Ghali Samantha, Goral Mira, Salama Heba
Child Language Doctoral Program, The University of Kansas, Lawrence.
Department of Speech-Language-Hearing Sciences, Lehman College & The Graduate Center, The City University of New York, Bronx.
Perspect ASHA Spec Interest Groups. 2021 Dec;6(6):1820-1824. doi: 10.1044/2021_persp-21-00159. Epub 2021 Dec 17.
This article describes a framework for developing international research collaborations among graduate students. Central to this framework is the utility of institutional and association-based academic mentorship programs in developing collaborative partnerships. We illustrate how the American Speech-Language-Hearing Association's Mentoring Academic Research Careers program served as a vehicle for fostering remote collaboration and provided training experiences for graduate students during the COVID-19 pandemic.
This model successfully supported doctoral students in developing an ongoing and sustainable research partnership during a challenging time when in-person networking opportunities were unavailable. This partnership provided a unique pathway for professional development that complemented formal academic training. More broadly, international collaboration experiences such as these provide valuable, skill-based training for all students, such that they are better equipped to serve diverse populations and as members of diverse teams. We offer recommendations for others endeavoring to develop international collaboration initiatives for students paired with mentorship.
本文描述了一个研究生开展国际研究合作的框架。该框架的核心是基于机构和协会的学术指导计划在发展合作关系方面的作用。我们举例说明了美国言语语言听力协会的“指导学术研究职业”计划如何成为促进远程合作的工具，并在新冠疫情期间为研究生提供培训经历。
该模式成功地支持博士生在面对面交流机会无法实现的具有挑战性的时期建立持续且可持续的研究合作关系。这种合作关系为职业发展提供了一条独特的途径，对正规学术培训起到补充作用。更广泛地说，这样的国际合作经历为所有学生提供了宝贵的、基于技能的培训，使他们更有能力为不同人群服务并成为不同团队的成员。我们为其他致力于为学生配对导师开展国际合作倡议的人提供建议。
