This article draws from a keynote address presented at the 2019 Doctoral Education Forum sponsored by the Council for Christian Colleges & Universities (CCCU). A review of the literature reveals growth in doctoral education in the United States and the proliferation of types of doctoral degrees. The article describes an increase in the variety of doctoral capstone products (DCPs) beyond the dissertation, including portfolios, digital DCPs, artistic performances, interdisciplinary collaborations, and professional endeavors; the article also identifies a concomitant need for achieving and maintaining quality outcomes in all forms of DCPs, including the dissertation. Systems thinking is applied to this end by first identifying three factors-the student, faculty, and program context-as influencing the DCP process, based on a review of the literature and then analyzing the interactions among those factors which influence the quality of the DCP processes and outcomes. To holistically improve the DCP process and outcome, five principles are offered: (a) develop a program context that adheres to its standards of excellence; (b) recruit qualified students and position them for success; (c) engage qualified and committed faculty in the growth journey with students; (d) prioritize resource allocation in support of high-quality DCP production; and (e) implement a fair and appropriate DCP evaluation system. The conclusion describes possible implications for future research related to this topic within the context of Christian Higher Education.
In this article, we illustrate the use of an alternative teaching method devised to help translate theoretical materials into a usable form for classroom application. Through monologue interpretation, the tenets of Guba and Lincoln's (1989) Responsive Constructivist fourth generation evaluation model were presented to a graduate level class consisting of public school classroom teachers. The materials that had previously been perceived as abstract and of little practical use became more accessible after the learning experience. The importance of this is compounded by the potential of fourth generation evaluation to provide an alternative approach to curriculum evaluation.
To date, no empirical studies have examined the experiences of parents of adult children disclosing previous childhood sexual abuse (CSA), an often-overlooked population potentially in need of support and clinical care. To explore the experiences of parents of adult-disclosing CSA survivors, we conducted semi-structured interviews with four parents of two adult sons who disclosed a history of having been previously sexually abused in childhood by a common perpetrator. Using a narrative analysis approach, the qualitative data revealed several important themes elucidating parents’ experiences of the disclosures and related emotional and cognitive effects. Findings from this study suggest that parents of adult-disclosing CSA survivors may experience significant psychological impacts, including symptoms of secondary traumatization, and point to the potential need for supportive care for other members of the family system.
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