Academic Residency: Effective Engagement And Mentorship Of Doctoral Students

This paper presents the results of participatory action research survey responses from doctoral students regarding strategic onboarding activities. Twelve first-year doctoral students in an inaugural doctoral program cohort responded to Likert Scale and open-ended questions during the first week of a two-week on-campus residency. Resulting student perspectives highlight the importance of faculty mentorship and cohort engagement during residency to clarify roles and responsibilities, build academic support and collaboration networks, and alleviate anxieties about doctoral program expectations. Specific recommendations for academic residency include providing increased opportunities for one-on-one conversations with faculty and administrators, and cohort socialization activities to identify peer strengths and alliances

Doctor of Education Newsletter 2019

WSU Doctor of Education Inaugural Cohort 2019 Winona State University has an astounding reputation for educational practitioner preparation programs in the College of Education. As the summer of 2019 commences, a new journey begins for the inaugural cohort of doctoral students who embark on their quest to obtain Doctor of Education degrees.https://openriver.winona.edu/educationeddnewsletters/1000/thumbnail.jp

Doctoral Student Perspectives on Motivation and Persistence: Eye-Opening Insights Into the Ideas and Thoughts That Today\u27s Doctoral Students Have About Finishing the Doctoral Degree

It all comes down to this: we have an amazing team of faculty working with us who are present, supportive, intelligent, and motivated to help us succeed. They designed this program with those objectives in mind. We are in good hands, and any questions we have will be answered, so long as we ask them. Having the support system of our faculty, along with the tools we need to be successful, are major parts of the battle, already won. The rest is up to us. - A. Brooke Boultonhttps://openriver.winona.edu/educationeddbooks/1000/thumbnail.jp

Instructional Strategies and Rigor: Private School Administrator and Teacher Perspectives on Improving Minnesota’s College Mathematic Readiness

Instructional Strategies and Rigor: Private School Administrator and Teacher Perspectives on Improving Minnesota’s College Mathematic Readiness (May 2021) This qualitative study explored private high school administrator and teacher perspectives on instructional strategies and rigor to improve Minnesota’s college mathematic readiness. Data collection sources for the study included individual interviews, focus groups, and document review. The study produced four emergent themes from the data collected in the individual interviews and focus groups: (a) Importance of Productive Struggle in Mathematic Instruction; (b) Necessary Balance of Mathematical Conceptual Understanding with Skill Acquisition; (c) Connection of Continuous Assessment to Mathematic Content Mastery and (d) Variation and Customization of Mathematical Instructional Practices. Findings from the study concluded that at the private school of study administrators set forth specific academic requirements necessary to implement rigor and promote reaching college readiness, and the teachers create the instructional strategies to meet these requirements to prepare students for college mathematics. Recommendations for research include a study of the same phenomenon in a larger school, a comparative study of private and public schools and the instructional strategies used to support college readiness, and the perspectives of college mathematic faculty on the readiness of entering college freshmen