The Doctoral Student's Advisor and Mentor: Sage Advice from the Experts

163 Pages·2010·0.5 MB·English

by  Raymond L. Calabrese

The Doctoral
Student’s Advisor
and Mentor
Sage Advice from the Experts
Edited by
Raymond L. Calabrese
Page A. Smith
Rowman & Littlefield Education
A division of
ROWMAN & LITTLEFIELD PUBLISHERS, INC.
Lanham • New York • Toronto • Plymouth, UK
Published by Rowman & Littlefield Education
A division of Rowman & Littlefield Publishers, Inc.
A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc.
4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706
http://www.rowmaneducation.com
Estover Road, Plymouth PL6 7PY, United Kingdom
Copyright © 2010 by Raymond L. Calabrese and Page A. Smith
All rights reserved. No part of this book may be reproduced in any form or by
any electronic or mechanical means, including information storage and retrieval
systems, without written permission from the publisher, except by a reviewer
who may quote passages in a review.
British Library Cataloguing in Publication Information Available
Library of Congress Cataloging-in-Publication Data
Library of Congress Cataloging-in-Publication Data
The doctoral student’s advisor and mentor : sage advice from the experts /
edited by Raymond L. Calabrese, Page A. Smith.
p. cm.
Includes bibliographical references.
ISBN 978-1-60709-449-4 (cloth : alk. paper) — ISBN 978-1-60709-450-0
(pbk. : alk. paper) — ISBN 978-1-60709-451-7 (ebook)
1. Doctor of philosophy degree—United States. 2. Doctoral students—United
States. 3. Mentoring in education—United States. 4. Faculty advisors—United
States. I. Calabrese, Raymond L., 1942- II. Smith, Page A., 1953-
LB2386.D625 2010
378.2—dc22
2010012009
(cid:2) ™
The paper used in this publication meets the minimum requirements of
American National Standard for Information Sciences—Permanence of Paper
for Printed Library Materials, ANSI/NISO Z39.48-1992.
Printed in the United States of America
To Barbara Hampton Calabrese—BFF
and
Professor Sally J. Zepeda—A Good Friend and Colleague
—Ray
To Trish—Her Stamina Dwarfs Anything I Can Muster
—Page

Contents
Acknowledgments ix
Introduction xi
Part I Strategies for Beginning the Doctoral Program 1
1 Starting the Doctoral Process 3
Dr. James E. Henderson, Duquesne University School
of Education
2 Ten Suggestions When Starting the Doctoral Process:
You Are Still a Person, Too, Aren’t You? 13
Dr. H. Richard Milner IV, Vanderbilt University,
and Dr. Judson Laughter, The University of Tennessee, Knoxville
3 Thinking About Starting a Doctoral Program?
Plan Ahead for Success 21
Dr. Patti L. Chance, San Diego State University
4 Life in the Fast Lane: Beginning the Doctoral Process 27
Dr. Page Smith, University of Texas–San Antonio
5 Beginning the Doctoral Journey 31
Dr. Pamela A. Angelle, The University of Tennessee
v
vi Contents
6 Considerations at the Threshold: The Beginning of
Doctoral Studies 37
María Luisa González, University of Texas–El Paso
7 Just Beginning a Doctoral Program? 41
Dr. CarolAnne M. Kardash, University of Nevada–
Las Vegas, and Dr. Jeanne T. Amlund, Pennsylvania
State University, Greater Allegheny
8 You’re Sure You Really Want to Do This? 47
Dr. Stephen Jacobson, University at Buffalo–
State University of New York
Part II Conquering Common Doctoral Challenges:
Motivation, Procrastination, and Reenergizing 51
9 Getting Over the “ABD” Hump: The Secret Is
Avoiding Procrastination 53
Dr. Bruce W. Tuckman, The Ohio State University
10 Avoid Being Labeled ABD 57
Dr. Stacey Edmonson, Sam Houston State University
11 When Motivation Hits Bottom 63
Dr. Connie L. Fulmer, University of Colorado–Denver
12 Passion: Don’t Embark Without It 67
Dr. Megan Tschannen-Moran, The College
of William and Mary
13 Brains, Heart, Courage, and Home: When Doctoral
Students Have Significant Personal Issues Confounding
the Completion of the Dissertation 71
Dr. Patrick D. Pauken, Bowling Green State University
Part III R educing, Coping, and Preventing Stress 79
14 Managing Your Stress 81
Dr. Betty Merchant, University of Texas–San Antonio
Contents vii
15 Eliminate Political Tensions With Your Dissertation
Committee and Major Professor 85
Dr. Mary Frances Agnello, Texas Tech University
16 Life Happens: So What Do I Do Now? 91
Dr. Rosemary S. Caffarella, Cornell University
17 Helping a Graduate Student Develop Self-Directedness
in Stressful Times: A Brief Conversation 97
Dr. Mark A. Gooden, University of Texas–Austin
18 Preparing for Qualifying Examinations 103
Dr. A. William Place, University of Dayton
Part IV L ife After the Doctorate: Opportunities for
Advancing Your Career 107
19 Using Your Dissertation as a Steppingstone to
a University Faculty Position 109
Dr. Michelle D. Young, University of Texas–Austin
20 Using the Dissertation as a Vehicle for Publishing:
A Conversation Between Professor and Doctoral Student 117
Dr. Charles L. Slater, California State University–
Long Beach, and Mtra. Gema López Gorosave,
Escuela Normal Estatal in Ensenada, B.C., México
21 Maximizing Your Dissertation to Propel Your Career 127
Dr. George Theoharis, Syracuse University
22 What Do You Want to Do With This?
Means-Driven Dissertation Writing 131
Dr. Catherine Lugg, Rutgers, State University of New Jersey
Final Thoughts 135
Biographies 137

Acknowledgments
As editors of The Doctoral Student’s Advisor and Mentor: Sage Advice
From the Experts, we are indebted to the 25 professors and dissertation
advisors from the most prestigious universities in the United States for
taking time from their demanding schedules to contribute to this book.
The book is a product of their collective wisdom, passion, and experience
linked to mentoring doctoral students. They provided us with significant
hope for the future of doctoral education in the United States.
We acknowledge Dr. Thomas F. Koerner, editor for Rowman & Little-
field Education. The core of this book is mentoring. Tom is the exemplar
of an exceptional mentor. We appreciate and acknowledge his mentoring
throughout this project. One of the editors of this book has been fortunate
to have had Tom as a mentor for several years. This mentoring relation-
ship began when the editor was a middle school and high school princi-
pal and Tom was the executive director for the National Association of
Secondary School Principals. Like the stories in this book, this mentoring
relationship continues.
ix