The Doctoral Student's Advisor and Mentor: Sage Advice from the Experts PDF
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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 ™ ⬁ 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 T en 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 T hinking About Starting a Doctoral Program? Plan Ahead for Success 21 Dr. Patti L. Chance, San Diego State University 4 L ife in the Fast Lane: Beginning the Doctoral Process 27 Dr. Page Smith, University of Texas–San Antonio 5 B eginning the Doctoral Journey 31 Dr. Pamela A. Angelle, The University of Tennessee v vi Contents 6 C onsiderations at the Threshold: The Beginning of Doctoral Studies 37 María Luisa González, University of Texas–El Paso 7 J ust 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 Y ou’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 G etting Over the “ABD” Hump: The Secret Is Avoiding Procrastination 53 Dr. Bruce W. Tuckman, The Ohio State University 10 A void Being Labeled ABD 57 Dr. Stacey Edmonson, Sam Houston State University 11 W hen Motivation Hits Bottom 63 Dr. Connie L. Fulmer, University of Colorado–Denver 12 P assion: Don’t Embark Without It 67 Dr. Megan Tschannen-Moran, The College of William and Mary 13 B rains, 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 M anaging Your Stress 81 Dr. Betty Merchant, University of Texas–San Antonio Contents vii 15 E liminate Political Tensions With Your Dissertation Committee and Major Professor 85 Dr. Mary Frances Agnello, Texas Tech University 16 L ife Happens: So What Do I Do Now? 91 Dr. Rosemary S. Caffarella, Cornell University 17 H elping a Graduate Student Develop Self-Directedness in Stressful Times: A Brief Conversation 97 Dr. Mark A. Gooden, University of Texas–Austin 18 P reparing 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 U sing Your Dissertation as a Steppingstone to a University Faculty Position 109 Dr. Michelle D. Young, University of Texas–Austin 20 U sing 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 M aximizing Your Dissertation to Propel Your Career 127 Dr. George Theoharis, Syracuse University 22 W hat 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
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