International Journal of Doctoral Studies
Informing Science Institute
Rights and Access Note
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s).
Santa Rosa, CA
Interdisciplinary research and education are a growing emphasis in United States institutions of higher education but relatively little is known about the doctoral students engaged in these atypical programs. The purpose of this study was to understand the socialization process of 18 students involved in a large-scale, federally funded, interdisciplinary research project focused on sustainability at one university. Using Weidman, Twale, and Stein’s framework of graduate student socialization, themes emerged related to (a) their distinctive characteristics and cultures, (b) the learning process, (c) balance, (d) uncertainty, and (d) support. Recommendations for policy and practice are included.
Gardner, Susan K.; Jansujwicz, Jessica Spelke; Hutchins, Karen; Cline, Brittany; and Levesque, Vanessa, "Socialization to interdisciplinary: faculty and student perspectives" (2012). Publications. 56.
Gardner, S.K., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. 2012. Interdisciplinary Doctoral Student Socialization. International Journal of Doctoral Studies, 7, 377-394. http://ijds.org/Volume7/IJDSv7p377-394Gardner0385.pdf.
© 2012 Informing Science Institute
publisher's version of the published document