The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community

Carter-Veale, Wendy Y.; Tull, Renetta G.; Rutledge, Janet C.; Joseph, Lenisa N.

doi:10.1187/cbe.16-01-0081

Cited by 39 publications

(30 citation statements)

References 38 publications

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“…PROMISE provides URM graduate students with opportunities to connect with peers from several institutions in activities such as Dissertation House, the Research Symposium, and the Summer Success Institute that support graduate student retention and professional growth (Tull et al, 2012). A strength of the PROMISE program is its ability to connect students with additional support mechanisms such as additional faculty mentors and peers from their own and other institutions, many of whom share some of the students' identities (Carter-Veale, Tull, Rutledge, & Joseph, 2016;Tull et al, 2012). Table 1 provides descriptive data on our four participating institutions, which range in graduate student population from 690 to 10,614.…”

Section: Methodsmentioning

confidence: 99%

Sense of Belonging and Its Contributing Factors in Graduate Education

O’Meara

Griffin

Kuvaeva

et al. 2017

IJDS

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Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducted an exploratory, cross-sectional survey study of graduate students at four public doctoral and comprehensive universities in Maryland, USA. All four institutions were participating in the NSF-funded PROMISE program, which strives to support the retention and academic success of women and underrepresented minority (URM) graduate students. A total of 1,533 graduate students from these four institutions completed the survey. To analyze our data, we used Structural Equation Modeling (SEM) to test direct and indirect effects of multiple latent variables (i.e., gender, race/ethnicity, STEM affiliation, critical mass of women, participation in the PROMISE program, sense of belonging) on each other. Contribution: Research found that sense of belonging influences graduate student retention and success. Thus, gaining a better understanding of the factors that influence graduate student sense of belonging can help improve retention and completion rates, an important issue as national seven-year completion rates have hovered around 44% in the United States. Completion rates have been even lower for women and URM students (i.e., African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders) compared to White students, making sense of belonging an important topic to study for these populations. Findings: We found that professional relationships matter most to graduate student sense of belonging. Professional relationships influenced graduate student sense of belonging more than reported microaggressions and microaffirmations, though they also played a role. We also found differences based on students’ identity or group membership. Overall, microaffirmations played a bigger role in female graduate student sense of belonging and the eco-system of non-STEM programs seemed to have more facilitators of sense of belonging than the ecosystem of STEM programs. Recommendations for Practitioners: We recommend that graduate programs think strategically about enhancing sense of belonging in ways appropriate to the distinct culture and nature of graduate education. For example, departments can make efforts to support sense of belonging through creating community-oriented peer networks of students, transparent policies, and access to information about resources and opportunities. Programs such as PROMISE can support the retention and success of women and URM graduate students, but aspects of these programs also need to be incorporated into graduate programs and departments. Impact on Society: Because graduate student sense of belonging has been found to impact stu-dents’ interest in careers in academia, fostering graduate student sense of be-longing could be a tool for improving pathways to the professoriate for groups that are typically underrepresented in academia such as women and racial or ethnic minorities. Increasing the number of women and URM faculty could, in turn, positively impact the support available to future URM students, which could positively influence future URM students’ sense of belonging. Future Research: Sense of belonging is an important area for future graduate education research and should be studied through survey research with a larger sample of U.S. students than the current study. Sense of belonging is relevant to graduate education worldwide. Future studies might explore graduate student sense of belonging in different national contexts and the role culture plays in shaping it. Moreover, changes in graduate student sense of belonging over the course of their program should be assessed.

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Section: Methodsmentioning

confidence: 99%

Sense of Belonging and Its Contributing Factors in Graduate Education

O’Meara

Griffin

Kuvaeva

et al. 2017

IJDS

View full text Add to dashboard Cite

show abstract

“…For example, "Preparing Future Faculty" (PFF) and "Alliance for Graduate Education and the Professoriate" expose upper-level graduate students to different institutional types (Lynch & Sears, 2011), provide opportunities for students to develop their teaching skills (Purdy et al, 2003), and provide supportive networks of faculty and peers (Carter-Veale et al, 2016). Through these programs, students "try on" the roles of faculty (McCord et al, 2014), and learn about the range of faculty responsibilities (teaching, research, and service).…”

Section: Socializing Practices That Influence Intentions For Faculty mentioning

confidence: 99%

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

Burt

2018

American Educational Research Journal

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This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) AbstractThis article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or not choose to pursue faculty careers. A thirteen-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: 1) social identities and personal factors; 2) sociocultural factors; 3) participation, interactions, and learning in research group experiences; 4) faculty prototype; 5) social comparisons; and, 6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of research group experiences that may promote greater interest in and identification with the professoriate.

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“…Так, иностранными авторами дан анализ современного состояния и перспектив развития докторских программ в системе европейского пространства высшего образования 3 [14]. Также учеными подробно изучены особенности подготовки профессиональных исследователей в современных условиях [15]; взаимосвязь между удовлетворенностью процессом обучения и качеством исследовательского образования [16]; вопросы организации приема и аттестации обучающихся [17]; карьерные перспективы выпускников [18]. В контексте нашей работы представляет интерес организационная модель магистратуры как первого этапа подготовки высококвалифицированных научных работников, реализованная в университетах Франции [19].…”

Section: обзор литературыunclassified

Integrated Programmes for Master’s Degree and PhD Students

Bednyi¹,

Kuzenkov²

2017

IntegrEdu

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Введение: целью статьи является анализ новой модели подготовки научно-педагогических кадров высшей квалификации на основе интеграции образовательных программ академической магистратуры и аспирантуры. Новая модель исследовательского образования основана на преемственности аспирантских программ с программами магистратуры академической направленности. Она позволяет реализовать процесс последовательного формирования исследовательских и преподавательских компетенций в рамках единой образовательной траектории, нацеленной на защиту кандидатской диссертации. Интегрированные программы призваны обеспечить на содержательном и организационном уровне подготовку студентов к профессиональной карьере в академической сфере. Материалы и методы: методологической основой создания модели является компетентностный подход. Методы создания интегрированных образовательных программ «Академическая магистратура -аспирантура» состоят в согласовании систем компетенций второго и третьего уровней высшего образования, а также в применении модульного подхода при проектировании учебных планов, что обеспечивает оптимизацию содержания подготовки профессиональных исследователей и преподавателей высшей школы. Результаты исследования: разработан новый подход к организации целевой подготовки научно-педагогических работников, предусматривающий единство и непрерывность исследовательской и образовательной подготовки на втором и третьем уровнях высшего образования, создание оптимальных индивидуальных образовательных траекторий, завершающихся защитой кандидатской диссертации. Сформирована модель интегрированных программ «Академическая магистратура -аспирантура», которая поясняется на примере подготовки специалистов в области математического моделирования. Обсуждение и заключения: предложенная в работе модель обучения на втором и третьем уровнях высшего образования позволяет оптимальным образом выстроить академические программы, ориентированные на подготовку научных работников и вузовских преподавателей. Результаты работы представляют интерес для исследователей высшего образования, научно-педагогических и административных работников высших учебных заведений, занимающихся вопросами подготовки и аттестации специалистов высшей научной квалификации.Ключевые слова: академическая магистратура, аспирантура, подготовка кадров высшей квалификации, интегрированная программа, компетенция, учебный план, учебный график Благодарности: работа выполнена при поддержке Министерства образования и науки России (госзадание, проект № 27.4318.2017/НМ от 13 февраля 2017 г.).Для цитирования: Бедный Б. И., Кузенков О. А. Интегрированные программы подготовки научно-педагогических кадров высшей квалификации // Интеграция образования.Introduction: the aim of this study is to develop a new model for training highly qualified academic and research staff based on the integration of academic master's degree and PhD programmes. The new model of research-focused education is based on the continuity of PhD programmes with academic master's programmes. It enables the implementation of consistent...

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The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community

Cited by 39 publications

References 38 publications

Sense of Belonging and Its Contributing Factors in Graduate Education

Sense of Belonging and Its Contributing Factors in Graduate Education

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

Integrated Programmes for Master’s Degree and PhD Students

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