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| Author | : Misti Webster Williams |
| Publisher | : |
| Total Pages | : 294 |
| Release | : 2003 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : Raymond L. Calabrese |
| Publisher | : R&L Education |
| Total Pages | : 163 |
| Release | : 2010-08-16 |
| Genre | : Education |
| ISBN | : 1607094517 |
This book focuses on using faculty mentoring to empower doctoral students to successfully complete their doctoral studies. The book is a collection of mentoring chapters showcasing professors and dissertation advisors from the most prestigious universities in the United States. They provide an extraordinary range of mentoring advice that speaks directly to the doctoral student. Each chapter addresses a professional or personal component of the doctoral process that represents how these exceptional faculty best mentor their doctoral students. Faculty contributions exemplify diverse perspectives of mentoring: (a) Some faculty are direct and forthright, pointing the mentee toward his/her destination; (b) some faculty share personal experiences-offering mentoring advice from the perspective of someone who traveled a similar path; and (c) some faculty structure a dialogue between the faculty as mentor and you as the doctoral student. In all cases, they open possibilities for achieving success in doctoral studies. Students discover clues to follow during their doctoral journey. Whether the student is just beginning to think about entering a doctoral program, presently taking course studies, under stress, and doesn't know what the future offers, this is an ideal book because it maps the entire doctoral process.
| Author | : Marianne Di Pierro, PH D |
| Publisher | : New Forums Press |
| Total Pages | : 300 |
| Release | : 2021-04-21 |
| Genre | : |
| ISBN | : 9781581073539 |
This book examines the intricacies of the doctoral educational process and delineates a pathway for continuous improvement designed to shape and enhance better professional relationships between dissertation advisors, new and seasoned, and their advisees. Thus, its objective is to cultivate opportunities for increased retention and graduation. The book includes critical principles, interwoven with students' and faculty's real life experiences which serve as illustrative vehicles. Moreover, its innovative approach departs from other books that provide generally only a one-dimensional view, usually from the student's perspective. The titles of many of these are couched in metaphors of survival and overcoming a threat, rather than centered in strong initiatives that lead to timely graduation in a supportive and encouraging environment. This book offers innovative leadership approaches to transport advisors and advisees to successful outcomes.
| Author | : Benita J. Barnes |
| Publisher | : |
| Total Pages | : 406 |
| Release | : 2005 |
| Genre | : Faculty advisors |
| ISBN | : |
| Author | : Jonnie Jill Phipps |
| Publisher | : |
| Total Pages | : 314 |
| Release | : 2006 |
| Genre | : Doctor of philosophy degree |
| ISBN | : |
"This research investigated the possible relationships between various levels of involvement in professional organizations and Time to Degree (TTD) and time spent as All but Dissertation (ABD) for education/counseling related doctoral students. Various other actions were examined, including professional development activities, publishing, and grant writing. Interaction with peers, adviser(s), and committee members were explored for what role, if any, they play in the doctoral student's TTD and/or time spent as ABD. Survey questions were developed to measure variables in seven categories: Professional Organizations, Professional Development Activities, Publishing, Grant Writing, Doctoral Support Groups, Interaction with Adviser(s), and Interaction with Committee Members. Email addresses were collected from Colleges of Education on university web sites, educational research conference presenters and attendees, and the online AERA membership directory. In October 2006, an invitation to participate in the online survey was distributed to over 11,200 potential participants. After collecting responses for two weeks, the data was downloaded and analyzed. The initial data set consisted of 1,340 responses and this research focused on a sub-set of 723 individuals who possess a doctoral degree in the field of education or counseling. Various interactions with the adviser(s) and/or committee members appear to have the greatest impact on lessening both TTD and time spent as ABD. This includes meeting with the adviser(s) and committee members on a regular basis, and frequency of meeting with the adviser(s) and/or committee members. Communicating and sharing ideas regarding research with peers was also found to have a significant effect on completing the degree program in a timely manner. A few variables were found to lengthen the TTD and time spent as ABD; for example, serving on various sub-committees. Having an adviser or committee member leave the university was found to be detrimental to degree completion, as well as having to replace a committee member. In conclusion, it is essential to stay in contact with the adviser and committee members, especially during the dissertation phase of the program. There are many opportunities to become involved in professional activities, choose wisely where you spend your time and stay focused on the ultimate goal of completion."--Abstract.
| Author | : Christine Pearson Casanave |
| Publisher | : University of Michigan Press |
| Total Pages | : 177 |
| Release | : 2014-09-15 |
| Genre | : Education |
| ISBN | : 0472036009 |
“This very readable book is what every graduate student needs as they start their program. I wish my own MA and PhD students, during my 40 years of supervising, could have been demystified by having Casanave's ‘textual mentor' as a companion." --Merrill Swain, Professor Emerita, OISE, University of Toronto “Before the Dissertation is an insightful, relevant, and accessible resource for doctoral students at any stage. Full of reflections and advice not found in other books, it serves as an indispensable guide for students and their supervisors. And the dispelling of myths is a superb idea!” --Robert Kohls, PhD candidate, University of Toronto Unlike other books on doctoral dissertation writing, Before the Dissertation is designed for students in the social sciences who are still in the early stages of doctoral study or for master's-level students considering entering doctoral programs. It addresses concerns pertinent to both first and second language users of English. It focuses on purposes for doctoral dissertation writing, topic choice and development, choosing and working with advisers, reading and informal writing, and quality-of-life issues. Faculty advisers who wish to reduce student attrition are also urged to read this book and to work with students at early stages of dissertation projects. Each of the nine chapters begins with a common myth about advanced academic work that is then dispelled. The chapters also pose questions that connect issues directly with individual readers so as to help them make sensible decisions about their doctoral work. The book could be used in graduate classes on issues in doctoral study or dissertation planning, and it can be a companion (textual mentor) to individual students who wish to reflect on their decision to pursue doctoral study/doctoral project. This book may also help instructors and advisers understand the kinds of obstacles faced by students that tend to impede or halt progress.
| Author | : LaSonda Wells |
| Publisher | : |
| Total Pages | : 144 |
| Release | : 2016 |
| Genre | : Counseling |
| ISBN | : |
High attrition rates among doctoral students are of great concern. Based on national statistics in the United States, at least 50% of students who start a doctoral program do not complete their degree (Council of Graduate Schools, 2008; Lovitts, 2000). Although factors leading to attrition can vary given the individual student and the discipline, the faculty-student relationship is the most commonly noted problematic factor across disciplines (Fedynich & Bain, 2011; Lovitts, 2001). However, the research on doctoral advisor-advisee relationships remains sparse, particularly in counselor education (Protivnak & Foss, 2009). The purpose of this study was to explore the demographic profile of counselor educators during the dissertation phase of their doctoral programs by examining counselor educators' expectations of an ideal mentor, perceptions of their advisory working alliance and perceptions of their advisors' willingness to mentor, as experienced during the dissertation phase of their doctoral programs. Additionally, this study explored the relationship of these perceptions and cross-cultural advising based on differing gender, race, or both with time-to-degree. This study was motivated by five research questions: (1) What were the ideal mentor expectations of counselor educators during the dissertation phase of their doctoral programs? (2) What were the perceived advisory working alliance experiences of counselor educators during the dissertation phase of their doctoral programs? (3) What is the relationship between perceived advisory working alliance as measured by the AWAI-S and time-to-degree? (4) What is the relationship between perceived willingness to mentor and time-to-degree? (5) What is the relationship between cross-cultural advising based on differing gender, race, or both and time-to-degree? The research design chosen for this study was retrospective cross-sectional survey design. The data were collected through three online self-administered instruments (a) the Ideal Mentor Scale (IMS; Rose 2003, 2005); (b) the Advisory Working Alliance Inventory-Student Version (AWAI-S; Schlosser & Gelso, 2001); and (c) a demographic questionnaire. The researcher utilized a purposive sampling method to solicit full-time and adjunct counselor educators working in CACREP-accredited master's and doctoral counseling programs across the United States. Participants were encouraged to reflect on their experience during the dissertation phase of their doctoral program. The findings support that the phenomenon of mentoring in doctoral education is as valued and expected in Counselor Education as it is in other disciplines. However, there was neither a statistically significant relationship between time-to-degree and perception of dissertation advisory working alliance, nor did advisory working alliance, perception of advisor's willingness to mentor, or cross-cultural advising relationships predict time-to-degree. However, expectations of an ideal mentor and the perceptions of the advisory working alliance provided insight into the dissertation advising experiences of counselor educators. Limitations of this study, implications for Counselor Education and doctoral training and recommendations for future research are identified.
| Author | : Rosemary Papa-Lewis |
| Publisher | : |
| Total Pages | : 222 |
| Release | : 1983 |
| Genre | : |
| ISBN | : |
| Author | : Tasia C. Bryson |
| Publisher | : |
| Total Pages | : 153 |
| Release | : 2021 |
| Genre | : Critical race theory |
| ISBN | : |
An advisor is often the most central and powerful person influencing a student's trajectory through graduate school (Barnes & Austin, 2009). This dissertation consisted of three articles that focused on the impact of the advisor-advisee relationship among Black and Latino/a/x students in STEM graduate programs at predominantly White institutions (PWIs) from the student perspective. Two frameworks were used to analyze data and guide the research: Black Feminist Thought (BFT) and Critical Race Theory (CRT). BFT was used to explore Black women's experiences at Predominately White institutions as it provides an in-depth understanding of Black women's perspectives. CRT was used when exploring Black and Latino/a/x students because it focuses on race and racism and challenges traditional paradigm methods and text impacts communities of color. Using a qualitative research approach, data were collected through six unique semi-structured interviews over three years with each participant. The interviews were audio-recorded, transcribed, and then analyzed with emergent coding. This study's data emerged from a more extensive study focusing on the experiences of Black and Latino/a/x students enrolled in STEM/SBE graduate programs at three PWIs in the Midwest. Purposeful sampling was used from this larger population to identify nineteen Black and Latino/a/x students in STEM graduate programs for a more in-depth analysis of the advisor- advisee relationship. Findings suggest students select their advisors for various reasons: personality compatibility, lab availability, research interest, funding, and faculty interest in working with a student. Participants reported that their relationship with their advisors changed over time. Accessibility, trust, and communication were recurring themes that influenced the advisor-advisee relationship. Advisors influenced Black and Latino/a/x students’ career decisions when they asked about career interests, discuss career options, be a role model, and assisting with networking and resources. Findings from this study may help inform advisors on how to assist minority advisees at PWIs better.
| Author | : Elizabeth M. Higgins |
| Publisher | : |
| Total Pages | : 154 |
| Release | : 2015 |
| Genre | : Counseling in higher education |
| ISBN | : |
Academic advising is viewed as an important aspect of a successful college experience, yet it is difficult to link the relational fit of a dyadic pair to the academic advising experience of students and their advisors. The purpose of this study was to explore how college students and advisors within academic advising relationships perceive their relational fit and how the fit influences the college academic advising experience. Ten faculty-student advising pairs participated in this study. The researcher utilized a collective case study approach to examine the relational nature of bounded pairs in the advising context. Peplau's interpersonal relations theory provided the lens to explore the scaffolding of relational development within a professional practice. The participants revealed that the connectedness between the advising pair was influenced by the development of the relationship over time. The participants perceived that the authenticity of the faculty advisor created the foundation for relational growth and an increase in connectedness between the pair. In addition, the independence of the student partner is the culminating outcome of the relational learning experience. The findings are relevant for institutional leaders, advising practitioners, students, and individuals who study the field of academic advising. Additional research is needed to explore the influence institutional and student type has on the development of relational fit of bounded advising pairs in the academic advising context.
