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Flow The Psychology Of Optimal Experience

1. Confronting Myths and Realities About Part--Time Faculty Members Part One: The Current Environment for Part--Time Faculty 2. Who Are the Part--Time Faculty? 3. Employment Profiles of Part--Timers 4. External Forces Affecting Part--Time Employment 5. Money and the Use of Part--Time Faculty 6. When and Why Institutions Employ Part--Timers 7. Employment Policies and Practices 8. Participation in the Academic Community Part Two: Enhancing Education Through the Use of Part--Time Faculty 9. Recognizing the Changing Context of Academic Employment 10. Using Part--Timers to Achieve Educational Objectives 11. Developing Fair Employment Policies and Practices 12. Investing in Human Resources 13. From Invisible to Valued: Creating a New Reality for Part--Time Faculty Resources: A. Site Institutions B. Questionnaires Used in Campus Interviews

Improving the Status of Part-Timers in Higher Education

3. And financial aid has failed to keep up with ri sing costs. Most aid now comes in the form of loans, and studen ts from lower income families are less willing than more affluent students to take on large loan burdens to finance their education. There has also been a movement from need-based aid toward non-need -based aid. Fewer than 15-20 private institutions provide finan ci l aid based solely on students’ financial need.

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The Future of Higher Education

.................................................................................................................................. III! PART I: INTRODUCTION ............................................................................................................ 1! PRELUDE ........................................................................................................................................ 1! 1.

The power of high-quality connections in knowledge work : a qualitative study of knowledge sharing practices in oil exploration and management consulting

This book is not a technical manual to help doctoral students through the minutiae of conducting indepth qualitative or quantitative research. Instead, this how-to manual will focus on the practical aspects of writing and organizing a dissertation, in particular, the psychological and social hurdles that are involved. The author uses a conversational and encouraging tone along with plenty of graphics, quotes, illustrations, and sample forms to guide doctoral students through the process of preparing, writing, and defending their dissertations.Features} checklists, organizing graphics, indepth list of resources for further inquiry, quotations, illustrations, and other user-friendly elements} full of easily accessible, practical advice that is administered in small bites.} conversational, warm, and personal writing style unique to this genre.

/pdf/the-dissertation-journey-a-practical-and-comprehensive-guide-4jzmw95hlj.pdf

The Dissertation Journey: A practical and comprehensive guide to planning, writing and defending your dissertation

Little research and practice has focused specifically on Stage 2 of the doctoral student experience – the critical transition from ‘dependence to independence’. In the United States, a student completes coursework, passes candidacy exams, and begins the dissertation proposal process during Stage 2. Given the distinct experiences associated with this stage, it is important for researchers, faculty and administrators to understand each stage fully. Our goal is to shed light on how students begin to enact the academic career during this critical transition by specifically exploring the role of relationships in the identity development process. We rely on a theoretical framework that brings together sociocultural perspectives of learning and developmental networks to reveal a connection between relationships and learning. This study highlights the effects of relationships and interactions on particular strategies and experiences associated with Stage 2 of doctoral education, and therefore students' identity d...

The role of relationships in the transition from doctoral student to independent scholar

A growing body of research demonstrates that many college environments present challenges for black professors, particularly as they face institutional and personal racism. While scholars have linked these experiences to their attrition, this qualitative study explores black professors’ larger range of responses to difficult professional environments. Twenty-eight black professors employed at two large public research universities participated in this study. Findings indicate that in addition to institutional departure, black faculty respond to personal and institutional racism though a form of psychological departure and acts of critical agency, specifically forming external networks, aiming to disprove stereotypes and engaging in service activities. Thus, institutions must be mindful of the full range of responses to the racism that black professors face, not assuming the climate is hospitable simply because faculty are not leaving the institution. Rather, campuses must improve their campus environments...

https://www.jstor.org/stable/10.1086/660756

(Re)Defining Departure: Exploring Black Professors’ Experiences with and Responses to Racism and Racial Climate

https://onlinelibrary.wiley.com/doi/pdf/10.1002/aehe.20117

Mentoring Undergraduate Students

Introduction Doctoral education serves as a training ground for scholars and researchers. Across the disciplines, doctoral programs provide a professional labor force that advances national and international intellectual and economic development through both academic and nonacademic careers. Doctoral education is also a topic of growing importance, given questions about implementation costs, program effectiveness and purposes, time to degree, internationalization, and equity and diversity (Brailsford, 2010; Council of Graduate Schools and Educational Testing Service, 2010; Doan, Nathans, Anderson, & Bial, 2013; Golde & Walker, 2006; Labi, 2010; National Science Foundation, National Center for Science and Engineering Statistics, 2015). New knowledge continues to improve doctoral education (e.g., Hutchings & Clarke, 2004; PruittLogan, & Gaff, 2004), yet the connection between research and practice remains critical (Council of Graduate Schools and Educational Testing Service, 2010; Lovitts, 2004; National Science Foundation, n.d.). Investing in new knowledge about and assessment of doctoral education is only the first step; the return on that investment will come only when the resultant knowledge and better data are fed back into the world of practice. The evolution of doctoral education is dependent upon not just research, but also the efforts of the full range of stakeholders and participants in graduate education. As Wulff, Austin, and associates (2004) concluded, "university leaders, professors, and leaders of professional associations and foundations must think practically and critically about the paths to the professoriate and strategies for enriching the preparation of future faculty" (p. 12). Yet, researchers including Heathcott (2007) and Walker, Golde, Jones, Bueschel, and Hutchings (2008) have described challenges in implementing recommendations stemming from insufficient knowledge of program effectiveness and needs within institutions. Research about doctoral education favors a stage model approach, which delineates transitions according to major tasks and program milestones (Tinto, 1993; Weidman Twale, & Stein, 2001). At the doctoral level, stages are components of the educational process "that mark key transition points in students' progress toward the PhD" (Lovitts, 2001, p.40). While they do not come without their criticisms (Dall'Alba & Sandberg, 2006), stage models have served an important purpose in understanding students' development and experiences in academic settings. Tinto (1993) may have been the first to offer the stage model of doctoral education, which actually appeared as an appendix to his book about undergraduate education. In that model, Tinto (1993) argued for research about community- and structural-based strategies for supporting doctoral student persistence. He conceptualized the stages of doctoral education as transition, candidacy, and completion. Gardner (2009b) followed a similar model, using the labels of entry, integration, and candidacy. Weidman et al.'s (2001) popular stage model of graduate and professional student socialization diverged from that somewhat in defining stages as "different states of identity and commitment that are overlapping rather than mutually exclusive" (p. 11). Their model was based on four stages of anticipatory, formal, informal, and personal socialization in doctoral education. The stages of doctoral education have been theorized, defined, and labeled in slightly different ways. We rely on the 3-stage model and the labels of knowledge consumption, knowledge creation, and knowledge enactment. Researchers of doctoral education have sought to understand the various challenges of each stage of the process, as well as those that may occur across stages. In most doctoral programs, students are guided through discipline-specific goals as they demonstrate expertise and work towards degree completion. While this is similar to the traditional four-year model of undergraduate education that has guided practice in the United States and elsewhere, far less research has explored the effects and implications of doctoral education models, and the link between research and practice in this area is underdeveloped. …

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Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

Using a conceptual framework constructed around self-efficacy, this study explores specific recruitment programs that may contribute to the development of self-efficacy for students of color in the...

/pdf/increasing-diversity-in-the-geosciences-recruitment-programs-c0alzyygoj.pdf

Meghan J. Pifer

Papers

The role of relationships in the transition from doctoral student to independent scholar

(Re)Defining Departure: Exploring Black Professors’ Experiences with and Responses to Racism and Racial Climate

Mentoring Undergraduate Students

Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

Increasing Diversity in the Geosciences: Recruitment Programs and Student Self-Efficacy