National Institute on Aging (NIA)’s Post

Panteion University is made up of four Schools, established in 2013. The Schools are split into Departments, which pre-date the Schools and can in turn be further split into Divisions. The Schools and Departments are staffed with serving Professors, Special Educational Staff (EEP), Lab Teaching Staff (EDIP) and Special Technical Lab Staff (ETEP). The Departments or Divisions host Labs, Centres and Institutes. The studies offered by the Schools / Departments are structured into three cycles: first cycle (undergraduate studies), second cycle (postgraduate studies) and third cycle (doctoral studies).

⏳ There’s less than 3 weeks to submit your application for the CoR Doctoral Fellowship Grant! Now’s the time to ensure you’ve included the critical details of your investigation, user involvement, and dissemination plans! Review our top tips before submitting 👉 https://ow.ly/RjjS50QNHq6

Excited to be attending the 2024 Summer School on European Education Studies on July 1-5 in Strasbourg where I will be presenting (and receiving valuable feedback on) my PhD project (abstract below). Navigating International Collaborative Doctoral Programs: A Critical Examination of Postgraduate Researchers’ Agency and Learning Ecologies Doctoral education is experiencing significant transformation due to pressures from various stakeholders and external forces, prompting reforms at the program-level. Since the turn of the century, at least nine distinct doctoral training approaches have emerged within the European Higher Education Area (EHEA). One of these approaches is the International Collaborative Doctoral Program (ICDP), commonly known as a cotutelle. These programs institutionalize various forms of collaboration and mobility within doctoral curricula, presenting opportunities and challenges not typically found in conventional doctoral programs. Despite the varied motivations and interests of its stakeholders, they share the common goal of developing independent researchers capable of generating new knowledge. However, the experiences of postgraduate researchers (PGRs) within these programs remain largely unexplored. This qualitative research, grounded in a critical realist perspective, aims to examine the agency of PGRs and theorize their learning ecologies. By providing a nuanced understanding of PGR learning trajectories, this study ultimately seeks to improve on the practice of ICDPs.

Full details of PhD studentships ⬇️

🎓 Revolutionizing Education: Chapter 2 Unveiled! 📚 🌟 Unlock the transformative potential of education with Chapter 2 of my PhD thesis! 💡 Dive into a groundbreaking exploration that seamlessly bridges theory with practice, providing innovative insights and evidence-based strategies. 🚀 This chapter is designed to redefine educational paradigms and drive impactful change in our approach to teaching and learning. 🌍 Stay tuned to discover how we can revolutionize the future of education together. 🎉

Great online event coming up on June 5 online for those interested in exploring doing a PhD at Westminster - with insights from Liberal Arts and Sciences PhD researcher Simon Felix - working on the use of positive psychology to support the reintegration of people going through and coming out of the criminal justice system. Part of the Graduate School Festival. This panel will we be ideal for those who want to find out more about what doing a PhD is like - whether at Westminster or elsewhere in the UK. Sign up in the link.... Thinking of Doing a PhD? Panel Wednesday 5 June 2024 2 - 4pm Online - MS Teams At the University of Westminster, we recognise that applying for a PhD can be a very mysterious process: from choosing a topic, a university, or a supervisor, to writing a PhD proposal, doing an interview, or embarking on independent research. It can be particularly daunting for those from backgrounds underrepresented in doctoral study who may be the first in their family to study at undergraduate level. This panel will pull the curtain away from applying for and doing a PhD. You will hear from our panel of current doctoral researchers about their experiences and, more importantly, have a chance to ask them questions. The panel is for all those thinking of doing a PhD – masters students at the University of Westminster, those elsewhere in the UK thinking of doctoral study, and those around the world considering a PhD in the UK. https://lnkd.in/gsG_vF3j

📢 We have extended the deadline - you can still register for the GS-EES - Graduate School Electrochemical Energy Storage Summer School until June 15th! 📅 July 23-26, 2024 📍 Christliche Gästehäuser Monbachtal, Im Monbachtal 1, 75378 Bad Liebenzell The GS-EES Summer School features lectures by international experts on different topics related to battery research. Another focus is on scientific exchange between the participants via poster sessions and oral presentations. There are special sessions on “Trouble and Failed Attempts” to promote learning from those experiences and to share ideas on how to solve such problems. Social activities to enhance networking are another integral part of the program. The GS-EES Summer School is open to all interested PhD, master students and post-docs, no matter at which institution they are enrolled. Helmholtz Institute Ulm (HIU) Ulm University Karlsruhe Institute of Technology (KIT) CELEST - Center for Electrochemical Energy Storage | Ulm & Karlsruhe Justus Liebig Universität Gießen Johannes Schnaidt POLiS - Cluster of Excellence BATTERY 2030+ Dr. Philipp VEIT

See our new research about the effect of undergraduate research in different disciplinary contexts! Hong, X., Gao, X., Coates, H., & Guo, F. (2023). Undergraduate research and students’ learning outcomes: digging into different disciplinary contexts. Higher Education Research & Development, 1-17.

What has been the most difficult part of pursuing your doctoral degree? For our February Sista Spotlight, Georga-Kay Whyte, it's been hard to find a balance between all of her responsibilities in grad school. Thankfully, she has found ways to get a better handle on that through time-blocking and Notion. How have you dealt with your PhD hardships? Learn more about Georga-kay Whyte's doctoral journey and her message to current grad students at community.cohortsistas.org!

Science identity is an individual’s ability to see oneself as a scientific person and identify with a community of scientists.  Researchers Kevin Eagan and Ana Romero, Ph.D. explore how the NIH-funded BUILD undergraduate training program gives its participants an advantage in their science identity growth compared to non-BUILD students.  Read our interview with Eagan at https://bit.ly/47aCTc9