THE GRADUATE SCHOOL AS AN AGENT OF .ppt
《THE GRADUATE SCHOOL AS AN AGENT OF .ppt》由会员分享,可在线阅读,更多相关《THE GRADUATE SCHOOL AS AN AGENT OF .ppt(33页珍藏版)》请在麦多课文档分享上搜索。
1、12/5/2007,Duke University Graduate School,1,THE GRADUATE SCHOOL AS AN AGENT OF PROGRAMMATIC CHANGE: Ph.D. COMPLETION AT DUKE UNIVERSITY CGS Annual Meeting 2007,12/5/2007,Duke University Graduate School,2,Duke University Graduate School in the early 1990s:,Duke University had made major investments i
2、n strengthening faculty in the humanities and biological sciences in the 1980s in order to become a major national research university In order to attract and retain that faculty, the university committed to improve the quality of its Ph.D. programs in order to attract students who would match the s
3、trength of its faculty. In the early 1990s, Duke was basing the size of its Ph.D. programs primarily on the need of faculty for teaching and research assistants students were a source of inexpensive labor and often taught 2 or 3 sections per semester until graduation. Fellowships were rare and servi
4、ces were few. In selecting students, most Ph.D. programs gave heavy emphasis to standardized test scores (GRE) and undergraduate GPAs. In large departments, applications with scores below a certain number were simply not read.,12/5/2007,Duke University Graduate School,3,The Graduate School was given
5、 new leadership and funding resources in 1991 and a mandate to markedly improve the quality of its Ph.D. students and programs.,12/5/2007,Duke University Graduate School,4,Faculty consensus on Graduate School goals and policies in early 1990s:,Duke departments and programs should admit Ph.D. student
6、s based on their potential for highest quality scholarship rather than primarily to meet service needs of departments or faculty. Duke should provide adequate funding and minimize service requirements so that Ph.D. students can have time to be students and complete the degree in a reasonable period
7、of time.,12/5/2007,Duke University Graduate School,5,Faculty consensus on Graduate School goals and policies in early 1990s:,All aspects of the Graduate School should be as transparent as possible to faculty and students.The Graduate School should be a major reservoir of information to permit admini
8、stration, faculty, and students to assess the relative quality of departments and programs over time. The Graduate School should collect and publish data on student quality, progress to degree, job placements.The Graduate School should base allocation of funds to departments on rational criteria tha
9、t provide incentives for improvements in quality of graduate programs.,12/5/2007,Duke University Graduate School,6,How does one assess Ph.D. program quality?,Faculty reputation rankings External reviews by respected scholars Program selectivity and yield Input measures for students: Undergraduate in
10、stitution, GPA, GRE Ability to win competitive merit fellowships Quality of Ph.D. placements High completion rates; low time to degree Research productivity: publications, citations,12/5/2007,Duke University Graduate School,7,THE GRADUATE SCHOOL COLLECTS DATA - A STUDY OF Ph.D. COMPLETION AT DUKE:,P
11、h.D. cohorts from Fall 1991 through Fall 1995 were examined for each Duke degree granting program for % Completion (as of Fall 2004) Patterns of withdrawal from Ph.D. program Median Time to Degree Effect of Variables such as GRE scores, GPA, Race, Gender, and Merit Fellowship selection,12/5/2007,Duk
12、e University Graduate School,8,EFFECT OF GPA/GRE SCORES, J.B. DUKE FELLOWSHIP SELECTION, RACE, AND GENDER ON Ph.D. COMPLETION RATES (1991-95 Cohorts),12/5/2007,Duke University Graduate School,9,SOME FACTORS BELIEVED TO INFLUENCE SUCCESS IN GRADUATE STUDY,Ability to Reason & Think Critically* Knowled
13、ge of Subject Matter* Creativity Motivation Persistence Ability to learn and function independentlyunderstanding difference between undergraduate and graduate education Research ability Interpersonal & Communication (*) Skills Financial Support Family & Personal Circumstances Perceived Opportunities
14、 for Employment Features of Graduate Experience (e.g., “fit” with faculty interests and program expectations, mentoring, integration into discipline and program),12/5/2007,Duke University Graduate School,10,CONCLUSIONS (1):,High GRE (V and Q) and high GPAs do not correlate well with Ph.D. completion
15、 in any field.-This conclusion should not have been surprising (but it was to many faculty) because the ability to complete the long course of Ph.D. study obviously involves many factors.,12/5/2007,Duke University Graduate School,11,CONCLUSIONS (2):,Duke faculty CAN pick students who are more likely
- 1.请仔细阅读文档,确保文档完整性,对于不预览、不比对内容而直接下载带来的问题本站不予受理。
- 2.下载的文档,不会出现我们的网址水印。
- 3、该文档所得收入(下载+内容+预览)归上传者、原创作者;如果您是本文档原作者,请点此认领!既往收益都归您。
下载文档到电脑,查找使用更方便
2000 积分 0人已下载
下载 | 加入VIP,交流精品资源 |
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- THEGRADUATESCHOOLASANAGENTOFPPT
