scholarly journals Policy Brief: Departmental Policies to Improve Mentorship for Graduate Students

2021 ◽  
Author(s):  
Aliya Hoff
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Student Success ◽  
Graduate Student ◽  
Student Outcomes ◽  
Performance Evaluations ◽  
Departmental Leadership ◽  
Graduate Student Success ◽  
The Relationship

The relationship between an advisor and student is one of the most important factors in predicting graduate student outcomes, yet the vast majority of faculty never participate in formal mentorship training. Furthermore, few mechanisms of accountability exist to assess the quality of mentorship that graduate students receive. Departmental leadership must take responsibility for graduate student success by enacting policies and structures to ensure all students receive effective and equitable mentorship. I recommend that departments reward effective mentorship in performance evaluations and hiring, tenure, and promotion decisions. Providing incentives to develop mentorship competencies will catalyze faculty adoption of recommended best practices.

Graduate Students' Perceptions of Outstanding Graduate Advisor Characteristics

2007 ◽  
Vol 27 (2) ◽  
pp. 28-35 ◽  
Author(s):  
Jennifer L. Bloom ◽  
Amanda E. Propst Cuevas ◽  
James Warren Hall ◽  
Christopher V. Evans
Keyword(s):  
Grounded Theory ◽  
Graduate Students ◽  
Student Success ◽  
Graduate Student ◽  
Role Models ◽  
Practice Theory ◽  
Research Practice ◽  
University Of Illinois ◽  
Graduate Student Success ◽  
The University

The advising literature confirms the graduate student–graduate advisor relationship as the most important factor in graduate student success. To better understand the characteristics of graduate advisors that students find most helpful, we conducted a grounded theory study with a constructivist design that involved a qualitative textual analysis of Outstanding Graduate Advisor of the Year Award nominations from MD-PhD students enrolled in the Medical Scholars Program at the University of Illinois at Urbana-Champaign. Five major themes emerged from this analysis, and the results indicate that students perceive the following graduate-advisor characteristics to be most helpful: demonstrated care for students, accessibility, role models in professional and personal matters, individually tailored guidance, and proactive integration of students into the profession. Relative Emphasis: research, practice, theory

Graduate Students of Color

2016 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
David L. Brunsma ◽  
David G. Embrick ◽  
Jean H. Shin
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Literature Review ◽  
Student Success ◽  
Graduate Student ◽  
Students Of Color ◽  
Student Experiences ◽  
Graduate Students Of Color ◽  
Graduate Student Success ◽  
Great Stress

The graduate student experience, for many, can be a time of great stress, insecurity, and uncertainty. Overwhelmingly, studies verify that good mentoring is one of the best indicators of graduate student success. In this literature review, we outline in detail previous research that attest to these experiences, and pay specific attention to the experiences of students of color. In general, our read of the literature suggests that academia, in general, and sociology, in particular, does not do a good job of mentoring graduate students of color. We begin our essay with an overview of graduate student experiences. Next, we discuss the mentoring side of the equation, addressing reasons that might explain variations in how students are mentored in higher education. Finally, we end with some thoughts on what faculty and departments can do to address the inadequate mentoring of graduate students of color.

scholarly journals Graduate Student-Athletes: An Examination of Identity Roles and Transition

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Amanda Blakewood Pascale ◽  
Elizabeth Gregg ◽  
Andrea Buenano
Keyword(s):  
Graduate Students ◽  
Student Success ◽  
Role Conflict ◽  
Graduate Student ◽  
Student Athletes ◽  
Graduate Programs ◽  
Transition Theory ◽  
Graduate Student Success

Increasingly, student athletes are enrolling in graduate programs with remaining athletic eligibility. From identity role conflict and transition theory approaches, this study examines how graduate student athletes develop by negotiating their identities as both graduate students and as athletes. Implications for collegiate administrators, coaches, and faculty who seek to support graduate student success and transition out of sport are discussed.

The Flip Side of the Attrition Coin: Faculty Perceptions of Factors Supporting Graduate Student Success

10.28945/3618 ◽  
2016 ◽  
Vol 11 ◽  
pp. 419-439 ◽  
Author(s):  
Joanna A Gilmore ◽  
Annie M Wofford ◽  
Michelle A Maher
Keyword(s):  
Graduate Students ◽  
Student Success ◽  
Graduate Student ◽  
Faculty Perceptions ◽  
Relevant Literature ◽  
Comparison Method ◽  
Future Research ◽  
Graduate Faculty ◽  
Faculty Advisors ◽  
Graduate Student Success

Doctoral attrition consistently hovers around 50% with relevant literature identifying several mediating factors, including departmental culture, student demographics, and funding. To advance this literature, we interviewed 38 graduate faculty advisors in science, engineering, or mathematics disciplines at a research-extensive university to capture their perceptions of factors supporting graduate student success. Using a constant-comparison method, we found that faculty perceptions aligned within three major categories, termed: motivated student behaviors, formative student learning experiences, and essential student knowledge and skills. Student motivation was most prominently represented in findings. This aligns with prior studies showing that faculty tend to identify the cause of graduate student failure as lying within the students themselves and rarely discuss their role or the department’s contribution to attrition. Thus findings offer an opportunity to reflect and improve upon practice. The study also highlights actions graduate students can take to increase success, such as developing collegial relationships and early involvement in research and scholarly writing. We encourage graduate faculty advisors and others to identify ways to help graduate students overcome common obstacles to enduring and succeeding within graduate programs. Faculty perceptions are also examined by discipline and faculty rank, and directions for future research are offered.

A Meta-Analysis on the Relationship Between Prayer and Student Outcomes

2020 ◽  
Vol 52 (8) ◽  
pp. 1223-1237 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Socioeconomic Status ◽  
Urban Schools ◽  
Student Outcomes ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
High Quality ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship

A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results indicated that the exercise of prayer is associated with better levels of student outcomes. Moreover, the effects of prayer were greater for high-quality studies. The significance of these results is discussed.

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