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Curriculum ideas for part time PhD students.

Article Excerpt
Abstract

In this paper, we discuss the theory and practice behind the creation and implementation of a new integrated doctoral program approach that requires students to begin the dissertation process at the beginning, rather than the end, of their programs. Via this new program, part-time doctoral students develop the knowledge, skills and dispositions it takes to conduct scholarly research. We've found that students appreciate knowing what the process holds, and that their dissertations are richer in content and methodology. This new approach also creates a cohort that understands the expectations of a dissertation and can work on those together. Finally, it enables students to decide if a doctoral degree appropriate for them early in their programs.

Introduction

In the best of circumstances, students working toward a PhD degree come to their programs with assets that help them attain their goals, and increase those assets during their time of study. They have the means to attend graduate school full time. They may have a fellowship, or a research or teaching assistantship or some combination of the three, which provides at least a stipend for living expenses. They have conducted research in their undergraduate or master's program, therefore knowing what to expect. Once in a program, they work under a master researcher in the field of their interest, enabling them to develop the knowledge, skills and dispositions needed for further research. Via such a cognitive apprenticeship (Brown, Collins & Duguid, 1989; Lave, 1991), they complete their dissertation work. Overall, they have exposure to the routines of a research community, and opportunities to understand and participate in what many refer to as the culture of research (Berliner, 2003; Labaree, 2003; Richardson, 2003).

Many students do not, however, have the opportunity to pursue doctoral studies fulltime. This is particularly true in applied fields such as education (Berliner, 2003; Labaree, 2003, Richardson, 2003). For example, we in the educational leadership unit at Western Michigan University currently serve approximately 250 doctoral students, only a handful of whom are full time. Our students tend to pursue their PhDs only after they have established themselves as educational professionals. They choose to pursue their doctoral degree as part-time students, while continuing to work full-time.

As these students come to a research environment, they face issues that many of their full-time counterparts do not. They spend a limited time on campus and thus have fewer opportunities to understand the culture of research, or to think as researchers (Berliner, 2003; Labaree, 2003; Richardson, 2003). For example, because they work during the day, they are unlikely to participate in brown-bag meetings with knowledgeable researchers or non-class seminars. Carrying professional...

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