Graduate Student Perspectives on the Promoting and Assessing Doctoral Development Competency Framework

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Catalysts for Success: Novel Approaches to Student Support and Achievement (Table 8)

Abstract

Assessment of the development of graduate students is of great importance. Prior studies have indicated faculty endorsement of a proposed assessment framework, the PADD-S. In order to effectively implement the PADD-S, however, students must also support its use. The current study evaluates both student knowledge and interest of the PADD-S after a one-hour workshop. Two sessions overviewing the PADD-S were conducted with neuroscience and plant biology graduate students. Thematic analysis of student interviews indicates that the PADD-S can be introduced during a one-hour workshop and that students believe it can support their learning. These results, combined with previous work conducted with faculty, lay the foundation to begin introducing and evaluating the PADD-S as an educational tool in graduate programs.

Authors

• Lauren M. Sullivan, Pennsylvania State University

• Peggy N. Van Meter, Pennsylvania State University

• Zachary A. Myers, Pennsylvania State University