Understanding graduate school aspirations: the effect of good teaching practices

Abstract

This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.

Beyond the Baccalaureate: Factors Shaping Latina/o Graduate Degree Aspirations

“…However, this was only the case for African American undergraduate students, identifying as Hispanic did not significantly change the odds of applying to graduate or professional school as compared with White students. Hanson et al (2016) found a similar pattern in that undergraduate students whom identified as a Student of Color had a positive effect and increased the odds of having postbaccalaureate degree aspirations. In addition, gender differences have been observed when examining aspirations to pursue graduate education.…”

“…National trends of entering college students in 2006 showed that about 40% of Latinas/os aspired to earn a master’s, but only 34.1% of Latinos aspired to earn a PhD, MD, JD compared with 39.6% of Latinas (Hurtado et al, 2008). Precollege aspirations are particularly important to consider as studies have shown the strong relationship between these initial goals and aspirations by the end of college (Hanson, Paulsen, & Pascarella, 2016; Pascarella et al, 2004).…”

“…College GPA, for example, has been a significant predictor of graduate degree aspirations (English & Umbach, 2016). Major selection also has been found to influence degree aspirations, specifically, majoring in a biological science, physical science, education, professional, or a social science field increased the odds of postbaccalaureate degree aspirations after 4 years of college (Hanson et al, 2016). Another study also found that students majoring in education were more likely to aspire to earn a graduate degree but those majoring in computer or information sciences, engineering, health-related fields were not significantly different in their aspirations compared with those in business (English & Umbach, 2016).…”

Influencing Factors on the Pursuit of Graduate Degrees in Agricultural Social Sciences

“…Higher education aspirations are on the rise and are often treated as an expectation for most high school graduates (Eagan et al, 2014). With the increasing number of students interested in post-baccalaureate graduate education, researchers, policy-makers, and educators have become particularly interested in what experiences encourage or discourage students from considering postbaccalaureate education (Hanson, Paulsen, & Pascarella, 2016;Millet, 2003). Previous research on graduate degree aspirations focused primarily on American students' background characteristics such as race, sex, and socioeconomic status (Pascarella, Wolniak, Pierson, & Flowers, 2004).…”

Comparative Analysis of Two Teaching Methods for Large Classes

“…-Student-faculty interactions within and out of classes promote student commitment and motivation [7], [9].…”