Meeting Graduate Students’ Needs in the Changing Times

Although much of the national dialogue has focused on undergraduates, graduate students are significantly affected by the crises, as they juggle professional and personal responsibilities. This panel of national leaders in graduate education will lead a dialogue about the ways to help graduate programs best adapt to this challenging time and promote students’ success. Panel members will share specific interventions, strategies, and initiatives to support graduate students in the areas of well-being and mental health, career development, and student engagement to provide a sense of community

Remediation plans for trainees with problems of professional competence

For trainees in health service psychology, an effective approach to the assessment of competencies can identify trainees with problems of professional competence. Once such problems are identified, a systematic and proactive remediation effort can be put into place. Such efforts are likely to be most effective in training cultures that are competency-based, ecosystemic, collaborative, and communitarian and that are mindful of the legal context. This article is the first to offer comprehensive practical guidance about three key components of the remediation process: creation of individualized remediation plans, implementation of remedial interventions or strategies, and evaluation of progress and outcomes and associated decision making. A detailed example is provided that helps to flesh out the three components of the remediation process. The article concludes with recommendations for steps to be taken to advance remediation efforts within health service psychology and in other health professions

Lifting an LI, FG, and/or UR Support Program Off the Ground During COVID-19: Successes and Lessons Learned

Researchers describe a need for increased access to and transitional support into STEM graduate education for low-income, academically talented, first-generation and/or underrepresented and minority (LIATFirstGenURM) students. In October 2019, we were awarded an NSF scholarship grant to build infrastructure and provide support to low-income, academically talented, firs-generation, underrepresented, and minority (LIATFirstGenURM) graduate engineering students. As part of the internal evaluation of the program, we interviewed seven enrolled and funded graduate student beneficiaries to determine if they encountered any barriers during their recruitment and first semester of graduate study. Additionally, we asked them what support they valued most. We found that these students valued the organizational program support system, and as a result, we also found several opportunities to improve the system. In this paper, we share our findings and discuss implications for program updates