Explicating the graduate experience: Developing and testing integrated frameworks, assessing and developing methodologies, and engaging in applied work

Research into the personal experiences of graduate students and how or whether these factors impact student success, while insightful, typically has numerous limitations including studying experiences in isolation as well as definitional and methodological issues. Here, we directly address these limitations while simultaneously leveraging data-driven insights to improve the graduate experience. Specifically, in collaboration with the University of Illinois’ College of Engineering (CoE) Graduate Program we: 1) developed and tested novel overarching frameworks explicating the graduate experience and graduate success by elucidating links between: degree progress and productivity, mental and physical health, advisor/mentor relationships, social support, and identity (i.e., international/domestic students and gender); 2) investigated and addressed definitional and methodological limitations found in prior studies on mentor-mentee and/or advisor-advisee relationships in graduate students; and 3) used our data and aims 1 and 2 to assist the CoE in more formally assessing graduate student concerns including anxiety, depression, and advisor-advisee relationships - and provided initial guidance regarding these areas.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Kruepke, Michael David

Contributors dc:contributor

• Aber, Mark
• Allen, Nicole
• Hund, Anita
• Sher, Tamara
• Amos, Jennifer

• Graduate student, graduate school, higher education, mental health, mentor, advisor, psychology, engineering

Statement dc:rights

• Copyright 2018 Michael Kruepke

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/105847

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/105847