatedness of the categories was manipulated, and instructions were presented about how to go about combining these categories. Subsequently, people were asked to solve a series of novel, ill-defined problems. It was found that performance on the category combination task was related to the quality and originality of problem solutions. Further, when people were working with related categories, feature mapping instructions contributed to performance, while metaphor instructions contributed to performance when people...

The development of research skills and scientific reasoning underpins the mission of graduate education in science, technology, engineering and mathematics (STEM) fields, yet our understanding of this process is mainly drawn from self-report and faculty survey data. In this study, we empirically investigate the pattern of research skill development using STEM graduate students’ written research proposals. Analyses of proposal performance data suggest a potential developmental trajectory of research skills, in which the ability to effectively situate work in context using primary literature, and to generate testable hypotheses, emerge early in students’ careers, while other skills, such as data analysis and forming conclusions from data, appear to develop later. We discuss these findings in relation to threshold concepts theory, a framework which posits that intellectual growth occurs in transformative leaps rather than a gradual progression, especially as it applies to graduate student research skill development.

Research indicates that modifying teachers’ beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess the relationship of participants’ teaching experiences and available teaching support systems with changes in their teaching orientation over time. These individuals represent an important but understudied link in the STEM pipeline, because they serve as primary instructors in large, introductory science laboratory classes for undergraduates at large research universities. Mentor involvement in teaching and departmental/university training and support for teaching were significantly related to change in teaching orientation toward more student-centered beliefs. Consideration of why other factors failed to evidence a relationship with teaching orientations and recommendations for how study findings can influence policy and practice are offered.

This study was concerned with the effects of information encoding on creative thought. More specifically, we tested whether differences in the kind of information people used in solving problems were related to performance on creative problem-solving tasks. The 137 undergraduate students participating in this study were asked to read through a set of cards providing different types of information, and the amount of time they spent reading through and reviewing each type of information was assessed. Time spent reading through and reviewing certain types of information was correlated with performance on a series of creative problem-solving tasks. It was found that people who spent more time on factual information, discounted irrelevant information, and attended to inconsistent information tended to produce higher quality and more original problem solutions. Further, time spent encoding certain types of information accounted for variance in performance that could not be attributed to abilities, suc...

Existing literature provides insight into the nature and extent of plagiarism amongst undergraduate students (e.g., Ellery, 2008; Parameswaran & Devi, 2006; Selwyn, 2008). Plagiarism amongst graduate students is relatively unstudied, however, and the existing data are largely based on self-reports. This study investigated the rates and potential causes of plagiarism amongst graduate students in master's and doctoral programmes in science, technology, engineering, mathematics, and science or mathematics education by examining actual research proposals written by graduate students. Results indicate that plagiarism is a prevalent issue at each of the three university sites sampled and across all of the investigated disciplines. Fine grained analyses suggest that this plagiarism may be largely unintentional and due to a lack of disciplinary enculturation. Specifically, participants that plagiarised had approximately one less semester of research experience than graduate students who did not plagiarise. Furthermore, participants who lacked primary literature in their research proposals were significantly more likely to plagiarise and often used inappropriate citation styles. Follow-up correspondence with participants indicates that participants plagiarised, in part, because they lacked an awareness of the role of primary literature in the research process. This suggests that explicit training in the role and use of primary literature may provide an opportunity for programmes or mentors to accelerate the development of graduate students' research skills. This study also revealed that plagiarism was more common amongst English as a Second Language (ESL) participants. Potential causes of plagiarism and solutions to address plagiarism among the ESL population will be discussed. This paper is based on an earlier version presented at The Center for Academic Integrity 2009 Annual International Conference.

Understanding the scholarly development of Ph.D. students in science, technology, engineering, and mathematics (STEM) is vital to the preparation of the scientific workforce. During doctoral study, students learn to be professional scientists and acquire the competencies to succeed in those roles. However, this complex process is not well studied. Research to date suffers from overreliance on a narrow range of methods that cannot provide data appropriate for addressing questions of causality or effectiveness of specific practices in doctoral education. We advocate a shift in focus from student and instructor self-report toward the use of actual performance data as a remedy that can ultimately contribute to improved student outcomes.

ObjectiveDiet validation research was conducted to compare the respondents' reporting of dietary intake in a food frequency questionnaire (FFQ) with intake reported in food recalls. Because the population received annual salary increments that could modify food intake, diet validation studies (DVSs) were conducted during two time intervals.DesignA 99-item FFQ was administered by an interviewer twice in a 1-year interval, and responses to each FFQ item were compared with 28 days of interviewer-administered food recalls that were collected in four 1-week intervals during each season of 1992/93. The second validation study in 1995/96 had a similar design to the earlier one.SettingA prospective cohort study of lung cancer among tin miners in China was initiated in 1992, with dietary and other risk factors updated annually.SubjectsAmong a cohort of high risk tin miners for lung cancer, two different samples (n = 141 in 1992/93, and n = 113 in 1995/96) for each diet validation study were randomly selected from four mine units, that were representative of all worker units.ResultsMiners reported a significantly higher average frequency of intake of foods in the food recalls than the FFQ, with few exceptions. Deattenuated Pearson correlation coefficients of the frequency of food intake between the FFQ and food recalls were in the range of –0.40 to 0.72 in both studies, with higher positive correlations for beverages and cereal staples than for animal protein sources, vegetables, fruits and legumes. The percentage of individuals with exact agreement in the extreme quartiles of intake in the food recalls and FFQ ranged from 0 to 100% in both studies.ConclusionsAmong Chinese miners, the range in correlations between the food recalls and the FFQ were due to: (i) market availability of foods during the food recall weeks compared to their annual reported intake in the FFQ; (ii) cultural perception of time; and (iii) differences in how the intake of mixed dishes and their multi-ingredient foods were reported in the recalls vs. the FFQ. The range in the percentage of agreement in the same quartiles and the changes in food intake over time may have implications for the analysis of the diet-disease relationship in this cohort.

A prospectively randomized controlled clinical trial was performed comparing surgical resection and intraoperative radiotherapy (IORT) with conventional therapy in adenocarcinoma of the stomach. Patients in the experimental group underwent gastrectomy, and IORT was administered to their gastric bed (20 Gy using 11 to 15 MeV electrons). Patients in the control group underwent gastrectomy alone for early-stage lesions confined to the stomach (stages I to II) or resection and postoperative external beam radiotherapy to the upper abdomen (50 Gy using 6 to 10 mV photons) for advanced-stage lesions extending beyond the gastric wall (stages III to IV). One hundred patients were screened for the study, of whom 60 were randomized and underwent exploratory surgery. Nineteen patients were excluded intraoperatively because of unresectability or metastatic disease, leaving 41 patients in the study. Seven patients (17%) died of complications. The median survival for patients with tumors of all stages was 25 months for the IORT group and 21 months for the control group (p = 0.99). Locoregional disease failures occurred in 7 of 16 (44%) IORT patients and in 23 of 25 (92%) control patients (p0.001). Complication rates were similar between IORT and control patients. Although IORT failed to afford a significant advantage over conventional therapy in overall survival, IORT did significantly improve control of locoregional disease.

Newquist suggests that students' publications are important predictors of post-degree research effectiveness, due in part to the importance of collaboration in innovative research. We agree that publication record is important and helpful, but the collaborative aspects of writing render publications

A systematic psychiatric evaluation of 21 subjects with intraabdominal malignancy (pancreatic or gastric carcinoma) was performed. Depression was frequently associated with and often the presenting symptom complex of patients with carcinoma of the pancreas. This finding was not observed in patients with gastric carcinoma. Clinical and theoretical implications of these findings are discussed.