Author : Misti Webster Williams
Publisher :
Page : 294 pages
File Size : 39,99 MB
Release : 2003
Category : Dissertations, Academic
ISBN :
Author : Marianne Di Pierro, PH D
Publisher : New Forums Press
Page : 300 pages
File Size : 41,24 MB
Release : 2021-04-21
Category :
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 : Sonja K. Foss
Publisher : Rowman & Littlefield
Page : 465 pages
File Size : 50,86 MB
Release : 2015-10-23
Category : Language Arts & Disciplines
ISBN : 1442246154
Your dissertation is not a hurdle to jump or a battle to fight; as this handbook makes clear, your dissertation is the first of many destinations on the path of your professional career. Destination Dissertation guides you to the successful completion of your dissertation by framing the process as a stimulating and exciting trip—one that can be completed in fewer than nine months and by following twenty-nine specific steps. Sonja Foss and William Waters—your guides on this trip—explain concrete and efficient processes for completing the parts of the dissertation that tend to cause the most delays: conceptualizing a topic, developing a pre-proposal, writing a literature review, writing a proposal, collecting and analyzing data, and writing the last chapter. This guidebook is crafted for use by students in all disciplines and for both quantitative and qualitative dissertations, and incorporates a wealth of real-life examples from every step of the journey.
Author : Raymond L. Calabrese
Publisher : R&L Education
Page : 163 pages
File Size : 25,38 MB
Release : 2010-08-16
Category : 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 : Jonnie Jill Phipps
Publisher :
Page : 314 pages
File Size : 16,88 MB
Release : 2006
Category : 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 : Benita J. Barnes
Publisher :
Page : 406 pages
File Size : 16,20 MB
Release : 2005
Category : Faculty advisors
ISBN :
Author : LaSonda Wells
Publisher :
Page : 144 pages
File Size : 10,34 MB
Release : 2016
Category : 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 : Darla J. Twale
Publisher : Routledge
Page : 169 pages
File Size : 37,82 MB
Release : 2015-01-30
Category : Education
ISBN : 1317624971
This practical guide provides college and university faculty with resources for supervising and advising graduate assistants, guiding doctoral students through the dissertation process, and preparing the next generation of scholars. Exploring common situations that faculty and their graduate students encounter, this book provides the theoretical foundation and best practices for faculty to improve their advising and supervising practices. Coverage Includes: Working with part-time, online, doctoral, and masters students Supervising assistantships, fellowships, internships, practicums, and residencies Chairing dissertations and theses Preparing students for conferences and presentations
Author : Peter S. Fiske
Publisher : John Wiley & Sons
Page : 198 pages
File Size : 10,61 MB
Release : 2013-06-13
Category : Science
ISBN : 1118764412
Published by the American Geophysical Union as part of the Special Publications Series. Whether you are a science undergraduate or graduate student, post-doc or senior scientist, you need practical career development advice. Put Your Science to Work: The Take-Charge Career Guide for Scientists can help you explore all your options and develop dynamite strategies for landing the job of your dreams. Completely revised and updated from the best-selling To Boldly Go: A Practical Career Guide for Scientists, this second edition offers expert help from networking to negotiating a job offer. This is the book you need to start moving your career in the right direction.
Author : Eric Hayot
Publisher : Columbia University Press
Page : 257 pages
File Size : 38,11 MB
Release : 2014-08-26
Category : Literary Criticism
ISBN : 0231537417
Eric Hayot teaches graduate students and faculty in literary and cultural studies how to think and write like a professional scholar. From granular concerns, such as sentence structure and grammar, to big-picture issues, such as adhering to genre patterns for successful research and publishing and developing productive and rewarding writing habits, Hayot helps ambitious students, newly minted Ph.D.'s, and established professors shape their work and develop their voices. Hayot does more than explain the techniques of academic writing. He aims to adjust the writer's perspective, encouraging scholars to think of themselves as makers and doers of important work. Scholarly writing can be frustrating and exhausting, yet also satisfying and crucial, and Hayot weaves these experiences, including his own trials and tribulations, into an ethos for scholars to draw on as they write. Combining psychological support with practical suggestions for composing introductions and conclusions, developing a schedule for writing, using notes and citations, and structuring paragraphs and essays, this guide to the elements of academic style does its part to rejuvenate scholarship and writing in the humanities.
