Description
Book SynopsisLeading the thesis or dissertation process can be a challenging and rewarding experience. However, serving as a doctoral dissertation or master's thesis Chair is often a role assumed with very little faculty development and a lot of guesswork. Many new (and yes, even experienced) Chairs rely on the secondhand advice of seasoned faculty or on their own lived experiences as graduate students (both good and bad). This can lead to confusion, frustration, and contentious relationships. Without a chairperson who is invested and who has a clear set of best practices, both the Chair and the student are left guessing as to the best course to proceed This book provides a clear set of best practices for the dissertation or thesis chairperson by providing hands-on tools, real-life illustrations, and practical advice for any faculty member guiding and coaching the student through the thesis or dissertation process.
Trade ReviewNovice doctoral faculty members are often expected to chair dissertations with their experience as a doctoral student as their only knowledge of the process and its demands. It is an untenable position in which to place a new faculty colleague; one I know from my personal experience some twenty years ago. Drs. Oltman, Surface, and Keiser have performed a great service to the community of doctoral faculty, both novice and experienced, by writing this book and documenting the many, many factors that contribute to a positive or painful dissertation experience for both the chair and the student. It is rich in guidance from the early consideration a faculty member must give to the task of chairing a committee to the science and art of guiding both the student and dissertation committee toward a successful outcome. I will be reading it to refresh my outlook and function as a dissertation chair and will use it to assist in mentoring new doctoral faculty in the important work of the dissertation chair. -- Jennifer Sughrue, Professor, Educational Leadership, Florida Gulf Coast University
Oltman, Surface, and Keiser have produced an invaluable guide to successfully serving as a dissertation or thesis chair. Young academics from a wide range of disciplines could profit from this book, as instruction for chairing dissertations is often an overlooked part of a typical induction into the profession. Even scholars who have been around the block could improve their work with graduate students by spending a few hours with this trio of scholars. -- Paul Theobald, Visiting Professor of Educational Innovation, Co-Director, Ed. D. Program, University of Southern Indiana
While there is considerable information and guidance addressing the many research, teaching, and service duties and responsibilities of the contemporary faculty member, there is a noticeable absence of information involving a critical mentoring relationship in the doctoral education process, namely the role of today's faculty member as the designated chair of a student's doctoral dissertation. Recent research reveals that a doctoral student's selection of a faculty member to chair their dissertation is one of the most critical decisions a student can make in their doctoral education experience. In this book, the author(s) skillfully adopt a case study approach to illustrate both the complexity and importance of the doctoral dissertation chairing process and the faculty member's responsibilities as chair. Moreover, the author(s) provide invaluable considerations for faculty members when deciding whether or not to chair a student's dissertation. This book clearly addresses a current gap in the higher education literature involving the faculty's role in doctoral education and should be required reading for all faculty affiliated with doctoral degree granting programs. -- Kevin P. Brady, Associate Professor of Educational Leadership, University of Arkansas
Table of ContentsPreface Chapter 1- 10 Questions to Ask Before Accepting Your First Chair Assignment Who is the student? What are the institution’s expectations of a Chair? Where can I find policies and procedures regarding the process? Who can I turn to for help? What form or format does a thesis or dissertation need to be at this university? How do I know what I don’t know? (and what if someone finds out what I don’t know??) Does the methodology and topic the student hopes to use fit your expertise? Do I have time for this? Do I want to do this? What am I bringing from my own experiences into this? Chpater 2- Being a Chair The Importance to the Student The Importance to the Institution The Importance to the Field of Study The Importance to the Chair The Chair as Leader Takeaway Tips Chapter 3- Crafting of the Committee A Committee as an Organization Storming Toward Consensus Performing the Defense Takeaway Tips Chapter 4- Planning the Dissertation with the Candidate Comfort the Afflicted Afflict the Comfortable Criteria to Set as Ground Rules Impact of the Method on the Journey Takeaway Tips Chpater 5- Feedback and Failure Setting Up Student/Chair Communication Helping Students Understand the Timing of the Process The Chair’s Workload Tears and Fears Critical Feedback or Coaching? Shouldn’t the Student Already Know This? Takeaway Tips Chapter 6- The Ambiguity and Loneliness of the Graduate Student The Mental Health Crisis Among Graduate Students Encouraging Self-Care Practice Makes Perfect Chapter 7- Common Writing Issues Guiding Student Writing Building Habits with Online Tools Tighten It Up Emptying the Trash Using Professional Voice Plagiarism The Internet and Other Writing Temptations Synthesis Revision Stepping Away from the Paper Takeaway Tips Chapter 8- Problems, Delays, and Misunderstandings—Motivation and Insight Building Relationship Through Understanding Style Threatened Intent and Emerging Conflicts Look in the Mirror Data or Topic Dilemmas Takeaway Tips Chapter 9- Litigation Around the Dissertation and Thesis Process Student/Faculty Relationship Fallout Student Failure to Complete within a Designated Timeframe Conflicts of Ownership and Authorship Plagiarism Takeaway Tips Chapter 10- Preparing the Student for the Defense and Graduation Preparing for the Defense Meeting A Typical Committee Meeting Handling Committee Questions The Power of “I Don’t Know” The Decision Celebrating Success Addressing Failure Publication and Shared Authorship Takeaway Tips Chapter 11- Avoiding Mistakes and Missteps Misstep #1. Make everything into a battle. Misstep #2. Repeat the same conflict, repeatedly. Misstep #3. Rely on your memory. Misstep #4. Avoid issues with a pocket veto. Misstep #5. Let them guess when or if they will get feedback. Misstep #6. Be reluctant to say NO to a student Misstep #7: Be the grammar sheriff. Misstep #8. Use jargon, vague terms, sarcasm, and conflicting directions so students have to rewrite and revise repeatedly. Misstep # 9. Ignore problems. Misstep #10. Talk down other faculty members. Misstep #11. Take advantage of students and junior faculty. Misstep #12: Become too friendly or too close to the student. Misstep #13: Assume the university will cover you, so don’t watch your back. Misstep #14: Pretend that you do not make mistakes. Steps in the Right Direction Takeaway Tips References Appendix A: Beginning Chair Checklist Appendix B: Preproposal, Prospectus, or Research Agreements About the Authors
