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Strategies for Doctoral Student Readiness, Student-Centered Support, and Inclusion

Strategies for Doctoral Student Readiness, Student-Centered Support, and Inclusion

Laura K. Lynn (Walden University, USA), Melanie Brown (Walden University, USA), Michelle Brown (Walden University, USA), and Deborah Inman (Walden University, USA)
Copyright: © 2022 |Pages: 15
DOI: 10.4018/978-1-6684-5146-5.ch007
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Abstract

Equity in education is instrumental to individual, local, national, and international progress. Walden University exemplifies this through a commitment to support doctoral students with various levels of prior experience. The university scales doctoral resources based on data and communication with stakeholders. Resulting from this effort, Walden has developed centralized academic support services. Students who use these services report better preparation to make progress in their doctoral programs; however, some students have struggled to find and access resources when they need them. In 2019, the concern was addressed through a collaborative planning summit and position paper to create a holistically supportive doctoral journey for all students. The resulting innovative approach is described, highlighting aspects used to foster inclusion through easy access and better preparation for our diverse student body. Recommendations for faculty and administrators looking to enhance their support strategy through increased inclusivity and improved student progress are shared.
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Introduction

Universities and Academic Support

Equity and quality in education is a global priority (Organization for Economic Co-operation and Development, 2012). Equity in education refers to fairness, which represents all irrespective of any differences with the goal of access, participation, and progression in education (Parveen & Riffat-un-Nisa, 2019). In higher education, students often develop skills needed for academic success in areas such as writing, research, and study skills, both by learning from faculty in courses and by using instructional resources available outside the classroom (Balzer & London, 2019). Knowing how to provide access to these resources is critical to meet the needs of diversity, equity, and inclusion to ensure the success of all students. As noted by Kurfist (2022), “One of the primary goals of DEI in higher education is to create a learning environment where all students succeed and thrive...” (p.1)

In reviewing traditional and peer institutions, we have noticed that students access resources and guidance for academic support in a variety of departments known through faculty with specialized knowledge who are willing to offer guidance. For instance, departments that offer statistical support may do so through a centralized unit, such as a dedicated learning center, or within a mathematics department. Typically, students learn about instructional services through handbooks, webpages, or referrals from their faculty who noticed a deficit in students’ work or if the students asked their faculty for help. Students’ paths to accessing cocurricular support are often cumbersome and unclear. Several universities have Research Services departments or Writing Centers, but support provided and how to access it varies. This inconsistency can result in unintentionally providing less support for students who struggle to locate and use instructional resources outside the classroom or who find many resources but are overwhelmed and unsure how to select which materials best fit their learning needs at the time.

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