Archive for the ‘Graduation’ Category
Not that kind of doctor
Posted in graduate school, Graduation, higher education, Ph.D., tagged Dissertation, higher ed, PhD on April 7, 2013 | Leave a Comment »
Ph.Done.
Posted in critical thinking, dissertation, fortitude, graduate school, Graduation, higher education, perseverance, Ph.D., spring break, tagged Dissertation, education research, higher ed, PhD on March 30, 2013 | Leave a Comment »
For several weeks now, since completing and defending my dissertation, I have wanted to write about the process and share some words of wisdom for my friends and colleagues who are still in process. The mere quest to do so has been exhausting. I can barely put pen to paper, let alone fingers to keyboard.
Several tasks have kept my brain occupied for the last month, an on-campus conference, the departure of a colleague, a professional conference, and some much deserved spring break R&R with my family. I completed text revisions for my committee. I condensed my dissertation to an article for a research competition. I forgot, then remembered, to order my commencement regalia. I reacquainted myself with the elliptical. I watched this thing called television.
And yet I still feel in a state of flux. As if the pattern buffer shifting my subatomic particles for transport back to the real world is having trouble locking on my position.
While I check in with fleet engineering, enjoy these posts that were helpful during my writing process.
From the Lab to the Laptop: Writing your Thesis
How Blogging Helped Me Write My Dissertation
10 tips for being a happy thesis writer
Keep Calm
Posted in higher education, Graduation, graduate school, Ph.D., dissertation, tagged higher ed, education research, PhD, Dissertation on February 20, 2013 | Leave a Comment »
Dissertation Defense
Posted in dissertation, Graduation, higher education, Ph.D., tagged Dissertation, PhD on February 17, 2013 | 2 Comments »
For my dissertation defense, I shall stage a light show on my power suit à la Carrie Underwood. T -74 hours.
Just Say No to Saying No
Posted in college freshmen, critical thinking, diversity, Facebook, financial aid, fortitude, Graduation, higher education, perseverance, scholarships, social networks, student affairs, student loan debt, Value, tagged higher ed, Student Affairs, student loan debt, value of a college education on December 2, 2012 | Leave a Comment »
When I read yet another article minimizing the value of a college education I am challenged by thoughts of privilege. Yes, Steve Jobs, an individual I greatly admire, was a college dropout, but at least he had the opportunity to give it a try. Mark Zuckerberg’s intelligence and initiative is without question, but how many students can realistically include Harvard on their college wish list? And then walk away from the opportunity?
I do not discount hard work, enterprise, and determination. But for those of us who are simply above-average, or first-generation, or of a marginalized population, college is the pathway to get a step ahead, a leg up, a move toward potential success. Yes, student loan debt and college costs demand answers, but denying the value of learning, but for an elite few, is not the answer. Just say Go. Go to college.
100 Days
Posted in graduate school, Graduation, higher education, Ph.D., tagged higher ed, PhD on November 19, 2012 | 2 Comments »
Three and a half years ago, I made the decision to earn a PhD. After spending 90% of my professional career (post-Bachelor’s degree) working in higher education, it seemed a logical step.
It has been hard work. One class at a time. Work. Family. Soccer. More work.
There is a reason that only 3% of the U.S. population attain a PhD.
Because it is hard work.
My dissertation defense is in 100 days.
Protesting student loan debt
Posted in college freshmen, financial aid, Graduation, higher education, student affairs, student loan debt, tagged higher ed, student loan debt on June 16, 2012 | Leave a Comment »
John McPherson adds his twist to the challenges of student loan debt at Close to Home.
Tornado Watch: Assessments for Student Retention
Posted in assignments, college freshmen, Emotional Intelligence, EQ-i, first-year experience, first-year seminar, Graduation, higher education, MBTI, Orientation, sachat, student affairs on July 15, 2010 | Leave a Comment »
Jo: [cow flies by in the storm) Cow.[cow flies by in the storm]Jo: ‘Nother cow.Bill: Actually, I think it was the same one.
Watching the segment as the sensors rise into the F-5 tornado and begin generating data, I am reminded of our students, particularly those in the first-year. If we could read their minds and extrapolate the whirlwind of thoughts and emotions, surely we could develop better methods for student success and retention. Fortunately, there are a variety of assessments to assist in this process.
The College Student Inventory™ (CSI) from Noel-Levitz allows students to answer questions regarding their strengths and challenges before they even arrive on campus. I ask my incoming students to complete this assessment after summer orientation and use the information to frame our beginning of the year 1:1 appointments. The student and advisor reports are handy for discussion and the group summary reports provide great information for planning our first-year seminar course and programming topics.
MAP-Works® offers a similar tool to discover student transition issues early in the semester. Students develop a personal profile based on their initial campus experience that is measured for potential barriers to success. A web-based report is generated immediately for students and faculty or staff advisors that compares with all first-year students on our campus. Campus resource services are suggested where needed.
The Myers-Briggs Type Indicator® (MBTI®) helps demonstrate theory that there are distinct patterns to individual psychological types even though persons exhibit these patterns in different ways. Helping students to understand their type preferences and how they affect personal learning styles provides a common ground for understanding differences and the transition to college. I provide an MBTI learning styles assessment for each student in our first-year seminar each fall. Students do not always grasp the type concept, but do find meaning from discussion of the transition to university style learning.
It is common knowledge among student affairs practitioners that students enter the college or university with varying degrees of emotional intelligence. Additionally, those familiar with retention issues will cite non-academic challenges as the frequent impetus for student attrition. Assessing emotional intelligence using the EQ-i® allows students to see potential areas for growth that may enhance adaptation and coping skills leading to academic achievement. I find the EQ-i particularly helpful for students seeking direction in their academic or life plan.
While no assessment tool can foresee every difficulty faced by our students on the path to graduation, I have found these tools to be helpful for communication, planning, and advising. Not a certified MBTI or EQ-i user? Check with your human resources office for recommendations.
Have you tried these assessments? Other tools you suggest?
Enjoyed Twister and need a good summer read? Check out The Stormchasers.
Oh, The Places You’ll Go
Posted in Graduation, higher education, Hixson Opportunity Awards, scholarships, student affairs on May 9, 2010 | Leave a Comment »
Congrats to our new Hixson Scholar graduates and everyone else celebrating their academic achievements this month. Special props to one of our 2004 award recipients, Tyler Dohlman, who just completed his DVM.
But the unfortunate, yet truly exciting thing about your life, is that there is no core curriculum. The entire place is an elective. The paths are infinite and the results uncertain.
~Jon Stewart (2004 commencement address to The College of William and Mary)
So…get on your way!
photo credit Christopher Gannon/TheRegister
Gridiron Challenge and Support
Posted in Graduation, higher education, student affairs on November 14, 2009 | Leave a Comment »
Nevitt Sanford (1967) developed his theory for student development based on providing a balance of challenge and support. Too much support with too little challenge creates a cushy environment for the student, where development is unlikely to occur. However, the opposite of too little support with too much challenge also makes development an impossible and negative experience.
One of the “other duties as assigned” in which our dean of students office staff has the opportunity to participate is football game duty. We partner with the athletics department in an effort to keep the student seating section a safe and fun place to enjoy the game. Each home game, a few staff sign up to attend the game and join our students in the stadium. We arrive before the gates open and greet students who stand in line for hours to race down the stadium steps for a seat in the front row. When seated, we distribute wristbands to the students who made it to the front so that they are able to maintain those seats throughout the game.
Our students are big fans. For the most part, if you have been standing in line for four or five hours, you haven’t been taking part in other extracurricular activities that historically take place prior to a football game. So, we work the crowds, meeting students, helping with body paint, and taking photos for students posing with the school mascot.
I call it friend-raising. It gets us out with the people that really count, our students. The ones that we want to be successful and graduate from the university. It’s also about providing support and encouraging students to make good choices. Because that is what we do in student affairs.
Photo note: Yes, that is a photo of someone in the stadium press box today with a copy of Student Development in College. Yes, he may be an even bigger student affairs geek than me. I never take my books to the game.
Sanford, N. (1967). Self & society: social change and individual development. New York, NY: Atherton Press.
