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1.
Accountability is an important focus for nearly all-public higher education institutions. In 1997 the Washington State Legislature
mandated an accountability measure designed to encourage public universities to increase student efficiency toward graduation.
This accountability measure is assessed by a formula called the Graduation Efficiency Index. This qualitative study details
the Graduation Efficiency Index's conception and ramifications for public higher education institutions. It further examines
university administrators' perceptions of the Graduation Efficiency Index and transfer students' impact on the ability of
three public institutions to meet mandated accountability goals. We include implications for practice.
Susan Poch is the Director of the Student Advising and Learning Center at Washington State University. She holds a Ph.D. in
Education Leadership, Higher Education from Washington StateUniversity. Her research focuses on the policy and practice of
student transition. Mimi Wolverton is Professor of Higher Education at the University of Nevada, Las Vegas. Her areas of research
include leadership, organizational change and organizational effectiveness. She holds an M.B.A. and Ph.D. in Education Leadership
from Arizona State University. 相似文献
2.
Catherine B. Stevenson Robert L. Duran Karen A. Barrett Guy C. Colarulli 《Innovative Higher Education》2005,30(1):23-36
Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics 相似文献
3.
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引：1，自引：0，他引：1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献
4.
Multicultural education has transformed higher education both in terms of research and in terms of student experiences. Given
the complexity of our institutions, the overall effects of these transformations are mixed. Building on the successes and
strengths of multicultural education as it is currently incorporated in institutions and programs will involve better understanding
how it is perceived, positively and negatively, by those who are experiencing it first hand. In this article we seek to contribute
to this reflection through a discussion of a survey of students’ perceptions of multiculturalism in a large first-year program
in a research university.
Patrick Bruch is Associate Professor of Writing Studies in the College of Education and Human Development at the University of Minnesota,
Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University.
His teaching and research focus on struggles for equality within and through higher education.
Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in
Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor
to the Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University
of Minnesota. Her research interests are related to student development and the access and retention of student populations
that traditionally have been underserved in postsecondary educational institutions.
Kwabena Siaka is a doctoral candidate in the Department of Educational Policy and Administration at the University of Minnesota. 相似文献
5.
The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this
study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on
undergraduate student participation in research and creative activities. The results of the study indicated that faculty research
orientation and external funding were indeed positively related to student participation in research activities. However,
faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations
had different impacts on a range of research and creative activities by undergraduate students. The findings from this study
provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic
policies related to faculty and undergraduate education.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement,
and higher education policy.
Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education.
She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research
activities and minority student issues.
Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education
from Ohio State University. Her research interests include the college student experience and its impact on student development
and learning. 相似文献
6.
As demands for accountability continue and increase, higher education administrators require tools for evaluating campus programs. Learning communities, as a course design strategy, have proven successful in confronting challenges associated with attrition and retention. Because high attrition is associated with online distance education, learning community principles might be applicable to online courses. The authors surveyed attendees at a learning communities conference to determine the applicability of learning community principles to Internet learning and assessment. On the basis of their findings, they developed a rudimentary diagnostic tool for ascertaining whether online course design takes learning community principles into account.David DiRamio is Assistant Professor of Higher Education Leadership at Auburn University. He received both B.S. and M.B.A. degrees from the State University of New York at Buffalo and a Ph.D. in Educational Leadership from the University of Nevada, Las Vegas. David's research interests include studying technology's impact on postsecondary education from administrative, legal, and policy perspectives. Mimi Wolverton is Program Coordinator and Professor of Higher Education Leadership at the University of Nevada, Las Vegas. She received a B.S. from Northern Illinois University, an M.B.A. from Arizona State University, and a Ph.D. in Educational Leadership and Policy Studies from Arizona State University. Her research interests include academic deans, women and minorities in leadership, and elite M.B.A. programs. E-mail: diramio@auburn.edu. 相似文献
7.
Stephen L. Payne Karynne L. M. Kleine Jim Purcell Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press. 相似文献
8.
The qualitative study on which this article is based examined key individuals’ perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.Sue D. Achtemeier received the B.A. in mathematics and computer science with High Honors and the M.S. in mathematics from Florida State University and the Ph.D. in Higher Education from the University of Georgia. She has held teaching positions in Illinois and Georgia and is now Assistant Director for Institutional Effectiveness for the University of Georgia with particular interest in accreditation and accountability. Ronald D. Simpson is Professor Emeritus of Higher Education and Science Education and Director Emeritus of the Office of Instructional Support and Development at the University of Georgia. He holds degrees in the biological sciences and in science education from the University of Tennessee and the University of Georgia and continues to teach and advise doctoral students in UGA’s Institute of Higher Education. 相似文献
9.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems. 相似文献
10.
Transforming the College through Technology: A Change of Culture 总被引：1，自引：0，他引：1
James A. McLoughlin Lih-Ching Chen Wang William A. Beasley 《Innovative Higher Education》2008,33(2):99-109
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in
the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions
of higher education and then describe particular planning and implementation processes employed at one institution to move
faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years.
The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational
institutions facing similar needs for cultural change in the use of technology.
James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost
from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona.
Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations
at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D.
in Instructional Technology from Kent State University.
William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland
State University. He holds an Ed. D. in Gifted Education from the University of Georgia. 相似文献
11.
Patrick L. Bruch Rashné R. Jehangir Dana Britt Lundell Jeanne L. Higbee Karen L. Miksch 《Innovative Higher Education》2005,29(3):195-208
In the two decades since Audre Lorde (1984) pointed out that we have no patterns for relating across our differences as equals (p. 115), struggles to transform higher education have come to focus on communication about and across differences. Despite these efforts, conversations in higher education about group difference and equity too often exacerbate feelings of cynicism and disenfranchisement. In this article we discuss research into the actual discourses at work in communication about the cultural politics of institutional practices. We report on an analysis of qualitative data, using this data to help clarify the challenges of relating across differences as equals.Patrick Bruch is Assistant Professor of Writing Studies in the General College at the University of Minnesota, Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University. His teaching and research focus on struggles for equality within and through higher education. He thanks Mark Pedelty for helpful feedback on an earlier draft of this article. Rashné Jehangir received her B.A. in Psychology from Lawrence University and her M.A. in Counseling and Student Personnel Psychology from the University of Minnesota. She currently serves as an Associate Counselor Advocate for first-generation, low-income students in the TRIO Student Support Services program in the General College, University of Minnesota. Her current publications focus on cooperative learning, learning communities, and social justice and access policy to higher education. Dana Britt Lundell is Director of the Center for Research on Developmental Education and Urban Literacy (CRDEUL) in the General College at the University of Minnesota, Twin Cities. She received her M.A. in English and Ph.D. in Curriculum and Instruction from the University of Minnesota. She is Co-Editor of the CRDEUL monograph and 2004 President of the Minnesota Association for Developmental Education (MNADE). Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor to the Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Her research interests are related to student development and the access and retention of student populations that traditionally have been underserved in postsecondary educational institutions. Karen L. Miksch is an Assistant Professor at the University of Minnesota, General College. She received her J.D. from the University of California, Hastings College of the Law. Affirmative action programs designed to recruit, admit, and retain a diverse student body, as well as access to college preparatory programs, are two ongoing areas of her research. All correspondence should be addressed to Patrick L. Bruch, General College, University of Minnesota, 128 Pleasant St. SE, Minneapolis, Minnesota 55455 相似文献
12.
In the 1990s many institutions are faced with pressures to serve the needs of society while facing declining financial resources. This increases the need for institutions to properly plan for the future. The literature shows that many institutions have not embraced the need for strategic planning. This article reviews the systems approach to strategic planning as a method to enhance the planning processes. Planning models in the literature were examined, and a new model specifically oriented to institutions of higher education is presented. The model uses the concepts of the systems approach, combines elements of models in the literature, and shows the relationships and responsibilities of elements of the institution.Thomas S. Barker holds a B.S.B.A. from Christopher Newport University, an M.B.A. from Old Dominion University, and a Ph.D. in Higher Education from the University of North Texas. He is a principal in an educational consulting firm and has written on international education and technology transfer. Special interests include international education, developing countries, and cross-cultural ethics. Howard W. Smith is currently Professor of Higher Education and Interim Dean of the College of Education at the University of North Texas. He holds a B.S. in Education from Southwest Missouri State College and M.Ed. and Ed.D. degrees from the University of Missouri-Columbia. His current interests are higher education administration, planning, accreditation, and teacher education. 相似文献
13.
Kathleen S. Smith 《Innovative Higher Education》1993,17(3):149-163
This investigation focuses on an international teaching assistant's experience to better understand the process a successful international teaching assistant might use in becoming an effective instructor in the undergraduate classroom. This developmental model offers new insights which stand to impact the strategies used in teaching support programs for international teaching assistants.She holds graduate degrees in Language Education and Higher Education from the University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. 相似文献
14.
Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities
on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant
and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative
effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than
others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points
to implications for institutional policies and programs that may be effective in fostering desired college outcomes.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement,
and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Shaoqing Li is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree
in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information
technologies, learning theories, and institutional research. 相似文献
15.
Sven Groennings Carolyn P. Griswold Phyllis Wyatt-Woodruff Patricia Gregg 《Innovative Higher Education》1991,15(2):117-125
Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. 相似文献
16.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum 相似文献
17.
Dorene D. Ross Elizabeth Bondy Lynn Hartle Linda L. Lamme Rodman B. Webb 《Innovative Higher Education》1995,20(1):45-62
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.Dorene Doerre Ross is Professor of Education and Coordinator of Elementary Teacher Education Programs at the University of Florida. She earned her doctorate from the University of Virginia. Dr. Ross conducts research in the areas of diversity and elementary teacher education. Elizabeth Bondy is Associate Professor of Education at the University of Florida. She earned her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Bondy teaches and conducts research in the area of elementary teacher education. Lynn Hartle is Assistant Professor of Education at the University of Florida. She earned her doctorate from Pennsylvania State University. Dr. Hartle conducts research in early childhood education with a particular interest in playgrounds. Linda Leonard Lamme is Professor of Education at the University of Florida. Her Ph.D. is from Syracuse University. Her areas of interest include children's literature and language arts, as well as teacher education in those fields. Rodman Webb is Professor of Education and teaches courses in educational foundations and qualitative research methods at the University of Florida. He earned a doctorate in the Sociology of Education from Rutgers University. His research interests include democratic management, institutional change, and the micro-politics of schools. 相似文献
18.
This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy. 相似文献
19.
Julie A. Hughes 《Innovative Higher Education》1991,16(1):79-89
Suggestions for general education reforms have advocated smaller classes and greater participation by senior faculty. This is not feasible given the reward structure and extensive use of teaching assistants at research universities. Realistic reform efforts must account for the reward structure and focus on training programs for teaching assistants.She obtained her Ph.D. (1987) in Higher Education Administration, and her M.S. (1982) in Counseling and Human Development, both from the University of Iowa. 相似文献
20.
Margaret W. Sallee 《Innovative Higher Education》2008,32(4):181-194
This article focuses on the ways that three feminist theories—liberal feminism, cultural feminism, and feminist poststructuralism—might
be used to craft parental leave policies. After examining each theory in detail, the article concludes by offering one example
of an ideal parental leave policy that combines the best features of each theory to produce a policy that is responsive to
faculty needs and works to change gender roles. Often faculty and administrators implement policies without truly thinking
through the theories that underpin the policies. This article provides the tools to help create theoretically informed policy.
Margaret W. Sallee received her M.A. in Higher Education and Student Affairs from The Ohio State University and is currently a Ph.D. student
and Research Assistant in the Center for Higher Education Policy Analysis at the University of Southern California. Her research
focuses on faculty work lives and the influence of gender on graduate student socialization. 相似文献