Ask Doctoral Advising

September 30th, 2009   by Vera Kovacovic

Now what?

You are finally in the doctoral program – now what?

You may be surprised how many doctoral learners start their program with a minimal understanding of what the doctoral program is about. What got them into the program may very from the intrinsic love of learning and intellectual curiosity to economic and existential insurance. What is existential insurance? There is really no such thing, but potentially it means that there is a greater likelihood for either improving one’s current professional employment situation, or possibly having a few more doors open because of the academic credentials. Bottom line – employment with decent salary. READ MORE

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September 29th, 2009   by Mark Larson

Choosing A Dissertation Topic: One Advisor’s Path

All of us take different paths to the choice of our dissertation topic.  Mine began early.  I share this journey as food for thought for blog readers who are just beginning their programs and do not have a clue what they will research when the time comes.  Others already well into their programs may gain some insight from this tale as well.  Whether a light bulb goes on for you or you merely find this story an affirmation of your own journey, I hope you enjoy it.

In 1983, I enrolled in an M.S. program at a state university known for its excellence in teacher education.  My degree program, Information Media, was often called Human Resource Development or Training and Development.  This field fascinated me and I was eager to learn as much as I READ MORE

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September 18th, 2009   by Dana Forbes

Dissolving Disappointment

Disappointment is ubiquitous. Learners are disappointed about shattered dreams, unmet expectations, lost employment opportunities, and much more. Likewise, learners may become disappointed about grades, academic probation, and many more academic disappointments can debilitate them from achieving their academic goals. But, working through and not over disappointment can present opportunities for becoming doctoral. How do you begin dissolving disappointment? READ MORE

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September 14th, 2009   by Lynn Riskedal

“I have no clue”

Situation:  Beginning of the doctoral program, coursework.

Answer:   “I have no clue”

The question:  “What topic are you focusing on for your dissertation?”
READ MORE

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September 11th, 2009   by Stone Shiflet

Smarthinking tutoring service

Smarthinking is Capella’s tutoring service that helps learners guide their own growth with academic writing. To help learners utilize this service, at Track 1 colloquia, writing program faculty are now working directly with learners to help them get their Smarthinking accounts established. We are also teaching them how to use our WAC ( Writing Across the Curriculum) tools to ask specific questions of their Smarthinking tutors. READ MORE

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September 9th, 2009   by Lynn Riskedal

Sometimes I wonder

Sometimes I wonder why and how I accomplished my PhD. I have never been a serious student.
I look at those who were in school with me, and the learners here at Capella,  and wonder what the characteristics are of the people who achieve, and those who do not achieve, the degree.

It isn’t about intelligence or book knowledge.

There are multiple reasons people stop out of their program ( family issues, health issues, financial issues, collegiality issues, and perhaps grade issues). What are the characteristics of people who persist, despite the same types of  issues that occur in their lives?

As I was reading a blog that I follow, these words popped out.

Curiosity.

Resilience.

Commitment. READ MORE

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September 4th, 2009   by Betsy Purpero

Sailing

Sailors never go out on a journey without out their proper equipment.  It would be a dangerous feat going out on the waters without a compass, charted map, radio, food or water.  When you’re at the mercy of mother nature you never know what you will be getting into.  Being prepared ahead of time will make the adventure much more manageable.

Being a doctoral learner is much like being a sailor.  You may find yourself going into unchartered territory.  Sometimes the wind may howl, or sometimes it may be the lightest breeze that doesn’t get you anywhere.  How will you prepare yourself for smooth sailing through the doctoral journey? READ MORE

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September 2nd, 2009   by Jen Williams

It’s not the same old interview anymore

Interviews for faculty positions and other jobs for which a doctorate is required or preferred often differ from interviews for less specialized jobs. Understanding what an interview for a position related to your doctoral degree may entail is critical to your success as a job candidate.

Interviews for positions appropriate for doctoral-degree holders are likely to be lengthier and more intense than other job interviews. If you are interviewing for a faculty position, you may be invited on campus for an entire day, during which you will likely meet with multiple people, including the department chair, other faculty members, the dean or president, and students. You may also be asked to give a guest lecture or teach a class, and you may be taken to dinner, or a social hour may be held in your honor. Similarly, if you are interviewing for an executive position with a company, you may be invited to the company for a day’s worth of interviews, or your interview process may involve multiple rounds of interviews on different days and with different people. If you are interviewing for an online teaching position, you may be asked to either take or facilitate an online class, during which your ability to communicate and connect with students in a virtual environment will be assessed. READ MORE

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September 1st, 2009   by Johnna Williams

Critical Thinking: Why?

Why is critical thinking necessary? According to Elder (2004) critical thinking “should be the guiding force behind any and all professional development”.  As stated in my earlier blog about the subject (see Critical Thinking:  What?), I expressed that critical thinking is about thinking how to think.  Elder agrees: “Content is a product of thinking and can be learned only through thinking” (2004). Elder goes on to challenge that the ideal learning environment must include understanding of what an educated person is; what skills and abilities they should possess; what are their dispositions; and what differences exist in the thinking of educated persons versus uneducated persons. READ MORE

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