Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J....
-
Upload
samson-cannon -
Category
Documents
-
view
215 -
download
2
Transcript of Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J....
![Page 1: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/1.jpg)
Increasing Doctoral Student Persistence: Strategies for
Fostering Community
Amanda J. Rockinson-Szapkiw, LPC, Ed.D.Lucinda S. Spaulding, Ph.D.
School of EducationLiberty University
![Page 2: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/2.jpg)
About UsAmanda J. Rockinson-SzapkiwAmanda J. Rockinson-Szapkiw– B.S. in Elementary Education; M.A. in Community Counseling;
Ed.D. in Distance Education– Chair of Doctoral Research & Assistant Professor, Educational
Technology and School Counseling at Liberty University
Lucinda S. SpauldingLucinda S. Spaulding– B.S. in Elementary Education; M.Ed. in Special Education;
Ph.D. in Special Education & Educational Psychology– Assistant Professor, Instructional Design and Graduate
Research at Liberty University
![Page 3: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/3.jpg)
Purpose
• Discuss findings of study examining factors associated with doctoral persistence.
• Present 5 practical strategies for improving doctoral persistence.
• Model specific practices that can improve doctoral programs.
• Discuss technologies and practices that can be used to improve programs.
![Page 4: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/4.jpg)
Increasing Doctoral Student Persistence: Strategies for Fostering Community
1. Introduction2. Factors Related to Persistence and Attrition3. How to Increase Persistence 4. Tools for Increasing Persistence5. Reflection and Discussion6. Conclusion
![Page 5: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/5.jpg)
Four Factors of Persistence
• Personal Attributes• Social integration into the university• Program structure• Program resources and services
![Page 6: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/6.jpg)
Perceived Sense of Community
![Page 7: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/7.jpg)
Perceived Sense of Community
• In traditional settings, doctoral attrition rates are 40 – 60%
• In online settings, the attrition rate is 10 – 50% higher among doctoral students.
• A strong sense of community in either setting can lead to higher levels of persistence among doctoral students.
![Page 8: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/8.jpg)
Improving Community
(Garrison et al., 2000, p. 89).
![Page 9: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/9.jpg)
Using Social Presence To Increase Persistence
• Leverage technology– Wikis– FaceBook– Twitter– LinkedIn– Ning
• Adopt a cohort model
![Page 10: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/10.jpg)
Using Cognitive Presence to Increase Persistence
• Modeling– Critical Thinking– Reflective Processes– Organization– Summation techniques– Goal setting
• Frameworks (templates)
![Page 11: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/11.jpg)
Using Teaching Presence to Increase Persistence
• Communicate, communicate, communicate• Provide timely feedback that is personable,
yet academically challenging• E-conferencing systems for check-ins and
manuscript reviews• Audio feedback
![Page 12: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/12.jpg)
Increasing Persistence
• Opportunities to develop relationships with faculty.
• Peer relationships and connectedness• Cohort models• Opportunities for critical reflection and
evaluation.• Course opportunities with relevant content
![Page 13: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/13.jpg)
![Page 14: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/14.jpg)
Fostering Community with Technology
• SharePoint– Administration– Candidate– Committee
• E-Conferencing– Skype– Illuminate
• Audio– Audacity
![Page 15: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/15.jpg)
The Dissertation Portal
![Page 16: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/16.jpg)
The Administration Portal
Master Lists’Master Lists’
Communication
RecordsCommunication
Records
Forms and Templates
Forms and Templates
![Page 17: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/17.jpg)
My Dissertation Portal
Document Libraries
Document Libraries
Task ListTask List
Discussion Forum
Discussion Forum
![Page 18: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/18.jpg)
The Committee Portal
Document
LibrariesDocument
Libraries
DiscussionForum
DiscussionForum
![Page 19: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/19.jpg)
Reflection & Conclusion
Fostering community in a doctoral program through practices is likely to lead to
persistence. This presentation will assist faculty and administrators in identifying how they can encourage doctoral persistence and completion through practices that increase
community.
![Page 20: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/20.jpg)
ReferencesBrandes, L. (2006). Graduate student centers: Building community and involving students. New Directions for Student Services, 115, 85-99.
Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 46(23), A39-A41.
Galbraith, M. W. (2003). The adult education professor as mentor: A means to enhance teaching and learning. Perspectives: The New York . Journal of Adult
Learning, 1(1), 9-20.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal
of Distance Education, 15(1), 1-24.
Holsinger, J. W. (2008), Situational leadership applied to the dissertation process. Anatomical Sciences Education, 1(5), 194–198. doi: 10.1002/ase.37
Norris, C. J., & Barnett, B. (1994). Cultivating a new leadership paradigm: From cohorts to communities. Paper presented at the annual meeting of the
University Council of Educational Administration, Philadelphia, PA, October 1994.(ERIC Document Reproduction Service No.ED387877)
Rockinson-Szapkiw, A., J., & Spaulding, L. S. (2011, under review). Factors that contribute to the successful completion of educational doctorates: How the
universities can increase completion rates. The Review of Higher Education.
Rovai, A. P. (2002). Sense of community, perceived cognitive learning and persistence in asynchronous learning networks . Internet and Higher Education,
5(4), 319-332. (ERIC Document Reproduction Service No. EJ663074) (doi:10.1016/S1096-7516(02)00130-6)
Seagram B., Gould J.& Pyke S. (1998) An investigation of gender and other variables on time to completion of doctoral degrees. Research in Higher Education
39 (3), 319–335.
Smallwood, S. (2004). Doctor dropout. The Chronicle of Higher Education, 50(2) 120-129.
Terrell, S. R., Snyder, M. M., & Dringus, L. P. (2009). The development, validation, and application of the Doctoral Student Connectedness Scale. Higher
Education and the Internet, 12(2), 112-116. Retrieved from http://linkinghub.elsevier.com/retrieve/pii/S1096751609000244
Wighting, M., Nisbet, D., & Spaulding, L. S. (2009). Relationships between sense of community and academic achievement: A comparison among high school
students. The International Journal of the Humanities, 7(3), 63-72.
![Page 21: Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.](https://reader035.fdocuments.us/reader035/viewer/2022062713/56649cf35503460f949c1473/html5/thumbnails/21.jpg)
Contact Us
Amanda [email protected]://works.bepress.com/amanda_rockinson_szapkiw/
Lucinda [email protected] http://works.bepress.com/lucinda_spaulding/