Annotated Bibliography
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5-17. http://dx.doi.org/10.1080/0158037X. 2010.515569
Baker and Pifer present a strong argument for more research in the role that relationships play in a doctoral student’s journey. The authors refer to the doctoral journey being a three stage process; stage 1 occurs from admission through the first year of coursework, stage 2 is the completion of course work through the start of the distortion process, and stage 3 the student focuses on the completion of their dissertation. While the authors found that prior research has been done examining both stages
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1 and 3 of the doctoral journey. They found that little research had been done examining stage 2. The authors suggest that stage 2 is important due to the transition from being dependent on faculty to provide guidelines through the structure of coursework to the independence of being a scholar-in-training. The authors found that researchers consistently suggest that identity development is an important milestone of the transition from student to doctor but again few studies have been completed. Baker and Pifer question the connection between developmental relationships, learning and identity development. To complete their study the authors utilized the interdisciplinary framework developed by Baker and Lattuca that brings together developmental network theory and sociocultural perspectives of learning. The author’s use of interdisciplinary framework is based on the idea that it would allow them to examine how both relationships both within and outside the academic community could influence a student’s professional identity. The authors interviewed 31 doctoral students within Valley University’s College of Business. The University’s College of Business offers both PhD and DEd degrees although a breakdown is not given a percentage of each degree that the sample is working to complete. Utilizing a semi-structured interview protocol the authors captured information on key, experiences, challenges, goals for performance, key relationships, types of support, and identity. While program structure and climate are integral parts of a doctoral program the authors found in through their research that relationships are equally as important to a doctoral education. They emphasize that good relationships and interactions with peers and faculty are key in the transition from student to scholar. The authors do acknowledge that the research was grant funded from the Hewlett-Mellon Fund for Faculty Development at Albion College. Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383-406. doi: 10.1353/rhe.0.0075 Gardner identifies via her literature review that that success has been a widely examined topic in higher education research.
Even with the abundance of research Gardner finds the true definition of success within doctoral education to be elusive. The author comments on several outcomes including grade point average, retention, degree completion, and professional competencies; as indicators of doctoral student success. While Gardner does not limit the importance of these indicators as signs to the success of a doctoral student. The author conveys that understanding of these indicators is needed to conceptualize success within doctoral education. Again, while each of these indicators may be utilized to prove success of a doctoral student. Gardner argues that each academic discipline is unique in culture and the experiences that it provides. With this in mind the author is guided by the question: How does disciplinary context and culture influence understanding of success in doctoral …show more content…
education? Gardner’s sample includes 38 faculty from seven disciplines at a large research-extensive institution located in the southern United States. The seven disciplines were selected for two reason; 1) to represent discipline diversity and 2) a previous study had determined that these seven disciplines represented both the highest and lowest completion rates over a 20-year period. The 38 faculty represented were selected based on the seniority and who worked most intensively with doctoral students. Research was collected via a loosely structured interview to allow respondents to diverge from structured questions to explain context of responses. Gardner utilized both Biglan’s (1973) and Becher’s (1981) models to conceptualize the differences and classify each of the seven disciplines. Gardner’s findings a show that disciplinary culture influenced faculty conceptualization of perceived success of their doctoral students within their program.
While Gardner found that department culture had an influence on the perceived success of doctoral students. The findings did not necessarily correlate with Biglan’s (1973) and Becher’s (1981) models of disciplinary culture. The author highlights multiple influence that affect the culture and perceived success of doctoral students including focus on status, funding, cohesion and mutual respect, professional productivity, self-direction and motivation, and assistantship placements. Overall Gardner points out the importance to understand how a disciplines culture has the ability to effect the success of a doctoral
student. The authors do acknowledge that the research did receive funding from the Alfred P. Sloan Foundation. Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564. Retrieved from http://www.naspaa.org/JPAEMessenger/Article/VOL20-4/09_Smith%20Hatmaker.pdf In the article Smith and Hatmaker examine, how doctoral students learn to be academic professionals. The focus was specifically on public affairs doctoral students as shown in the sample. Via the examination of a sample of 27 doctoral students. The authors got there sample by offering a professional development workshop that was geared toward public affairs doctoral students that were interested in careers in academia. The studies particpants came from 25 universities located in 6 different countries. It is worth noting that only seventeen participants were enrolled in a public affairs doctoral program while ten participants other academic disciplines. Also that seven participants had recently graduated from there doctoral programs while the rest of the participants had either entered candidacy or were working on their dissertation at some level. The article does not list this as a limited factor but wide range of participants in different stages of their doctoral journey could provide a skew in the data. The authors collected data via a semi-structured phone interview. The authors found that the doctoral students that were interviewed showed a great deal of consensus regarding how they were learning to be an academic professional. Smith and Hatmaker found four shared characteristics as they examined the student’s interviews that the participants believed to have led to growth and increased competences to become an academic professional. These being institutionalized socialization, faculty mentoring, student proactivity and serendipity.
When one enters a new academic discourse community, they experience a rite of passage, a coming-of-age passage. The rite of passage is the process of the individual’s detachment from their former community, preparation for this new phase of life, and the reappearance into society except with a new status. In this case, the new status is student of higher learning. In any case, the rite of
In this post I will explain my understanding of the McClintock Scholar-Practitioner model as well as the Practitioner-Scholar expectations, specifically here at Capella University. As I compared McClintock’s Scholar-Practitioner model and Capella’s Scholar-Practitioner Learning Model, I learned much in regards to the role of each. After analyzing the Capella’s Scholar-Practitioner Model, I found that there are evident levels in learning. Looking at the learner’s side of the Scholar-Practitioner Continuum, there are distinct roles aligned with the direction of the continuum. It starts with the Reflective-Practitioner, at the Baccalaureate Level. Next on the Continuum is the Practitioner-Scholar at the Master’s Level. At this level Capella graduate
This is why the complex relationships can influence a person’s change in perspectives and a change to their
Learning can occur by design, through study or instruction, or unintentionally simply through experience (Driscoll, 2015). Capella University graduate programs build from the reflective-practitioner model to the practitioner-scholar methodology of learning. All U.S graduate degree programs are designed by faculty experts in their fields and involve advanced, focused study in a scholarly experience that goes beyond the bachelor’s degree. According to Gullahorn (2004), Students' active involvement in the learning and discovery process is promoted by faculty mentoring and frequent interaction between faculty and students as well as among students in structured and informal settings. Together, the faculty and students form a graduate community of scholars that enhances learning and discovery as well as personal growth and professional socialization (p. 204 – 207).
In this book, Bauerlein argues that technology as a whole has had the opposite of its intended effect on American youth. According to his argument, young adults in the United States are now entirely focused on relational interactions and, in his view, pointless discussions concerning purely social matters, and have entirely neglected intellectual pursuits that technology should be making much simpler. He calls on various forms of data in order to prove that the decline is very significant and quite real. This book is meant to be a thorough and compelling study on the reality of what technology has caused in the U.S.
the relationships being investigated because of this, just as a relationship between a teacher and a
"John Fitzgerald Kennedy." Historic World Leaders. Gale, 1994. Biography in Context. Web. 9 Jan. 2014. Article.
Rita Pierson has been a child educator for over forty years, teaching junior high, elementary school, and special education. She was also a testing coordinator, an assistant principal, and a counselor, bringing a special energy into every role. Rita Pierson gives this speech to an intended audience of educators throughout the world, showing how relationships can affect a child’s academic studies. I believe Rita’s speech is appropriate for her intended audience because there are some educators out there who do not believe in relationships can alter a child’s view on education.
“Relatedness affects individuals' motivation and behavior by way of positive influences on other self-processes relevant to achievement motivation” (Dawson, M., Martin, A., p.330). This shows a positive relationship between feeling connected to others and determination to accomplish goals. Similarly, a positive relationship between managers and their employees can help employees to develop self-determination that can ultimately lead them to complete their tasks.
The study, which was conducted at a Level III Neonatal Intensive Care Unit in Southeastern United States, evaluated twenty-four premature infants between 32 to 40 weeks of age on the effects of music therapy to reduce inconsolable crying episodes. Along with inconsolable crying, heart rate, respiratory rate, oxygen saturation, and mean arterial pressure were also measured. Two groups were randomly divided in the study, which was conducted over a four day period. Group A was exposed to lullaby music and received standard nursing interventions on days one and three, and group B was exposed to both interventions on days two and four. The alternate days for each group included standard nursing interventions only. The length of inconsolable crying and the physiological data were observed, measured, and recorded using a research design tool. On days in which music therapy was incorporated, infants were inconsolable approximately three times fewer, with the episodes lasting about 18 minutes less a day then on non-music exposure days. Physiologic measures were also improved for the days the infants listened to music versus the days when they did not.
Health for All: The Promise of the Affordable Health Care Act for Racially and Ethnically Diverse Populations
This article argues that there is a clear understanding of what crimes the Uniform Crime Report (UCR) measures. Citizens and the police are both in general agreement about what a serious crime is as it involves many different factors that make it a serious crime. The police and citizens are both part of the decision making process when classifying an incident as an index crime. The decision making process involves the following steps that are taken: defined by the victim, determined by the police, obvious accounts for most of the changes in whether a crime should be reported and officially recorded, personal characteristics of the offender, and the effects suffered by the victim. Studies show that crimes are reported to the police because the victim was greatly affected by the crime committed. Studies even show that not all crimes are reported to the police because the victim has a reason not to. I intend to use this article for my research to for my research project to explain why victims would report or not report a crime to the police.
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., & MacGibbon, B. (2008, June 3). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. CMAJ, 178(12), 1555-1562. Retrieved November 12, 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2396356/
These relationships help manage our emotions through constant interaction and provides an open line of communication whenever or wherever it may be needed. However, this poses a question; can humans survive without interpersonal relationships? According to the online scholarly article titled: “Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice” we emphasize just how critical and essential the perks obtained through these relationships are. Through these relationships we “theorize the concepts of academic morality on the strong and healthy relationships students establish” (Martin, 2009). Through interactions and through the successful and unsuccessful relationships we develop throughout our lifetime, we accumulate
Lastly, it was a great opportunity to conduct interviews with Dr. Githens and Mr. Collins. I could reaffirm the motivations and the reasons why I want to pursue a doctoral degree. Having the suggestions from the two great scholars, I have more confidence that I can concentrate on the important components of what it takes to be a successful scholar. The way to be a scholar is a long road, time-consuming, and particularly difficult work expected of pursing the doctoral degree; however, it will allow me to see the impact and growth on an individual’s development. I look forward to continuing on the next level of my education in human resource development. I believe that the way to be a professional scholar is a never-ending road, and the most important thing is to keep learning, thinking and being critical with a passion.