Examining Post-Graduation Career Plans of International Doctoral Students in the United States

Understanding the career trajectories of PhD recipients is an important topic of investigation, particularly for foreign students who may work in a different country from where their degree was obtained. In the United States, approximately 70% of PhD recipients enter employment in industry, government, or academia upon graduation, while nearly 30% seek further training through a postdoctoral appointment (NCSES, 2019). Over the last decade, post-doctoral appointments have become a more popular option for those who are seeking to transition into academia. The purpose of this research is to examine whether demographic variables and sources of financial support received during doctoral education influences the career decisions of international doctoral students in the United States. A multinomial logistic model and predicted probabilities were employed to examine relationships between primary sources of financial support and choices of faculty versus non-faculty positions – faculty, postdoctoral training, and other employment categories. The post-graduation location has the most significant and robust impact on career plans, with those who will remain in the United States being more likely to choose to work in academia. Plots of predicted probabilities show that research and teaching assistantships have greater influence on those from lower-income countries in choosing faculty positions. Keywords: Doctoral students, international students, career plans DOI: 10.7176/JEP/12-20-03 Publication date:July 31st 202

Critical Components of Successful Cross-Race Mentoring Relationships: Perspectives of Mentees and Mentors

This intrinsic case study (Stake, 1995) explores the critical components of successful cross-race mentoring relationships from the mentees and mentors involved in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. Stakeholders across academia need to better understand what facilitates successful cross-race mentoring, due to the underrepresentation of senior and emeriti faculty of color in engineering. Interviews with 16 Black engineering faculty mentees and 14 primarily White emeriti mentors were analyzed inductively and resulted in three interconnected themes: (a) self-awareness and empathy create trusting, honest conversations; (b) mentee career advancement must be core to the relationship; and (c) a history of racial allyship from the mentor is required. These findings reveal the importance of the IMPACT mentoring program creating successful mentoring matches in which both sides demonstrate self-awareness and empathy, focus on mentee career advancement, and mentors possessing a track record of dismantling racist practices in the academy

The Need for Collaboration: Experiences and Perceptions of Preservice Principals and School Counselors

While professional collaboration between school counselors and principals has the potential to enhance the educational environment for students, preparation programs typically do not provide collaborative opportunities to preservice candidates. In response to concerns expressed by preservice school counselors and principals regarding this lack of opportunity, researchers designed and implemented a collaboration workshop. Following the workshop, a multiple-case study research design was utilized to explore the value of collaboration from the perspectives of both groups through participant interviews grounded by the Five Elements of a Professional Community. Findings indicate educators in these preparation programs have the opportunity to institutionalize a collaboration culture in their preservice candidates by providing cross-training to limit school counseling and principal role disconnect. Preservice training can ensure professional collegiality in school counselor and principal practice

Characterising the HMGN Proteins Expression, and their Role, During Neuronal Differentiation of Mouse P19-ECCs in a Defined Adherent Culture System

No abstract available

Mammographic Findings after Intraoperative Radiotherapy of the Breast

Intraoperative Radiotherapy (IORT) is a form of accelerated partial breast radiation that has been shown to be equivalent to conventional whole breast external beam radiotherapy (EBRT) in terms of local cancer control. However, questions have been raised about the potential of f IORT to produce breast parenchymal changes that could interfere with mammographic surveillance of cancer recurrence. The purpose of this study was to identify, quantify, and compare the mammographic findings of patients who received IORT and EBRT in a prospective, randomized controlled clinical trial of women with early stage invasive breast cancer undergoing breast conserving therapy between July 2005 and December 2009. Treatment groups were compared with regard to the 1, 2 and 4-year incidence of 6 post-operative mammographic findings: architectural distortion, skin thickening, skin retraction, calcifications, fat necrosis, and mass density. Blinded review of 90 sets of mammograms of 15 IORT and 16 EBRT patients demonstrated a higher incidence of fat necrosis among IORT recipients at years 1, 2, and 4. However, none of the subjects were judged to have suspicious mammogram findings and fat necrosis did not interfere with mammographic interpretation

Mendez v. Westminster: A Living History

Article published in the Michigan State Law Review

Student Veteran Experiences in a Transition Seminar Course: Exploring the Thriving Transition Cycle

This holistic single-case study explores the experiences of 54 student veterans who participated in a veterans transition seminar course at a regional, comprehensive institution in the Mountain West. Employing the Harris, Myhill, and Walker (2012) Thriving Transition Cycle as a framework for the inquiry, the study examines participants’ experiences separating from the military, encountering the college and classroom environment associated with the transition seminar course, adjusting to the college student role, and their newfound stability as college students. Implications for student affairs practitioners and faculty, as well as additional research areas, are discussed