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1.
Drawing on data collected through 45 interviews with faculty, doctoral students, and administrators affiliated with an interdisciplinary
neuroscience program, I examine the structure of the interdisciplinary graduate curriculum. The data presented here highlight
the challenge of such programs. I review the purpose, organization, and content of the interdisciplinary curriculum, noting
those challenges that arise. Not only do such programs require collaboration among faculty who traditionally has been highly
invested in their individual discipline or department, but they also require an active, deliberate process to foster interdisciplinary
integration and student learning. 相似文献
2.
Using a short story fiction counter-narrative, this critical race study examines how faculty of color within higher education and student affairs doctoral-granting programs bring critical epistemologies to their decision-making in the student admissions process and work to decolonize the academy despite neoliberal pressures. Faculty of color depart from current accounts of faculty decision-making in doctoral education in two key ways—by disregarding standardized measures of success and by considering diversity throughout the entire admissions process—leading us to important insights about how faculty of color differ from white faculty in their perception of and in their emphasis on diversity, equity, and justice in the admissions process. The implications are both broad and specific for creating dynamically diverse campus climates in an era of persistent challenges to affirmative action. The findings speak to the ways that those concerned with educational diversity and equity can support diversity and equity efforts in a neoliberal, color-blind environment. In a world defined by such policy and practice and a country that determines options and opportunity based on race, this study centers the voices of faculty of color in their institutions and analyzes how identity and institutional logics influence behavior. 相似文献
3.
美国博士教育的基本模式为世界各国所借鉴.但是近年来,美国国内对其博士教育存在大量的批评.这使得整个美国博士教育体系面临着巨大挑战.美国政府机构以及许多私人慈善基金会发起或资助多项针对博士生教育问题的改革.取得了不同程度的改善.这将对我国的研究生教育改革和发展带来一些启示. 相似文献
4.
The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience. 相似文献
5.
To examine the problem of underrepresentation of minority students in doctoral programs, the author utilized a mixed-methods case study of an online doctoral program in which large numbers of African American and Latina/o students were enrolled. Themes uncovered in the study centered on specific academic and nonacademic challenges, the important role of mentors, and the impact of degree completion on students. Recommendations include effective mentor–mentee matching and increased sensitivity to particular challenges for underrepresented minority students in doctoral programs. 相似文献
6.
我国教育技术学博士点经过20多年的发展,已经形成了一定的水准和规模,它是推动我国教育技术学发展的重要力量,是我国建立学习型社会的强大基础。但是,我国教育技术学的发展也遇到了前所未有的挑战。为此,教育技术学博士点建设要适应于国家相关战略规划,并推动教育技术从业者专业化发展;教育技术学学科发展应走适合自己的路,学科发展中要增强从"我"做起、从传统文化中"淘金"的意识,要有向教育以外领域"走出去"的勇气。 相似文献
7.
The authors present the findings of a qualitative study ( N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed. 相似文献
8.
Women are less likely than men to earn degrees from high quality post-baccalaureate programs, and this tendency has been growing over time. I show that, aside from the biomedical sciences, this cannot be explained by changes in the type of program where women tend to earn degrees. Instead, sorting by quality within degree program is the main contributor to the growing gap. Most of this sorting is due to the initial choice in which program type to apply to. No gender differences in selection with respect to ability or program quality arise as students progress through the admissions, enrollment or persistence choices. 相似文献
9.
AbstractThe theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. 相似文献
10.
The purpose of this study was to investigate whether there is some factor or set of factors which will predict the probability of graduation from doctoral programs. This study concentrated on two areas: (a) the factors available to the selection committee when the students apply for admission into graduate programs, and (b) those factors emerging after admission, resulting from the students' meeting program-imposed requirements for graduation. Data were collected from the file of each student admitted to the doctoral program in Educational Administration. The results of the study indicated that program variables are more important than admission variables in predicting graduation. and the technique of Path Analysis is highly recommended to study the problem of student progression through graduate departments. 相似文献
11.
In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level. 相似文献
12.
高流失率是美国博士生教育的一个显著现象,导致这一现象的部分原因在于其严格的淘汰制度。但流失和淘汰是两个不同的概念,美国的博士生淘汰率要远低于其流失率。淘汰制度仅是导致高流失率的一个因素,经济资助、制度与文化、个体因素等都是导致高流失率的重要原因。在我国博士教育规模快速增长、社会对博士教育质量产生了广泛质疑的大背景下,我们需要借鉴美国的经验和做法,建立和完善博士生教育的淘汰机制和退出机制,形成崇尚竞争、注重质量的博士生教育文化,以达到提升博士培养质量的目的。 相似文献
13.
Eighty-four students in an online health education doctoral program taking the first course in the program over one year (four quarters) were surveyed in regards to their computer, Internet, and online course anxiety, and overall course satisfaction. An 18-item anxiety tool with domains in computer, Internet, and online learning was administered in the first and last weeks of an educational research course to assess for changes in student anxiety. A 24-item satisfaction tool with domains regarding the instructor, technology, setup, interaction, outcomes, and overall satisfaction was administered at the end of the course. Results show a significant negative correlation between anxiety and student satisfaction. Student anxiety levels were in the relatively moderate range; changes in anxiety levels over time were not significant. Participants who felt anxious when using computers or the Internet, or when taking online courses experienced anxiety with other domains. 相似文献
14.
This paper describes development and delivery of the curriculum for a four-year undergraduate program in applied Information
Sciences which comprises all the aspects of information systems security. After the first generation of students graduated
in 2008, the program was evaluated by using multiple methods, including an exploration of the challenges and successes the
program underwent in the process. By reflecting on the established need for such a program and how it evolved historically,
the authors set up a baseline for comparing this program with other related programs in the field as well as with known information
systems security curriculum models. While this curriculum continues to be modified in response to requirements from the job
market and input from industry experts, some challenges for the program remain, such as scarcity of qualified instructors
to ensure seamless program delivery, having students with varied educational backgrounds in the same class, and underrepresentation
of females. Program curriculum details and useful experiential conclusions are also provided. 相似文献
15.
There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci. 相似文献
16.
Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics. 相似文献
17.
The world's predominant growth populations are largely students of color who have historically struggled for high-quality educational opportunities. Within this context, educational reformers around the globe are challenging teacher preparation programs to prepare teachers to work effectively with students from diverse backgrounds. This article reports on a cross-national study that investigates a program designed to facilitate the development of teachers who are committed to teaching culturally and linguistically diverse students. It presents an analysis of US and South African teachers’ developing discourses that revealed differences in the development of commitment among teachers who engaged in talk-related activities in a teacher education program versus those teachers who engaged in talk-related activities in addition to theory–enacting activities within diverse classrooms. Through the analysis, I explore how teachers’ developing commitment can be facilitated by carefully designed classroom activities and show how those developing commitments are revealed in the teachers’ discourse practices. My intent in presenting this investigation is to help us better understand how applications of activity theory can assist us in addressing the global challenges that face teacher education programs. 相似文献
18.
This article reports on doctoral programs in educational technology during the period 1960-70. Included are figures on degrees
granted by the 26 universities that offered such programs in 1970, by sex of recipient and degree awarded (EdD or PhD). The
author looks at faculty:doctorate and facultyistudent ratios and concludes with a plea for standards, guidelines, and accreditation
of programs. 相似文献
19.
Transformative graduate education programs (TGP) are programs that are national in scope and are intended to impact the reformation
of graduate education in the United States. We employ data from national sources and shift the unit of analysis from the individual
doctoral student to the doctoral institution as whole in order to begin to assess the impact of TGPs on the number of doctoral
degrees awarded, a critical outcome for such programs, and an educational priority in many countries. In addition, we examine
the critical issue of whether TGPs enhance Ph.D. degree conferral for women and minorities, and if they do so at STEM-oriented
institutions, typically the least hospitable of all environments for these groups. 相似文献
20.
The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use. 相似文献
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