“Clarity of expectations?”

Would the statement “clarity of expectations” assume clarity of academic objectives? Like a department’s common body of knowledge (CBOK), clearly elaborated?

When someone finds that in non-hard science academia — get an agent, because it would be worth millions.

This would be as opposed to the typical “we’re unique” attitude in most departments — that really means “we’ve never gotten it together enough for the average adult to understand, but trust us anyway.”

W.E.C., at 6:38 am EST on December 6, 2005

Prof. Coplin, I’ve often wondered what apprenticing would be like as a form of graduate education. I’ve actively wished for it, even — but this sort of set-up requires a huge amount of involvement on the part of faculty. Which seems unlikely to happen because faculty tend to be overburdened and/or apathetic towards graduate students.

Still, an apprenticeship-like environment is worth reaching for. It would create much closer working relationships, and would make scholarship more productive.

Vika Zafrin, Brown University, at 9:34 am EST on December 6, 2005

science model for apprentice in community of practice

This model has been the norm for grad student education in sciences for...almost forever. Far from finding it tedious or a time drain, faculty members benefit enormously ny forming true partnerships with their grad students as they progress from beginner just investigating a problem to expert whose knowledge in that particular area surpasses the major professor. The grad students themselves are colleagues in investigating different aspects of a larger problem, and the group support both scientific and personal is very important.

I have often wondered why other disciplines have so much of a “go it alone” model of scholarship. When I describe a typical weekly graduate group meeting (between professor and students) to faculty outside of the sciences they generally comment, with surprise, on what a great pedagogical model it is. It is much like cooperative learning, with each group member contributing new knowledge to the common effort as well as to their own work. Practice of public writing and speaking in a non-threating atmosphere is built into the model. Joint publications are the norm rather than the exception.

Is there some reason that the benefits are not clear? Maybe the non-science faculty should spend more time talking with scientists and dropping by science departments to see how it works. It’s not perfect, but it’s hard to imagine doing science any other way.

Liz.dorland@mcmail.maricopa.edu, at 1:45 pm EST on December 6, 2005

The Apprentice?

Prof. Coplin has a good point about having graduate students work independently (go Orange! SU ‘99), but how is that different from a Research Assistantship position? I understand the logistics of the RA to entail funding, etc., but the responsibilties are similar, yes? Also, I am curious about the independent study factor. Because I am in the literature field, I’ve learned that NOTHING adequately substitutes for the classroom dynamic, especially when it’s time for the qualifiers. If a significant portion of a student’s studies is within this intimate context, how does that student gain the benefits of dialogue & discussion?

Shamika Ann, Graduate student at Temple University, at 3:47 pm EST on December 6, 2005

re: Science Model for Apprenticeship

“Maybe the non-science faculty should spend more time talking with scientists and dropping by science departments to see how it works.”

Dr. Dorland, you’re singing my song. You might enjoy looking at the article I wrote for this very publication, called “We Need Humanities Labs.” The url is http://insidehighered.com/content/edit/33774/1. An apprenticeship model works if it encourages interactions among other students, professors and researchers in the field, as “Engaged and Curious” commented above.

Regarding the study cited in the article, I wonder what the incentive will be for the universities or the individual departments to get their students to graduate more quickly. Apparently it hasn’t hurt the rankings of the schools to have students take so long to graduate, and the tuition of the unfortunate students languishing after 7, 8 or 9 years isn’t hurting the institutions involved.

Gina Hiatt, Dissertation and Tenure Coach, at 7:49 pm EST on December 14, 2005

I believe the areas of study in the “Black Box” paper(i.e., financial, seminar, exam requirements, departmental culture, advising, clarity, and summer) all play a roll in the attrition rates and “time” to complete a Ph.D. However, it seems to me that these areas interact/relate differently in each individual student. Furthermore, I think support, whether it be financial, academic, and administrative (i.e., advising or clarifying), is key to the whole process. If universities have adaquate personnel/professors to meet the support needs of the students, and they offer the support, more students will complete the degrees in less time. However, most schools are under staffed and students are under supported. Furthermore, I think more individualized course plans and academic work with broader means to obtaining the degree requirements may assist more students in the Ph.D. process.

Vincent Montoro, Principal at Franklin Road Christian School, at 9:55 pm EDT on April 12, 2006