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In an effort to increase graduate student participation in the Annual Meeting, the Association awarded 75 Advanced Graduate Student Travel Grants for the 2008 meeting in Boston. The names and institutional affiliations of the winners follow.

In an effort to increase graduate student participation in the Annual
Meeting, the Association awarded 77 Advanced Graduate Student Travel
Grants for the 2007 meeting in Chicago. The names and institutional
affiliations of the 2007 winners follow.

In an effort to assist graduate students to participate in the Annual Meeting, the Association awarded 58 Advanced Graduate Student Travel Grants for the 2004 meeting in Chicago, twice as many as last year. The names and institutional affiliations of the 2004 winners follow.

Our system of graduate student lending is failing students and taxpayers alike. Higher education thinkers from across the spectrum have come together to say: It's time to reform graduate student lending.
The post Graduate Student Lending in Desperate Need of Reform appeared first on American Enterprise Institute - AEI.

Updated: 15 January 2011 ; Disclaimer: The views represented in this report are those of the authors and do not reflect the official policy position of the Navy, the Department of Defense, or the Federal Government. ; The Acquisition Research Program of the Graduate School of Business & Public Policy at the Naval Postgraduate School announces a call for graduate student researchers. Topics of interest are included herein.

Lab, class, sleep — repeat. This phrase probably describes a daily routine for many of your graduate students. That's one of the reasons the University of Miami Graduate School created a newsletter to reach its target audience.

Research has consistently shown the high value of mentorship for graduate students in various areas—program satisfaction, professional self-image, confidence, productivity, and so on. However, specific templates of how to best mentor graduate students, especially in the vital area of teaching, are lacking. This article outlines the mentoring model called "From Conception to Co-instructor to Completion" (FCCIC). This five-step method provides a plan of action for faculty and graduate students who wish to co-develop a course in such a way that graduate student mentees are exposed to the entire teaching process with the supervision and assistance of a faculty mentor. This relationship moves beyond the traditional "professor/teaching assistant" hierarchy (the TA model) to create equally operational co-instructors. In this note, the FCCIC method is summarized and then illustrated through the development of a sociology course on happiness as an exemplar of how to better mentor graduate students in teaching.

Food insecurity is a pressing concern for students in higher education. Much of the conversation surrounding this problem, however, focuses on undergraduate students. But some research finds the problem extends to graduate students. This study asks the question of how food insecurity may be affecting graduate students in public administration. A pilot study in a Network of Schools of Public Policy, Affairs, and Administration-accredited program reveals that almost one quarter of respondents are food insecure. This includes one in five students who are completing their degrees online. The survey also found an important divergence between the types of programs food-insecure students are willing to use and those to which food-secure students are willing to contribute. Given the effects of food insecurity on academic success and degree completion, this study has important implications for public administration programs.

This article reports the author's experience teaching sociology graduate students howto analyze qualitative data. The course focused on teaching practical skills of defining coding categories, coding text, analyzing coded text, and writing up the results of analysis. The assignments used Qualrus software to give students hands-on practice doing all of these. The course was enthusiastically received and will become a permanent part of the sociology methods course offerings at American University.

This commentary discusses graduate student perspectives on the disjuncture between the neoliberal framing of value as pursuit of economic profit and the academic community's pursuit of knowledge. Declining opportunities and the devaluing of different frames of knowledge and practice in the academy suppress graduate students' ability to contribute to their chosen fields of study and to create value in novel ways. Our participation as graduate students in the academic community, including organizations such as American Association of University Professors, has been instrumental in articulating the interconnectedness of the systemic consequences that the neoliberal constitution of value has on the campus and community.