PhD Persistence

I'm a part-time student, full time employee, wife, friend and dog owner. I have no graduate assistantship, I am female and I am 32-years old. I am the "changing face of graduate students" Polson speaks of. I am determined to finish the HALE PhD program. Is determination enough?

Nettles and Millet researched PhD persistence on a variety of levels including financial support, gender, ethnicity, focus and more. What they did not investigate was student motivation and determination. My critique of this article lies in the power that such motivation can hold. Regardless of whether I receive the coveted "three magic letters" or not, I find it difficult to group students into such black and white demographic boxes. I know of the necessary, but really feel that people are more than what they appear on paper. This research is certainly informative, but I find it to be one-dimensional and wonder if it would be more useful as a mixed methods look at the whole student, not just their race, gender and bank account (along the lines of Polson's work).

Perhaps I'm still trying to get the hang of this whole PhD thing, but quantifying people is a huge challenge for me as a researcher, as a student and as a person. I think I'm a qualitative gal.

The beginning

Several things struck me in the readings this week, the first being Lamkin's "seven characteristics that have been shown to reduce a student's chance of completing a college program." (2004) According to Lamkin, these characteristics are:

1. Delayed enrollment after high school graduation
2. Lack of a high school diploma
3. Part-time enrollment
4. Full-time work (at least 30 hours per week)
5. Financial independence from parents
6. Dependents other than a spouse
7. Single parenthood

I was surprised to discover that I have four of them. Dyslexic and growing up in a relatively homogeneous, smallish Southwest Michigan town, Lamkin might find the fact I've made it as far as this PhD program surprising, or an illustration of a system that worked. However, when I honestly reflect upon my undergraduate experience, I find that I finished the degree only because I feared what others would think if I didn't. I feared returning to my hometown to work an hourly wage job. I feared unemployment. As an undergraduate I cared less about learning and more about survival.

Contrary to Lamkin's article, my full-time work inspired me to pursue further education. Working in information technology opened my eyes to the possibilities in higher education and fostered my passion for a field that allowed me to be a "geek" and thrive. I've struggled a bit with gender, but sadly this is the nature of my field. Perhaps in the future I'll have the ability to affect change, and I am working to do so.

Another point of interest for me in the readings was contained in the Sedlacek book. In working with instructors I am a staunch proponent of authentic assessment, and assessing the whole student, not only their scores on multiple choice/standard exams. Personalities differ, and this affects how each student translates examination questions. I am sensitive to this because I am one of those students. Extroverted, I learn best from applying what I learn to those around me, and searching for additional resources that further inform my knowledge. I fare poorly on standardized tests because I look for additional meanings in each question.

Assessment is the trickiest part of my job, I look forward to additional knowledge in this area and hope this blog reflects growth in my thinking.

Let's hear it for teamwork!

First of all, thanks to Jess for letting me hop on her existing blog and my not having to create yet another one from scratch. ( I am notorious for orphaned blogs left wandering aimlessly in cyberspace - sure that someday that cyberkarma will catch up with me) I'm excited about the collaboration and discussion that this will hopefully afford and am looking forward to contributing my two cents.

As far as student development is concerned, my professional exposure has been relatively limited to the student experience in online environments. I am deeply committed to this though, as not only does my livelihood depend on trying to design quality experiences, but it's at the heart of why I do what I do. For whatever my contribution may or may not make a difference, I believe that education is a vehicle for anyone who wants to better themselves. Online education may not always be the ideal means to an end, but in some respects, it does provide access to those who might not otherwise be able to obtain it via traditional means. I hope to make an impact with the faculty development work I am engaged in. So with that, I will get off my soapbox. This semester I'm really hoping to broaden my perspective and better understand the students that the faculty I assist are teaching. Thanks again Jess, for the opportunity to collaborate.

Activity - Coming your way!

You'd think there would have been a lot to write about, what with starting a new PhD program and all. Thing is, there was. But it involved papers and more reading and research than I've ever seen in my life. Love means not having enough time to blog.

However this semester, two colleagues will be joining me on this adventure as we navigate our way through student development theory. Welcome, Terri and Patti! And, increasing our audience of zero by one, please welcome Dr. Wawrzynski. He alone will double the readership traffic of this blog.