scholarly journals Effective Practices in Facilitating Non-Traditional Adult Learners' Dissertation Writing in an Online Doctoral Program

2021 ◽  
Vol 18 (3) ◽  
Author(s):  
Mei Jiang ◽  
Ava Munoz ◽  
Melissa Arrambide
Keyword(s):  
Adult Learners ◽  
Learning Community ◽  
Doctoral Program ◽  
The United States ◽  
Public University ◽  
Effective Practices ◽  
Online Learning Community ◽  
Doctoral Level ◽  
Dissertation Writing ◽  
Competency Based

To address the challenges nontraditional adult doctoral learners face in completing dissertations online, we reflect on the effective practices utilized in an online doctoral-level educational leadership program at a public university in the United States. This paper focused on two major topics: 1) how to prepare students to write a dissertation through coursework based on the Competency-based Education (CBE) theory; and 2) how to build relationships between mentors and students writing dissertations based on the Community of Inquiry (CoI) framework. The theoretically founded practices based on CBE and CoI must be utilized in building an interactive, collaborative online learning community.

Building a Dynamic Online Learning Community among Adult Learners

2003 ◽  
Vol 40 (1-2) ◽  
pp. 49-62 ◽  
Author(s):  
Minjuan Wang ◽  
Christina Sierra ◽  
Terre Folger
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Community ◽  
Online Learning Community

A Snapshot of Doctoral Training in Epidemiology: Positioning Us for the Future

2020 ◽  
Vol 189 (10) ◽  
pp. 1154-1162
Author(s):  
WayWay M Hlaing ◽  
Renae D Schmidt ◽  
Soyeon Ahn ◽  
Jonathan M Samet ◽  
Ross C Brownson
Keyword(s):  
Core Competencies ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
The United States ◽  
Doctoral Training ◽  
Degree Programs ◽  
Doctoral Level ◽  
Doctoral Degree Programs ◽  
Grant Proposals ◽  
Pertinent Information

Abstract Although epidemiology core competencies are established by the Association of Schools and Programs of Public Health for masters-level trainees, no equivalent currently exists for the doctoral level. Thus, the objective of the Doctoral Education in Epidemiology Survey (2019) was to collect information on doctoral-level competencies in general epidemiology (doctoral) degree programs and other pertinent information from accredited programs in the United States and Canada. Participants (doctoral program directors or knowledgeable representatives of the program) from 57 institutions were invited to respond to a 39-item survey (18 core competencies; 9 noncore or emerging topic–related competencies; and 12 program-related items). Participants from 55 institutions (96.5%) responded to the survey, of whom over 85% rated 11 out of 18 core competencies as “very important” or “extremely important.” More than 80% of the programs currently emphasize 2 of 9 noncore competencies (i.e., competency to ( 1) develop and write grant proposals, and ( 2) assess evidence for causality on the basis of different causal inference concepts). “Big data” is the most frequently cited topic currently lacking in doctoral curricula. Information gleaned from previous efforts and this survey should prompt a dialog among relevant stakeholders to establish a cohesive set of core competencies for doctoral training in epidemiology.

scholarly journals Online Discussion in a Hybrid Information Literacy Credit Course

2017 ◽  
Vol 30 (2) ◽  
pp. 18 ◽  
Author(s):  
Warren N. Jacobs
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Ethical Issues ◽  
Critical Evaluation ◽  
Prior Learning ◽  
Online Learning Community ◽  
New Learning ◽  
Literacy Course

This article discusses how an instruction librarian created an online learning community of adult learners in a hybrid, credit-bearing information literacy course. The Blackboard course management system was utilized for weekly course discussion on ethical issues involving the use of information to promote student engagement in the critical evaluation of information, collaboration with members of the online learning community, and construction of new learning through the synthesis of course curriculum with prior learning.

Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective

2017 ◽  
Vol 29 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Kathy D. Lohr ◽  
Karen J. Haley
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Learning Community ◽  
Social Presence ◽  
Course Design ◽  
Graduate Course ◽  
Online Learning Community ◽  
Online Higher Education ◽  
Community Recommendations

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning community. Recommendations for improving online learning communities provide educators with ideas for practice.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

“I Knew It Was Gonna Be Hard, but I Always Knew I Had Support From My Parents”: The Role of Family on Undocumented Students’ College Aspirations and Persistence

2021 ◽  
pp. 152102512110188
Author(s):  
Cinthya Salazar
Keyword(s):  
Higher Education ◽  
Undocumented Students ◽  
The United States ◽  
Public University ◽  
College Aspirations ◽  
Higher Education Research ◽  
Research And Practice ◽  
Postsecondary Success ◽  
States Experience

Literature shows that undocumented students in the United States experience significant challenges to and through higher education. Only a few studies have uncovered the mechanisms that undocumented students use to persist in college; in particular, the role that family plays on their postsecondary success is understudied. In this qualitative study, I examine the role that family plays on undocumented students’ college aspirations and persistence. Findings from a sample of 16 undocumented students attending a four-year public university show that their families are the stimulus motivating them to pursue higher education, as well as the support system they can rely on to manage college barriers. However, the data also revealed that for a few participants, their families are a source of stress, resulting in additional challenges they must manage as they navigate higher education. I present these findings using participants’ vignettes and conclude with implications for higher education research and practice.

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