Doctoral Program Analysis

“Who Gets to Graduate’ by Paul Tough, publish May, 2015 in the New York Times discusses. The story of a young girl’s mindset on college. It begins with her starting in college and first failure on a test. It highlighted the doubts she had in her abilities. This opening introduces the article’s man discussion, which involves low income students who want to earn a four year degree but experience “troubles” along the way. It then discusses statistics that show dropout rates are highest with low-income students. The author included ability versus economics status.

After several literature reviews on the topic of Doctoral Persistence the findings all concluded that 40-70% of doctoral students will not obtain their degree. There are several reason and cannot be defined by one specific reason. Researchers have tried to conduct several studies in varies environments. Some have chosen to send out surveys and analyze data. Others researchers have chosen to send out questionnaires followed by interviews via person or phone. Others have sat in on cohorts and followed group of doctoral students and observed their environment as well as interviewed them and made close acquaintance in order to better understand their course of studies. Others researchers have done good research however, at the

able to utilise my full potential to achieve a successful graduation of this three- year

The Integrated Sciences program is vital in broadening my scope of knowledge to pursue a career in public health. In so doing, it would further my progress in applying to a graduate school for occupational and environmental hygiene at either the University of British Columbia or at the University of Toronto. This interest grew out of my childhood surroundings which emphasized critical thinking, environmental stewardship, and forming strong relationships with others. As a result, a career in the public health domain seamlessly integrates those different qualities into forming myself as an asset to others, the community, and the environment. This goal requires an interdisciplinary understanding of health determinants from the environment, of

It has been thirty years since I completed by Higher School Certificate, receiving a mark which measured my ability to recall prior years of study. So as I commence university, to attain my degree, how will I manage study, work and family commitments? Do I have the skills to undertake this so late in my life? (Vivekananda & Shores, 1996, p.10). Overwhelmed and anxious about what I had committed myself to, the initial exhilaration of enrolling as a university student was replaced with anxiety. Scanning through discussion boards provided affirmation of the anxieties I experienced. Feedback I received from one participant responded with “I feel that self-doubt too” (M. Bancroft, personal communication, March 3, 2016) (Appendix A) this alerted me to an opportunity to ebb my anxieties, but provided

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

UCSB does not offer a Post-Bac program. Each semester for the past two years I have approached professors individually to ask for permission to take their classes, and then enrolled via UCSB’s Open University program. In each course I have been the only non-undergraduate student. During this time I’ve jumped through many hoops and had to convince many skeptical teachers and administrators to allow me the opportunity to enroll in these heavily impacted classes. This past spring the program director of UCSB Extension asked if I would be willing to write up my academic story to be featured in UCSB Extension’s marketing materials. While it is an honor to be recognized as an exemplary student, it was really tenacity and perseverance that enabled

Potential struggles or challenges I may encounter related to the intersection of your personal and academic life are: balancing my time, organizing my schedules, balancing family time and a relationships, maintaining my health(including exercising) and eating properly. The areas of my personal life, I feel may create barriers to my success academically and professionally are: fearing failure,

It has been thirty years since I completed by Higher School Certificate, receiving a mark measuring my ability to recall prior years of secondary study. So, as I commence university to attain my degree, how will I manage study, work and family commitments? Do I have the skills to undertake this so late in my life? (Vivekananda & Shores, 1996, p.10). Overwhelmed and anxious about what I had committed myself to, the initial exhilaration of enrolling as a university student was replaced with anxiety. Scanning through discussion boards provided affirmation of the anxieties I experienced. The Feedback I received from one participant responded “I feel that self-doubt too” (M. Bancroft, personal communication, March 3, 2016) (Appendix A) this alerted me to an opportunity to abate my anxiety, but also provided me with a tool to test my strategies and ideas.

The MU teaching fellowship program is a great way for first year teachers to receive their masters while also receiving guidance and experience through teaching in their own classroom. I currently attend Missouri State University. I am student teaching at an elementary school in the Blue Springs School district. The district I am currently placed at, is a partner district with the MU fellowship program. I learned about this program through friends who currently are enrolled in the program. My current cooperating teacher for student teaching informed me that she was in the MU teaching fellowship program as well. She expressed to me what a great opportunity it was for her and how great of an opportunity it would be for me too. After finding out more information from others who have been in the program or are currently, I decided it would be extremely beneficial to me for to apply.

In conclusion, areas of academic writing at a graduate level, time management, how to deal with stress and balancing life academically and personally can be challenging and intimidating at times. So many things can come

The successful completion of doctoral study in the United States, depending on the discipline, eludes 30-50% of students who apply to programs (Berleson 1960; Gardner, 2009; Pyhalto, Toom, Stubb, & Lonka, 2012). Potential doctoral learners must meet rigorous admission requirements, which include: scoring above average on graduate exams and a grasp of foundational knowledge exemplified during the interview process, to convince the admission committee of their worthiness as an acceptable candidate (Baker & Pifer, 2011; Gardner, 2009). Self-direction is further tested after admission when students must transform their thinking as an acquiring informational vessel to one who disseminates

Evaluation is based on expected outcome or goals. Effective goals should be measurable and specific (Blankstein, 2004). As we make our way along the doctoral journey, other than completing one course and moving on the next, one has to evaluate that there is recorded growth as a learner and as a scholar through his or her expected outcome evaluated through set goals. In attaining growth, there should be a monitored evidence to assess growth (Blankstein, 2004). In my opinion the first step towards the doctoral end goal is without expected challenges and rigor associated with taking a higher academic challenge. I will evaluate myself based on my mastery and understanding of my goal. I will also evaluate my growth throw feedback received from

Upon completing a stage in life, such as the completion of a graduate program, it is productive to reflect upon that experience and ponder the motivation for that course of action, as well as ponder the utility of that experience. As my graduate program comes to a conclusion, now is the time for me to discuss the components of the program that have been of particular value to me, and why such program components have been of value.

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