Doctoral Learner Connections

It’s vital as a student to be successful in college, therefore starting new in a whole different social environment can take time to adjust. Students need to be accessible and be committed to their studies so that they can improve in their courses.For instance, seeking out the opportunity to meet others who want to be successful in school is a beneficial way to be more connected to going to college. Having a growth mindset can also open other ways to gain knowledge and advice from other students. Not only getting help from others is helpful to your success but putting the advice into the hard work that comes along. By reading ‘Opening Skinner’s Box’ by Lauren Slater, it reasons how many psychological

The successful completion of the doctoral program requires one to make significant sacrifices and accommodations. Majority of the doctoral students are usually motivated and eager to complete their program as soon as possible. However, many students often enroll for doctoral programs without a complete understanding of the heavy demands of such a program. The doctoral program is unique and bears little resemblance to many previous degree courses and so without the necessary accommodations one can find completing it an uphill task. Each student brings to the program his/her own set of academic strengths and weaknesses (Wisdom, & Leavitt, 2015). The attitude and abilities of each and every doctoral student is unique and so is their management of the program. Therefore, the most important ingredient to doctoral success is the capability to leverage such inherent strengths and find effective ways

For my journal entry I choose to read Online Higher Education’s Individualist Fallacy by Johann N. Neem. Johann Neem is a professor of history at Western Washington University and argues that there is a value in “Institutional culture” for the student that attends traditional classes on a college campus. According to Neem, institutional culture is important because learning is a social experience and depends on relationships since under the guidance of a professor a student will prosper, and be inspired by the energy in the classroom setting. Neem also states that professors are able to adapt easily to the needs of the students that are present in the classroom versus those who attend online. Neem, contends that distance learning undercuts institutional learning due to the fact that students are not fully engaged with their professors and can miss out

A severe underrepresentation of Black male doctoral students and earned doctorates exist in the United States (Harper, 2010). Lack of financial resources, poor academic preparation, absence of relationships with faculty, and low motivation contribute to the disparity of black males with conferred doctoral degrees (Proctor, 2009).

Since the beginning of human civilization, there continues to be a strong relationship between the state and their chosen religious institution. According to an interpretation of an anecdote of Thomas Jefferson, “He didn’t say he say he believed in the Christian God; he evaded that point. But Jefferson did agree with what all his colleagues in the founding thought that a people cannot maintain liberty without religion” (Novak, M., 2006). While the relationship is inevitable as it is used to unify a population, true government should seek as diminished a relationship as possible. While religious freedom is essential to what America was founded on, it cannot infiltrate our governmental systems

This article demonstrates how 38 faculty members across seven disciplines extend support in forming success for doctoral students. It conducts an in-depth research applying a constant comparative method in understanding faculty members’ own experiences of student success in doctoral education. It begins with summarizing relevant existent literature and the conceptual context guiding the study. Key elements in existent literature relating to doctoral success include retention, academic accomplishment, graduation, and professional socialization were also studied. The research indicates that doctoral education varies and is experienced inversely amongst the different disciplines. In examining the diversity among the disciplines, culture and framework influenced the faculty members’ conceptions of doctoral success. In addition, a common ground was established between departments directly related to institutional effects mainly focused on ranking, status, and funding observations. Of relevance, the study shows several significant conclusions such as successful completion derived from individual departmental cultural viewpoints, questioning existing institutional framework that can enable or hinder students’ success, and institutional funding. Also, the article concludes that research has only been attempted in

The journey that doctoral students face when transitioning from being a doctoral student to an independent scholar is challenging. All three articles focus on the journey of becoming an independent scholar by explaining the process and what factors lead to success. The three studies provided three common themes: Academic Success, Relationships and the progress a doctoral student makes to become an Independent Scholar. An analysis of all three studies reveal: the challenges that doctoral students face, while on their journey to becoming independent scholars. Doctoral students transition into independent scholars by achieving, academic success, developing meaningful relationships that assist students in becoming independent

important element of my success as a Scholar of Practice within this doctoral program will be my ability to balance my time and prioritize to ensure I’m able to accomplish my goal. This sacrifice means that I will now have to make myself a priority, setting limits where needed to safeguard my commitment. This will be difficult for me as I am a resource that many others rely on for a vast number of things. This is also a difficult task for many others in similar situations. The book Boundaries by Henry Cloud and John Townsend is one of the most popular resources available for people struggling to set boundaries within their everyday lives. The book is divided into three parts, what are boundaries, boundary conflicts, and developing healthy boundaries,

The purpose of this learning assessment is to discuss how new professionals prepare for their future and the decision to work at a LAC if educated in a research-intensive institution. New professionals earning a master’s degree from a research-intensive institution face challenges to socialize and match the professional expectations if misled by the “one-size-fits-all” model on institution types. Previous institution size and type influences graduate student's professional expectations while working in a new institution (Hirt, 2006). While institution type and size matters, institutions are also grounded through an institutional culture that are continuously changing but built from values, mission, language, traditions, symbols, and history

From Studies in Continuing Education., a March 11th, 2011 article, titled: “The role of relationships in the transition from doctoral student to independent scholar”, authors: Vicki L. Baker & Meghan J. Pfier highlighted the influence and the impact of relationships in the development of the doctoral student. Their research and data collected added to the validity of previous studies. However, they also sought to specifically address an area where previous inquiries had neglected to an unfortunate extent. Consequently, their inquiry addressed concerns regarding Stage 2 of the doctoral student experience. Their article correlated developing relationships, and the impact of social & professional interactions at Stage 2 of the transitioning period

Various student outcomes that are enforced by student and faculty interaction have been identified by studies conducted by Pascarella and Terenzini, varying from subject matter competence, cognitive skill and intellectual growth, attitudes and values, educational attainment, and career and choice development (Kim & Sax, 2009). Light (2004) states findings in his book that students who are the happiest and grow the most academically organized time to participate in activities with faculty members. For this reason, many programs incorporate parental involvement in the process in addition to working towards fostering relationships between students and on campus mentors (Kezar, 2000). Cuseo (2008) points out that students who lack “personal and meaningful” contact on campus can have feelings of marginalization and separation, and suggest that promotion of student faculty interaction will help students to feel a psychological

A lot of heat and controversy surrounds capital punishment in today’s society. The death penalty was built into the Texas justice system in 1835 and has retained most of its strength compared to the rest of the states. The famous motto “Don’t Mess with Texas” stands true when concerning the death penalty; In Kenneth William’s article, “Texas: Tough on Murderers or on Fairness?.” Williams states, “No one promotes this message [Don’t Mess with Texas] more than Texas prosecutors with their use of the death penalty. While the nation as a whole has become somewhat ambivalent about capital punishment, Texas prosecutors continue to seek death sentences on a regular basis, and the state

[57]. While some researchers [39], [56], have shown that drop out mostly occurs when students have finished their coursework; during the years of study when learners are working on their dis-sertation and when isolation is a common phenomenon. Others [58]–[60], have indicated that it is not the stage at which the learner is at, but rather the lack of both academic and social integration (that is, isolation itself) that affect doctoral learners’ decision to either persist with their studies or not.

In order to be an academia researcher into a particular field one must be able to gather and identify materials that are appropriate to what they are researching and what they are trying to prove or to disprove. It is imperative for the doctoral learner to be able to locate the needed information and be able to organize it

It is through better understanding the student mother experiences and the types of institutional supports they may or may not need that we can assist them in becoming more active members of the academy, staying in postsecondary education versus “stopping out” or “dropping out” and decrease the marginalization they experience in the traditional model of the university.