Comparative Analysis Model

Frymier, A. B., & Houser, M. L. (2000). The teacher student relationship as an interpersonal

To conclude, we see in Dead Poets Society, Man Without A Face, and Hard Times we can observe that a trusting student mentor relationship will lead to success and being able to express oneself using unique idea, while a harsh student mentor relationship will not allow a student to grow and reach the same level of success. The key point behind this success is that they have a trusting relationship where the student can grow freely without fear. For an educated person is a person that can look at the world and make his or her own

Educationally wise our community, life experiences and past professor’s we have come in contact with have played a significant role in our development as doctoral students we are becoming today. As we being to reflect on what we read we will begin the process of higher level thinking. The sole purpose of this paper is to examine, compare, and synthesize themes of three empirical articles. The three articles compared were as follows: article one by Weidman, & Stein (2003) titled “Socialization of doctoral students to the academic norms was a study.” Article two by Baker & Lattuca (2010) titled “Developmental networks and learning toward an interdisciplinary perspective on identity development”looked at the bond between theories. Article three Visser, Visser & Schlosser (2003) titled “Critical thinking distance education and traditional education” acknowledged the benefits by relating both educational settings. In comparison to all three articles were written with a different purpose in mind, with all three connecting to the same theme, “How does faculty play a role in the development of the doctoral student?” There were similarities found in the subject addressed. However, it was also apparent that there were differences in each article.

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

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

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 paper herein details a reflection describing my current professional journey before enrolling in the doctor of education program at Capella University. The paper further details how the doctor of education degree will serve me in my professional life. The reflection will apply the novice to expert continuum as presented in the University. Currently, my professional work is empowerment also known as social coaching. I completed my master of leadership degree from Walden University before enrolling for a doctor of education program at Capella University.

The fact that participates wanted more education in these two field supports the concerns about PSDP lacking strong skill within these particular fields. Also, this observation supports the researchers suggestion that PSDP and leaders of the doctoral programs must be flexible and willing to find a way that part-time student can be more involved in all educational opportunities, more specifically group research projects, coteaching and any other assistance involving

The author, Dr. Susan K. Gardner expands on the term success from different perspectives and attributes in which they support achieving the many milestone, through the student’s completion of a doctoral education. The question, what supportive structures exits that best enable doctoral students to achieve program milestones such as, completing the first year, moving on into Year two and subsequently into Year three beginning and completing the dissertation? are asked. With only 50% of those students completing a doctoral program, it begs the questions as to why such attrition over the course of the program and how doctoral program success is best measured.

The significance of relationships, networking and family support are integral component in doctoral learner’s lives. There is evidence to support that the diverse interweaving of learner connections, is critical. Social connections are an important aspect of how doctoral students progress from dependent to independent researcher (Baker and Pifer, 2011). The beginning of learning in doctoral education involves acclimation to the social culture of the institution, interaction with faculty advisors, mentors, peers, and family support, require a village network to aid learners in establishing a solid foundation to convert from dependent to independent scholar (Baker and Pifer, 2011; Weidman and Stein, 2003). In addition, the dissertation process,

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

The purpose of this study, were to increase to an existing body of knowledge. The study focused on public affairs doctoral students and expanded by examining socialization and the socialization construction process. A doctoral student’s identity is shaped by these through the relationships established with peers that extend beyond single mentor relationships. It further adds that a successful research identity development is embedded in the ability to build and foster these student and faculty interactions. The interactions shape a scholar’s identity in ways that doctoral students begin to emulate behaviors of faculty or mentors. Doctoral students from varied discipline were a part to this study with all students in public affairs or conducting

A doctoral learner must be able to read and carefully analyze the materials before them and be able to present the material in a way that if they are in conflict be able to show why this information is not in agreement.

Scholars Wu and Beaunae (2014) suggests, the process of finishing a doctoral dissertation is a process that requires the researcher to have dedication, make many life altering sacrifices as they engage in multiple theoretical, practical, supervisory and committee team challenges. As I embark on this daunting journey there have been several professors that have positively impacted my ability to stay the course and committee to this process. A special thanks goes to professor Lin, Jameson and Hickman. All three have been influential in my research development as they have fostered an ethical learning environment that has strengthened my desire and dedication to complete this doctoral dissertation journey.

Online distant learning programs help make the easy connection of students in a program connect to the more accessible home environment in a simple way. Students are now given the option of getting their education and making their own schedules, without going through a second person in an easy more efficient way. Consequently, to succeed in online courses and programs the student must have good time management, a computer or laptop, and internet connection. Also online distant learning programs are subjectively done through monologue, not our dialogue; having been previously filmed and then posted on the internet stating course information, not caring about the viewers, or if the