Graduate Student Experience Questionnaire: Fill & Download for Free

I am a PhD student and the questions were about the same complexity as the ones for the undergrads. I mostly agree with other answers. My guess is that you are most likely to get questions from the fields which you indicated in your questionnaire that you know. That being said, I did not check the fields that I was not feeling very strong about, instead I tried to be more specific about my experience in the "additional information". Another guess would be that the interviewer is likely to ask you a question related to their work - I got an algorithmic question which I did alright, but I would do much better if I had strong background in statistics, and later when the person described me the sort of projects he was working on I could clearly see how the algorithm would come in handy there. So if you know the interviewer's name up front, it is probably a good idea to check their background.It is obvious usually, but I think most of the programmers (including me) forget that personality matters on the interviews. What we care about is to give a correct answer each time and wait for a new question, and we could even forget that there is a person on the other side of the screen who must give us a feedback and the way they view us matters; there is a reason why you have the conversation in the last ten minutes of the interview. Personally, I would not start learning a new field right in front of the interview, given the little time period, and then be all jumpy and uncertain whenever a question from that field came up; instead I try to review what I already know, to be more confident about it.Good Luck.

“ Graduation Questionnaire (GQ) ~ The Medical School Graduation Questionnaire (GQ) is a national questionnaire administered by the AAMC.The GQ was first administered in 1978 and is an important tool for medical schools to use in program evaluation and to improve the medical student experience. The GQ includes questions related to:Pre-clinical, clinical, and elective experiencesGeneral medical education and readiness for residencyStudent servicesExperiences of negative behaviorsFinancial aid and indebtednessCareer intentionsStrengths of the medical school and areas that need improvementThe GQ has been approved by the American Institutes for Research Institutional Review Board and endorsed by student leaders of the AAMC Organization of Student Representatives, the American Medical Association Medical Student Section, the American Medical Student Association, and the American College of Physicians, Council of Student Members.(AAMC Student Surveys Advisory Committee ~ The AAMC Student Surveys Advisory Committee (SSAC) works with stakeholders to provide effective and timely program evaluation tools for the improvement of medical education. The SSAC is led by Geoffrey H. Young, PhD, Senior Director, Student Affairs and Programs”, Graduation Questionnaire (GQ) .

What happens to the professor if the professor fails to show up during office hours?I was a full time faculty member from 1978 until 2017 (when I retired). I announced office hours on course syllabi and regarded those hours as a promise to my students. If I knew ahead of time that I could not be available, I announced that in class (or in recent years, posted it on Blackboard and/or sent email).A great thing about a faculty career is the potential freedom flexibility it provides in scheduling. As an assistant professor I often worked more than 55 hours a week, however, if I needed to, I could take hours off on a weekday and make up the time evenings and weekends. However, I regarded class times, office hours, and most types of meetings as official work times that I shouldn’t change without good reason.There is usually no day to day oversight of how faculty spend their time. However, over time, there are ways for departments to evaluate how well faculty are doing. If students give low ratings on course evaluations and complain about a professor being unavailable, that evidence is part of the overall evaluation for promotion and tenure (at least, at my university). In addition, research productivity and service were evaluated. Annual end of year evaluations provide accountability, but it is up to the professor to show up and work hard on a daily basis. Those who don’t: It often catches up with them later.I regarded office hours as important for students for several reasons.First, office hours provide a chance for students to ask for additional explanation or help with understanding material.Second, during advising period, office hours provide a chance for students to ask questions that go beyond just what courses to take in the upcoming semester. (Once a student seemed reluctant to answer my question: What would you like to do after graduation? Finally she said, “I want to work with dogs”. I think she was afraid I would think that was silly. I said “Great! There is a small animal handling minor that you can take in addition to the psychology major.” We can’t always help… but sometimes, we can.) Also during advising I could provide concrete help for students who wanted to be research assistants in my lab or someone else’s or who wanted to do a senior honors thesis.Third, office hours (and other interactions outside of class) potentially provide face to face interaction time that can provide support, enrichment if education, and build a sense that the university is a community.Unfortunately, my students did not come to office hours very often. (I’d like to think I explained things in class so well that they had no further questions, and that other techniques I used to find out their questions, such as collecting written questions in class and encouraging discussion, worked so well that they didn’t need more help, but I’m not sure that’s true.) Some students who came in for required advising during registration period were in a hurry and they just wanted me to sign their forms so they could go.Over the years, student experience has changed. When I was an undergrad it was unusual for students to have full time outside jobs. Many of my recent students worked 20- 40 hours a week to make money to help pay tuition. This means their schedules are full, and often not very flexible. No matter what time I post office hours, many of them simply cannot come at that time.Faculty experience has also changed, with increasing demands for research productivity and grant support. Except for students who work in the lab, this leaves less time for interactions with other students. I used to be in my office most of the time and I let my students know that drop ins were welcome most of the time, unless I posted a sign that said busy, please do not interrupt.University incentives for interactions with students have also changed. I used write a narrative activity report at the end of the year and I could describe each honors thesis project and independent study in detail, and it seemed that these were considered valuable by my department. By the time I left, the activity report had become a structured on line questionnaire, and even if I input detailed information, the report it generated for administrators had lines such as “Honors students: 4”. This, and other kinds of feedback, made me feel that administrators no longer valued this kind of contribution very highly. (I continued to spend time with students anyway and still felt it was one of the most rewarding parts of my job.A sad consequence of these changes is that relationships between faculty and students have become increasingly less personal. When the time comes to write letters of recommendation, I could write great letters for the small number of students I know well because of outside of class interactions such as work on an honors thesis. It was more difficult to find specific things to say about other students, whom I knew only through coursework.It may not be possible to change the trend toward a less personal experience of university education. Nevertheless, I think it is important for professors to be available to students (through office hours and other means). And I think it’s important for students to take advantage of these opportunities, even though students may not receive positive responsibilities.Students can take the initiative to ask questions such as these (in office hours or at other times).Where can I learn more about topic X covered in class?I want to XXX after graduation. Can you suggest things I can study to prepare for this?I am looking for research experience. Can you help me find ways to do this such as volunteer work in a lab or honors thesis?Some professors may brush you off. Try not to take it personally. They are increasingly under a lot of pressure to be research productive, and adjunct faculty who don’t have to do research tend to have stressful (and underpaid) lives. If professors frequently do not show up for posted office hours, that’s a major clue that that they do not place a high priority on interactions with students. Also, cut them some slack. Like you, we have life stress, occasional emergencies, and bad days.Sooner or later you will find a professor or two who will be pleased to help you. Office hours are one place to look for this.I know this places a burden on students to take the risk of making approaches, to take the initiative. It is well worth doing this. Professors are rarely proactive (although some will actively recruit outstanding students from their courses to work on individual projects).Students deserve to get more from the university experience than just scheduled courses.