Making the Implicit Explicit: Creating Performance Expectations for the Dissertation

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Stylus Publishing, LLC., 2007 - Education - 409 pages
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"An excellent resource for graduate students beginning the dissertation phase, for faculty who serve on dissertation committees or as dissertation advisors, and for faculty who may teach dissertation process courses. The text is also a valuable resource for academic departments who may want or need to develop dissertation standards from the ground up or to revamp their existing standards and expectations. The strength of Lovitts' book lies in the practical usefulness of the text...and its functionality for different academic disciplines."--The Review of Higher Education

This book and the groundbreaking study on which it is based is about making explicit to doctoral students the tacit "rules" for the assessment of the final of all final educational products--the dissertation. The purpose of defining performance expectations is to make them more transparent to graduate students while they are in the researching and writing phases, and thus to help them achieve to higher levels of accomplishment.
 

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Contents

1 JUDGING DISSERTATIONS
3
2 ACHIEVING EXCELLENCE
19
3 UNIVERSAL QUALITIES OF A DISSERTATION
27
4 DISCIPLINARY APPROACHES TO DOCTORAL TRAINING AND THE DEVELOPMENT OF A DISSERTATION
59
5 CONVERTING PERFORMANCE EXPECTATIONS INTO RUBRICS
97
6 CONCLUSIONS IMPLICATIONS AND RECOMMENDATIONS
113
PART TWO THE DISCIPLINES
119
7 THE BIOLOGY DISSERTATION
121
11 THE ECONOMICS DISSERTATION
219
12 THE PSYCHOLOGY DISSERTATION
247
13 THE SOCIOLOGY DISSERTATION
271
14 THE ENGLISH DISSERTATION
301
15 THE HISTORY DISSERTATION
327
16 THE PHILOSOPHY DISSERTATION
359
APPENDIX A
385
APPENDIX B
387

8 THE PHYSICS DISSERTATION
145
9 THE ELECTRICAL AND COMPUTER ENGINEERING DISSERTATION
167
10 THE MATHEMATICS DISSERTATION
195

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About the author (2007)

Barbara E. Lovitts is an independent higher education researcher. She was formerly Senior Program Officer in the Center for the Advancement of Scholarship on Engineering Education at the National Academy of Engineering, and is the author of Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study. She has worked at the University of Maryland, the American Institutes for Research, the National Science Foundation, and the American Association for the Advancement of Science.

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