How to Be a Good Graduate Student

28 Pages | 112.38 KB | 2005 | PDF
 
Thank you for your feedback!
Similar Ebooks:

graduate student Orientation (2013)

22 Pages | 234.96 KB |

Welcome to the School of Health Information Science Karen Courtney, Graduate Advisor court009@uvic.ca Agenda • Word from our Director • Meet the faculty • Meet each other • The Plan • Resources you need to know about • Graduate Student Society HINF Regular Faculty Elizabeth Borycki Karen Courtney Alex Kuo Andre Kushniruk Francis Lau Scott Macdonald Abdul Roudsari Omid Shabestari Meet your classmates • Please introduce yourselves to the rest of us • Speak loudly and tell us: ▫ Your name (what you want to be called) ▫ Where you are located ▫ If you had a choice, which super power would you want and why? First things first… • Things to do, if not already done: ▫ Apply for UVic Netlink and email ▫ Register for courses ▫ UVic Student ID card Next for the to-do list… • Talk with the Graduate Advisor (Karen, court009@uvic.ca) if you have program

graduate student SERIES (2006)

31 Pages | 614.54 KB |

GRADUATE STUDENT SERIES cardinalcareers.stanford.edu 1 DOCTORAL STUDENTS YEAR OF CANDIDACY GUIDELINES FOR ACADEMIC JOB SEARCH As you enter your final year of doctoral work many of you may be struggling with the demands of defending your dissertation or final research studies, continuing your work as a research assistant, as well as beginning the process of obtaining an academic job. The following timeline and suggestions may serve as a guide to help you manage your academic job search process. SUMMER QUARTER Update your CV, general letter of application and materials for a Teaching Portfolio. Pick up a copy of the CV & COVER LETTER guide from the CDC. Obtain feedback from faculty and fellow students on creating a CV that contains the information for your field of study. Visit CDC and obtain handouts or meet with a counselor to learn about resources that may help you in this process. Obtain letters

University Policy 1.3, graduate student Assistantships (2013)

20 Pages | 281.52 KB |

1 CORNELL UNIVERSITY POLICY LIBRARY POLICY 1.3 Volume: 1, Academic/Research Chapter: 3, Graduate Student Assistantships Responsible Executive: Provost Responsible Office: Dean of the Graduate School Originally Issued: November 2001 Last Updated: October 22, 2013 Graduate Student Assistantships POLICY STATEMENT Cornell University supports consistent and similar educational experiences for graduate students on assistantships, across all graduate fields and colleges. REASON FOR POLICY The university is committed to an equitable, supportive, and professional environment for graduate education. Assistantships help students develop academic rigor and creativity, independent judgment, intellectual honesty, and the ability to communicate their knowledge, while providing financial support. This policy is designed to promote effective communication of expectations between students on assistantships and the faculty or staff members responsible for oversight. ENTITIES AFFECTED BY THIS POLICY ⁻ All units of the university, excluding the Weill Cornell Medical College and Graduate School of Medical Sciences WHO SHOULD READ THIS POLICY ⁻

Amazon Web Services student Tutorial (2012)

32 Pages | 329.42 KB |

Introduction Data Management Cloud Management Amazon Web Services Free Usage Tier Elastic Compute Cloud Amazon Web Services Student Tutorial David Palma Joseph Snow CSC 532: Advanced Software Engineering Louisiana Tech University October 4, 2012 David Palma Joseph Snow Amazon Web Services Student Tutorial Introduction Data Management Cloud Management Amazon Web Services Free Usage Tier Elastic Compute Cloud Outline 1 Introduction Amazon Web Services Free Usage Tier Elastic Compute Cloud 2 Data Management Data Transfer Storage Databases 3 Cloud Management Scalability Tools Demo David Palma Joseph Snow Amazon Web Services Student Tutorial Introduction Data Management Cloud Management Amazon Web Services Free Usage Tier Elastic Compute Cloud Amazon Web Services Amazon Web Services (AWS) provide many distinct services. All of AWS are billed pay-as-you-go. pay-as-you-go is commonly phrased as pay-for-what-you-use Get an AWS account to develop in the cloud. Signing up for AWS signs you up all AWS. AWS can be managed

student Grievance Process for Prairie Bible Institute (2012)

2 Pages | 135.24 KB |

1 Student Grievance Process for Prairie Bible Institute What can I do if I encounter a problem with a Prairie staff or faculty member? Our desire is to live in Christian unity, learning to reconcile and be reconciled, to give and receive forgiveness, and to graciously relate with appropriate biblical attitudes and responses (John 17:20-26). This type of unity is not a cheap cliché. Rather it is a spiritual reality generated by Christ through the Holy Spirit. Though believers cannot produce the unity of the Spirit, we are responsible to preserve a practical unity within the community (Ephesians 4:3). The intent of the Prairie staff/faculty is to treat students with both care and justice in all interactions. However, if you as a student feel that you have been mistreated in some way and/or if you feel a decision about your situation is not equitable then the following process is the

Understanding statistics: a guide for medical students (2013)

11 Pages | 296.33 KB |

Author: James Gupta Communications Officer, NSAMR 2013 Medical Student, University of Leeds 2 About This Guide 'Statistics' probably isn't what you had in mind when you decided to pursue a career in medicine, but at least a basic understanding is required to allow you to critically appraise published medical research, Undoubtedly, medical statistics is a vast, complex field, but fortunately you can get a good grounding by learning a few of the key concepts, which this guide aims to introduce you to. We're going to use a real research paper as our case study, along with a few made up examples. The study aimed to find out whether the 'Mediterranean' diet was effective at reducing heart attacks and can be found here: http://www.sciencedirect.com/science/article/pii/S0140673694925801 It may seem like nonsense now, but by the end of this guide,

Preacher warns students of evils (2013)

17 Pages | 7.61 M |

Eastern Kentucky University Encompass Eastern Progress 1980-1981 Eastern Progress 9-11-1980 Eastern Progress - 11 Sep 1980 Eastern Kentucky University Follow this and additional works at: http://encompass.eku.edu/progress_1980-81 This News Article is brought to you for free and open access by the Eastern Progress at Encompass. It has been accepted for inclusion in Eastern Progress 1980-1981 by an authorized administrator of Encompass. For more information, please contact Linda.Sizemore@eku.edu. Recommended Citation Eastern Kentucky University, "Eastern Progress - 11 Sep 1980" (1980). Eastern Progress 1980-1981. Paper 3. http://encompass.eku.edu/progress_1980-81/3 ■ -> '. Vo4.B*/No. 3 11. Official Student Pubiicattoa of Eaatern Kentucky University Riehaaead. Ky. 4S47I By BARRY TEATER Staff Writer "All God's children lave sharing, •baring All Gods children ktve sharing Chrlit. Throw up your hands, (all on your face The Holy Ghost It gonna' shake that place." The above song was one of the many tactics employed by "disco

native student resources (2014)

6 Pages | 695.65 KB |

NATIVE STUDENT RESOURCES AT UNIVERSITY OF REDLANDS Explore Native Student Resources at UNIVERSITY REDLANDS. On behalf of the Native American community and our friends and allies, we invite you to explore the University of Redlands. The generous support of the San Manuel Band of Mission Indians has made it possible for the University to provide a level of support and instruction for Native American students unmatched by other colleges and universities in the Inland Empire. Among our alumni we count distinguished Native Americans like Rick West ‘65, founding director of the Smithsonian National Museum of the American Indian in Washington, D.C. We are proud to be able to continue the tradition of educating promising young Native American students. As part of our efforts, we seek to provide a safe, supportive environment for Native students so they may receive individual attention and a high quality education, while enjoying a campus community

Student's and Teachers' Perceptions of Classroom Assessment (2017)

116 Pages | 1.31 M |

University of Massachusetts - Amherst ScholarWorks@UMass Amherst Master's Capstone Projects Center for International Education 2009 Assessment Practices: Student’s and Teachers’ Perceptions of Classroom Assessment Sayed Ahmad Javid Mussawy University of Massachusetts Amherst Follow this and additional works at: http://scholarworks.umass.edu/cie_capstones Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, International and Comparative Education Commons, Scholarship of Teaching and Learning Commons, and the Teacher Education and Professional Development Commons This Open Access Capstone is brought to you for free and open access by the Center for International Education at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Master's Capstone Projects by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact scholarworks@library.umass.edu. Mussawy, Sayed Ahmad Javid, "Assessment Practices: Student’s and Teachers’ Perceptions of Classroom Assessment" (2009). Master's Capstone Projects. 9. http://scholarworks.umass.edu/cie_capstones/9 University of Massachusetts School of Education Assessment Practices: Student’s and Teachers’ Perceptions of Classroom Assessment Master’s

Preparing Students for Their Technological Future (2011)

15 Pages | 158.78 KB |

Rigor, Relevance, and Relationships for ALL Students Dr. Willard R. Daggett 1  Willard R. Daggett, Ed.D. CEO, International Center for Leadership in Education May 2010 If the American education system is to prepare its students to meet the demands of an increasingly technological world, indeed if it is to be effective at all, it must integrate technology into the academic curriculum. The prospect of personal technology in school, however, makes some teachers and administrators uncertain about how to proceed. After all, what will students be doing with their cell phones and personal digital assistants (PDAs)? Will they be looking up facts on the Internet, seeking answers from friends, or perhaps sending a copy of a test to a friend? This ambivalence about technology stems in part from our own experience with it. The very electronic devices that have