147
Views
2
CrossRef citations to date
0
Altmetric
Articles

Teaching Preparation and Professional Development Coursework in Doctoral Programs: The Example of Criminology and Criminal Justice

, &

References

  • Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher Education, 39(1), 38–42. https://doi.org/10.1177/002248718803900109
  • Association of Doctoral Programs in Criminology & Criminal Justice. (2016). Membership directory. Retrieved from http://www.adpccj.com/members.html
  • Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the Academic career. The Journal of Higher Education, 73(1), 94–122. https://doi.org/10.1080/00221546.2002.11777132
  • Ballard, D. J., Klein, M. C., & Dean, A. (2007). Mentoring for success in criminal justice and criminology: Teaching professional socialization in graduate programs. Journal of Criminal Justice Education, 18(2), 283–297. https://doi.org/10.1080/10511250701383400
  • Benekos, P. J. (2016). How to be a good teacher: Passion, person and pedagogy. Journal of Criminal Justice Education, 27(2), 225–237. https://doi.org/10.1080/10511253.2015.1128703
  • Cavanagh, R. F., & Waugh, R. F. (2004). Secondary school renewal: The effect of classroom learning culture on educational outcomes. Learning Environments Research, 7, 245–269. https://doi.org/10.1007/s10984-004-3296-5.
  • Cockrell, C. N., & Shelley, K. (2011). The relationship between academic support systems and intended persistence in doctoral education. Journal of College Student Retention: Research, Theory & Practice, 12(4), 469–484. https://doi.org/10.2190/CS.12.4.e
  • Crawford, C. (2011). Dilemmas in supervising and mentoring criminology graduate students. Journal of Criminal Justice Education, 22(2), 226–246. https://doi.org/10.1080/10511253.2010.517770
  • Cullen, F. T., & Vose, B. (2014). How to be a successful graduate student. Journal of Contemporary Criminal Justice, 30(4), 362–377. https://doi.org/10.1177/1043986214541603
  • Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136. https://doi.org/10.1348/000709900158001
  • Frost, N. A., & Clear, T. A. (2007). Doctoral education in criminology and criminal justice. Journal of Criminal Justice Education, 18(1), 35–52. https://doi.org/10.1080/10511250601144258
  • Golde, C. M., Dore, T. M. (2001). At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Retrieved from http://www.phdcompletion.org/promising/Golde.pdf
  • Heflinger, C. A., & Doykos, B. (2016). Paving the pathway: Exploring student perceptions of professional development preparation in doctoral education. Innovative Higher Education, 41(4), 343–358. https://doi.org/10.1007/s10755-016-9356-9
  • Hermanowicz, J. C. (2016). Honor in the academic profession: How professors want to be remembered by colleagues. The Journal of Higher Education, 87(3), 363–389. https://doi.org/10.1353/jhe.2016.0012
  • Johnson, W. W. (2014). How to be a successful teacher of professional development. Journal of Contemporary Criminal Justice, 30(4), 443–454. https://doi.org/10.1177/1043986214541609
  • Keith, B., & Moore, H. A. (1995). Training sociologists: An assessment of professional socialization and the emergence of career aspirations. Teaching Sociology, 23(3), 199–214. https://doi.org/10.2307/1319212
  • Kim, B., Stallings, R. P., Merlo, A. V., & Lin, A. W. C. (2015). Mentoring in criminology and criminal justice doctoral education: Doctoral program coordinators’ perspectives. Journal of Criminal Justice Education, 26(4), 390–407. https://doi.org/10.1080/10511253.2015.1049630
  • Kunselman, J., Hensley, C., & Tewksbury, R. (2003). Mentoring in academe: Models for facilitating academic development. Journal of Criminal Justice Education, 14(1), 17–35. https://doi.org/10.1080/10511250300085631
  • Luna, G., & Cullen, D. (1998). Do graduate students need mentoring? College Student Journal, 32(3), 322–330.
  • Lunsford, L. (2012). Doctoral advising or mentoring? Effects on student outcomes, mentoring & tutoring. Mentoring & Tutoring: Partnership in Learning, 20(2), 251–270. https://doi.org/10.1080/13611267.2012.678974
  • Marx, R. D., Garcia, J. E., Butterfield, D. A., Kappen, J. A., & Baldwin, T. T. (2015). Isn’t it time we did something about the lack of teaching preparation in business doctoral programs? Journal of Management Education, 40(5), 489–515.
  • Masterman, E., Jameson, J., & Walker, S. (2009). Capturing teachers’ experience of learning design through case studies. Distance Education, 30(2), 223–238. https://doi.org/10.1080/01587910903023207
  • Mazerolle, S. M., Bowman, T. G., & Klossner, J. C. (2015). An analysis of doctoral students’ perceptions of mentorship during their doctoral studies. Athletic Training Education Journal, 10(3), 227–235. https://doi.org/10.4085/1003227
  • Moreira, R. G., Butler-Purry, K., Carter-Sowell, A., Walton, S., Juranek, I. V., Challoo, L., Regisford, G., Coffin, R., & Spaulding, A. (2019). Innovative professional development and community building activity program improves STEM URM graduate student experiences. International Journal of STEM Education, 6(1) https://doi.org/10.1186/s40594-019-0188-x
  • Morrison, E., Rudd, E., Zumeta, W., & Nerad, M. (2011). What matters for excellence in PhD programs? Latent constructs of doctoral program quality used by early career social scientists. The Journal of Higher Education, 82(5), 535–563.
  • National Research Council. (2011). A data-based assessment of research-doctorate programs in the United States. The National Academies Press.
  • Noy, S., & Ray, R. (2012). Graduate students’ perceptions of their advisors: Is there systematic disadvantage in mentorship? The Journal of Higher Education, 83(6), 876–914. https://doi.org/10.1353/jhe.2012.0036
  • Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? Longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476. https://doi.org/10.1007/s11162-005-9003-2
  • Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being. The Journal of Higher Education, 89(6), 988–1013. https://doi.org/10.1080/00221546.2018.1449080
  • Reeve, T. D., Marbach-Ad, G., Miller, K. R., Ridgway, J., Gardner, G. E., Schussler, E. E., & Wischusen, E. W. (2016). A conceptual framework for graduate teaching assistant professional development evaluation and research. CBE-Life Sciences Education, 15, 1–9.
  • Rushin, J. W., Saix, J. D., Lumsden, A., Streubel, D. P., Summers, G., & Bernson, C. (1997). Graduate teaching assistant training: A basis for improvement of college biology teaching and faculty development? The American Biology Teacher, 59(2), 86–90. https://doi.org/10.2307/4450255
  • Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Westview Press.
  • Snyder, T. D., de Brey, C., & Dillow, S. A. (2019). Digest of education statistics 2018 (NCES 2020-009). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.