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Dataset results
12 results for “Career development”
Educational and workforce development through creation of programs in transportation to generate future careers for our students in Navajo Nation region
<p>Navajo Technical University (NTU) in New Mexico, has made a partnership with the Tran-SET regional center at Louisiana State University, LSU. We have provided learning and training the Native American students in transportation-related Industries to some of STEM students at NTU through these partnerships opportunities.<br> The program was designed and supported by Native American students from high school to STEM undergraduate students. The program was implemented accordingly with four main components: (1). Selected eligible and interested<br> Native American student to paid summer internships to the field and facilities of transportations industries and participate in research summer at LSU. (2). Directed the students to the transportation-related workshops and conducting at research NTU and they provided with and prepared them with the necessary background in transportation fields. (3). Several students were selected to research during the academic semester related to the field particularly, analyzing the causes of workforce shortages in the transportation industry. (4). We are planning to create and offer transportation certificate programs at NTU to train and expose the Native American students in transportation fields in the future if we get additional funding. We also proposed projects and conducted significant outreach activities in some of the local high schools and colleges. If successful we are planning to develop online courses, which would be provided for free to the Native American universities across the nation in order to make this program more sustainable.<br> Also, we are expected and planning to support 15-20 undergraduate and high school students per year through this partnership program. Other activities undertaken by NTU were the collaboration with different research, education, and outreach projects related to transportations undertaken by the NTU faculty partners. Some of the NTU STEM and pre-engineering students participated in the summer research internship programs, educational, laboratory, site visits as well as exposing students to the most technically-advanced Material research laboratories in Region 6 as well as state-of-the-art facilities at LSU. Some NTU students worked with local industries and agencies to enhance workforce development in the region.</p>
Analysis of the Causes of Workforce Shortages: Create Guidelines for Education and Workforce Development in Transportation to Generate Future Careers for the Navajo Nation
<p>Activities were dedicated to the collections, summarizations and categorizing more research articles related to the analysis of the sources of workforce deficiencies. The focus was on the technical and educational solution methods and strategies, guideline relevant to the workforce development. The times also were committed to the development of educational modules related to carrier’s opportunities in the transport industry into a couple of courses. Several NTU STEM students were interviewed, selected and introduced for the summer research internships in transportation areas to LSU Tran SET center. Outreach activities conducted with the community and some of the high school professionals related to the factors, which have the greatest impact on job choice decisions of students entering the workforce in transportation industries. In order to increase the community knowledge and awareness several intern students were hired and guided to do research about the impact of transport trades and jobs chances on communities in the Navajo Nation.</p>
Data from: TRANSCENDS: a career development program for underrepresented in medicine scholars in academic neurology
<p class="MsoNoSpacing"><b>Background: </b>The Training in Research for Academic Neurologists to Sustain Careers and Enhance the Numbers of Diverse Scholars (TRANSCENDS) program is a career advancement opportunity for individuals underrepresented in biomedical research, funded by the National Institute and Neurological Disorders and Stroke; and American Academy of Neurology (AAN).</p> <p class="MsoNoSpacing"><b>Objective:</b> To report on qualitative and quantitative outcomes in TRANSCENDS.</p> <p class="MsoNoSpacing"><b>Design:</b> Early career individuals (neurology fellows and junior faculty) from groups underrepresented in medicine were competitively selected from a national pool of applicants (2016-2019). TRANSCENDS activities comprised an online Clinical Research degree program, monthly webinars, AAN meeting activities, and mentoring. Participants were surveyed during and after completion of TRANSCENDS to evaluate program components.</p> <p class="MsoNoSpacing"><b>Outcomes:</b> Of 23 accepted scholars (comprising four successive cohorts), 56% were women; 61% Hispanic/Latinx, 30% Black/African American, 30% assistant professors. To date, 48% have graduated the TRANSCENDS program and participants have published 180 peer-reviewed articles. Mentees' feedback noted that professional skills development (i.e., manuscript and grant writing), networking opportunities, and mentoring were the most beneficial elements of the program. Stated opportunities for improvement included: incorporating a mentor-the-mentor workshop, providing more transitional support for mentees in the next stage of their careers, and requiring mentees to provide quarterly reports.</p> <p class="MsoNoSpacing"><b>Conclusions:</b> TRANSCENDS is a feasible program for supporting underrepresented in medicine neurologists towards careers in research and faculty academic appointments attained thus far have been sustained. While longer term outcomes and process enhancements are warranted, programs like this may help increase the numbers of diverse academic neurologists, and further drive neurological innovation.</p>
Data from: TRANSCENDS: a career development program for underrepresented in medicine scholars in academic neurology
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Replication Package for "Early Career Developers' Perceptions of Code Understandability. A Study of Complexity Metrics"
<div> <div> <div> <div> <div> <h2>Authors</h2> <ul> <li>Matteo Esposito, University of Oulu, Finland</li> <li>Andrea Janes, <span>Free University of Bozen-Bolzano</span>, Italy</li> <li>Terhi Kilamo, University of Tampere, Finland</li> <li>Valentina Lenarduzzi, University of Oulu, Finland</li> </ul> <h2>Content Overview</h2> <p>This replication package contains the following materials:</p> <ul> <li><strong>Tables:</strong> Excel files that include all hypothesis testing data, including normality tests.</li> <li><strong>Data:</strong> RAW Questionarie datasett.</li> </ul> <h2>Contact Information</h2> <p>For any issues, questions, or further assistance, please do not hesitate to contact the authors of the paper. We are here to help!</p> </div> </div> </div> </div> </div>
Supplementary File: followed by Predicting Religious Undergraduates' Career Development: The Salient Roles of Religious Calling, Life Satisfaction, and Quest Religiosity
<p>Supplementary File: followed by Predicting Religious Undergraduates’ Career Development: The Salient Roles of Religious Calling, Life Satisfaction, and Quest Religiosity</p>
Improving Vocational Outcomes of Veterans With Psychiatric Disorders: Career Counseling & Development
ClinicalTrials.gov study NCT04698967. IPD Sharing: NO. Countries: 1. Publications: 3.
Coaching Program to Address Burnout, Wellness and Professional Development in Early Career Pediatric Surgeons
ClinicalTrials.gov study NCT06193694. IPD Sharing: NO. Countries: 1. Publications: 0.
Impact of Extensive Consultation on Career Development Grant Outcomes
ClinicalTrials.gov study NCT00662402. IPD Sharing: Not stated. Countries: 1. Publications: 0.
CAREER DEVELOPMENT OF EMERGING ADULTS
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Mentored Patient-Oriented Research Career Development Award
ClinicalTrials.gov study NCT00203684. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Database article Developing Sustainable Career Paths for Preuniversity Teachers. An Empirical Analysis of Central Dimensions of Job Readiness
<p>The quality of teacher training is highly likely to influence the quality of learning outcomes. In this view, the present paper aimed to develop a pre-service teachers’ job readiness model integrating individual variables associated with teacher professionalism. The study followed an exploratory cross-sectional research design. A sample of 312 Romanian pre-service STEM (Science, Technology, Engineering, and Mathematics) teachers was selected based on availability criteria. A pre-tested self-administered questionnaire using a 5-point Likert scale was applied during the data collection process. Data analysis was based on a combination of descriptive and inferential statistics, a blending factor analysis and structural equations modeling. A conceptual model of teaching readiness from the teacher professionalism perspective was developed and tested using empirical data. The results suggest that professional knowledge, professional practice, professional engagement and self-management could be considered central dimensions of teacher professionalism, being highly relevant in assessing pre-service teacher job readiness. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In relation to the professional knowledge latent variable, the ability to conduct didactic transposition is the most influential. Following the same line of analysis, the most significant vectors of the professional practice variable were found to be the ability to design effective evaluation tools and to analyze and interpret learning outcomes. The research revealed the presence of vulnerable or sensitive areas of teacher training that could be a result of curriculum design. With respect to managing disruptive behaviours, the customization of learning and emotional self-regulation are considered weak areas of teaching readiness. The results could be useful for policymakers and teacher training practitioners in order to improve overall job readiness and teacher professionalism.</p>
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