2nd Annual Professional Development Conference for Undergraduate Seniors Interested in Graduate Training in Family and Child Sciences

2008 ◽  
Keyword(s):  
Professional Development ◽  
Graduate Training

Enhancing vital non-technical workplace competencies for early career seed scientists

2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
Training Programs ◽  
Graduate Training ◽  
Technical Skill ◽  
Early Career ◽  
Skill Sets ◽  
Technical Competency ◽  
Workplace Success ◽  
Graduate Training Programs

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.

scholarly journals Cultural and Linguistic Competency Training from a Socially Responsible Neuropsychology Model: Perspectives from Trainees

2019 ◽  
Vol 34 (7) ◽  
pp. 1296-1296
Author(s):  
M Diaz-Santos ◽  
P Suarez ◽  
L Cavanagh ◽  
J Yañez ◽  
E Ramirez ◽  
...  
Keyword(s):  
Professional Development ◽  
Paradigm Shift ◽  
Clinical Training ◽  
Graduate Training ◽  
Clinical Care ◽  
Socially Responsible ◽  
Competency Training ◽  
Knowledge Based ◽  
Linguistic Competency ◽  
Brain Behavior

Abstract Objective The Cultural Neuropsychology Program (CNP) is the sole bilingual clinical training program specifically focused on culturally and linguistically competent neuropsychological services to the Latino/a population in the UCLA Health System. Following the Socially Responsible Neuropsychology Model (SRN; Suarez et al., 2016), trainees learn the best practices in providing equitable clinical care to all patients irrespective of their background. The current paper discusses various trainees’ professional development in the process of becoming culturally and linguistically competent clinical neuropsychologists. Method The use of case studies illustrates the competency paradigm shift trainees encounter when systematically integrating the SRN model with their clinical training. Three components of the model are emphasized: (1) integration of Etic and Emic approaches during the clinical intake, (2) merging psychometric properties with qualitative processes to compensate for the cultural-linguistic limitations of mainstream gold-standard neuropsychological tools, and (3) becoming an advocate through this social justice framework. Outcomes All trainees were previously exposed to the foundational - and typically required - knowledge-based competency model of understanding and appreciating cultural-individual differences and diversity in neuropsychology. Attaining cultural and linguistic competency through the SRN model, however, requires a salient paradigm shift in all skill-based competencies that trainees may not have been prepared for through their previous education. Discussion By presenting trainees’ perspectives regarding their professional development, the importance of the explicit and systematic integration of fundamental brain-behavior relationships with the SRN model early in graduate training is highlighted. In so doing, this approach can ultimately augment the number of culturally- and linguistically-competent neuropsychologists needed to reduce health disparities. References Suárez, P., Casas, R., Lechuga, D., Cagigas, X. Socially Responsible Neuropsychology in Action: Another Opportunity for California to Lead the Way. Feature in The California Psychologist. Fall of 2016.

scholarly journals Quelques points de depart pour des standards européens concernant la qualification des conseillers professionnels

2014 ◽  
Vol 12 (22) ◽  
pp. 213
Author(s):  
B-J Ertelt
Keyword(s):  
Professional Development ◽  
Da Vinci ◽  
State Of The Art ◽  
Graduate Training ◽  
Leonardo Da Vinci ◽  
Ethical Standards ◽  
Post Graduate Training ◽  
Convergence And Divergence ◽  
Training Modules ◽  
And Training

RÉSUMÉDe nombreuses organisations europénnes soulignent ces temps-ci l'importance des conseillers et posent la question de leur professionalisation. Leur travail sert en effet aux gouvernements, aux entreprises, aux organismes de formation, autant qu'aux personnes demandeuses de conseils. Dans ce contexte, il est urgent d'harmoniser les formations des conseillers européens afin qu'ils proposent un service efficace et adapté. L'apprentissage tout au long de la vie conserne aussi les conseillers dont le travail devrait etre guidé par des principes éthiques et peut-être aussi par une instance de contrôle, ce qui néanmoins pose des problèmes en Allemagne, par exemple. Le présent article adresse un état des lieux de la question, insiste sur les points de convergence et de divergence entre les différents standards européens pour la qualification ds conseillers. Enfin, il présente des suggestions pour affermir et harmoniser ces standards, notamment en ce qui concerne la formation diplomante des coseillers, les standards éthiques et l'instance de contrôle professionnelle.RESUMENDiversos organismos europeos han reconocido la importancia del trabajo de los orientadores y plantean la cuestión de su profesionalización. En este artículo se defiende la necesidad de reflexionar sobre y proponer unos estándares de formación para los orientadores en Europa. Se justifica en primer lugar la importancia de la orientación profesional en el seno de la Unión Europea, patente en diversos documentos, declaraciones, informes, y/o programas; tales como la «cumbre de empleo» del Consejo de Europa para el Empleo, el Programa LEONARDO DA VINCI II, el informe de la ODCE sobre los jóvenes y la orientación profesional, o el Memorando de la Comisión Europea sobre el aprendizaje a lo largo de toda la vida, entre otros. Asimismo se argumenta que en la era de la globalización y la «interdependencia internacional» los problemas y retos educativos y profesionales a los que se enfrentan los ciudadanos europeos son muy similares, a pesar de las diferencias entre los distintos países. En segundo lugar se señalan los puntos de convergencia y divergencia entre los diferentes estándares europeos de formación de orientadores, y se presenta una propuesta concreta, con determinados contenidos estructurados en MODULOS formativos para capacitar a los orientadores en las tareas que mayoritariamente deben realizar para desempeñar su trabajo en un contexto trans-nacional. Por último, después de comparar a grandes rasgos la modalidad de formación de los orientadores entre diversos países europeos, se reflexiona sobre la adecuación o no de adoptar unos estándares europeos en la formación de sus profesionales de la orientación, su utilidad y las condiciones necesarias para que puedan realmente adoptarse, ofreciendo a la vez unas sugerencias para consolidarlos, básicamente en la formación continua o de postgrado.ABSTRACTSeveral European organizations acknowledge the importance of the work of guidance counsellors and raise the issue of their training and professional development. It is urgent to standardise the training of European guidance counsellors so that they can adequately meet the demands of their clients, who in spite of the differences among their countries, face similar problems regarding education and training. This  article  addresses  the  state  of  the  art,  insisting  on  the  points  of  convergence  and  divergence among the different sets of European qualification standards for guidance counsellors, and presents the contents of some training modules to deliver these standards. It concludes with some suggestions to consolidate and harmonise these standards, especially in relation to post-graduate training, and ethical standards.

scholarly journals Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

2018 ◽  
Vol 17 (3) ◽  
pp. ar43 ◽  
Author(s):  
Emma C. Goodwin ◽  
Jane N. Cao ◽  
Miles Fletcher ◽  
Justin L. Flaiban ◽  
Erin E. Shortlidge
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Graduate Students ◽  
Teaching Assistants ◽  
Training Programs ◽  
Graduate Training ◽  
Critical Role ◽  
Evidence Based ◽  
Graduate Training Programs ◽  
Qualitative Exploration

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers’s diffusions of innovations model, which we use as a theoretical framework to describe the progress of EBT adoption. We found that most graduate students in our sample are aware of and value EBT, but only 37.5% have implemented EBT. Many who were progressing toward EBT adoption had sought out supplementary instructional experiences beyond the requirements of their programs, and 72% perceived an institutional lack of support for teaching-related professional development opportunities. These data indicate that, while many graduate students are already engaged with the movement to adopt EBT, graduate training programs should emphasize increasing access to quality training in EBT strategies.

scholarly journals The role of supra-professional competencies in the professional development of students

2021 ◽  
pp. 78-86
Author(s):  
Anna V. Kandaurova ◽  
Svetlana V. Mikhailova
Keyword(s):  
Professional Development ◽  
Graduate Training ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Competencies ◽  
Practical Training ◽  
Internal Resources ◽  
Higher Education System ◽  
Professional Fields ◽  
Flexible Application

Researchers' attention to the problem of supra-professional competencies is explained by the rapid changes in all spheres of human activity. Changes in the production sphere, changes in the labor market, changes in the economic, political, socio-cultural spheres pose the task of pedagogical science to search for internal resources of the educational process for the training of a new type of specialist. In today's changing conditions, the problem of training professional personnel is relevant all over the world and for all professional fields. One of the ways to solve this problem is the study and development of the theory and practice of supra-professional competencies as an additional resource for the professional development of a labor subject. The article presents the results of a theoretical analysis of various approaches to determining the content of the concept of "supra-professional competencies"; options for classifying these competencies; discusses the results of an empirical study to assess the formation of supra-professional competencies among students. The paper also presents a discussion by various authors on the role and significance of the formation and development of supra-professional competencies during vocational training. The presented work also emphasizes the fact that employers note a sufficiently high theoretical level of graduate training, which increases the share of practical training, but still graduates are not ready for creative and flexible application of the theoretical knowledge and practical skills acquired in the workplace. Drawing conclusions based on the assessment of different opinions, as well as the empirical results obtained, the authors emphasize the exceptional role and great importance of supra-professional competencies in the professional development and formation of a future specialist, which poses new challenges to the higher education system for the development and improvement of this group of competencies.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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