Journal articles on the topic 'Western Kentucky University doctoral faculty'

Dr. Joseph Bilotta, an eminent scientist in the field of fish visual neurophysiology and psychophysics, died suddenly and unexpectedly on January 2, 2006. A native of Niagara Falls, NY, Joe was born October 21, 1955. His passion for learning took him on a journey from an Associate Degree in Mathematics in 1975 from Niagara County Community College to a Ph.D. in Experimental Psychology conferred by the City University of New York in 1987 under the mentorship of Dr. Israel Abramov. Joe continued his training at Vanderbilt University, working as a post-doctoral fellow in the laboratory of Dr. Maureen Powers. In 1991, Joe joined the faculty of Western Kentucky University as an assistant professor of Psychology, and quickly moved through the ranks, becoming full professor in 2001.

As an institution built on the foundation of a Normal School, collaboration among faculty members and across program areas and academic units have been part of Western Kentucky University’s (WKU) heritage since 1906. In addition to the various collaborative initiatives across campus, there are a variety of initiatives that involve various agencies across the community, including ongoing partnerships with local and area school districts, P-16 Councils, and the Green River Region Educational Cooperative. These collaborations have been enhanced, especially since the court decision resulting in Kentucky’s Educational Reform Act (KERA) in 1990 (Rose v. Council, 1989). In the early 1990s the College of Education and Behavioral Sciences created the Task Force on Education Reform – High Schools and the Task Force on Research-Based Instructional Strategies to facilitate institutional work relative to KERA. Both Task Forces involved faculty from what is now the Ogden College of Science and Engineering and the Potter College of Arts and Letters.

The need for academic mentoring of ethnic minority doctoral students in counseling psychology has resulted in a call for training programs to build environments that not only provide financial assistance, but also work toward enhancing qualitative aspects of training that may be important in the students’preparations for future academic careers. This article describes the Western Interstate Commission of Higher Education’s (WICHE) Doctoral Scholars Program that provides both external funding and strategies designed to encourage faculty-student mentoring. The extent to which WICHE has influenced doctoral training in the counseling psychology program at the University of Utah is described from the perspective of the WICHE director, a WICHE faculty mentor, and two WICHE doctoral scholars. The importance of the faculty mentor as a facilitative agent in the training of ethnic minority students and in helping them to prepare for careers in academia is highlighted.

Aim/Purpose: This article presents an analysis of female faculty representation on dissertation committees in comparison to the percentage of women faculty in departments of engineering in 2013 and 2014. Background: Collaboration is an indication of a robust research program, and the consequences of collaboration may benefit one’s academic career in numerous ways. Gender bias, however, may impede the development of intra-university collaborations, thereby inhibiting professional success. Methodology: Nine universities were examined (Carnegie Mellon University, Case Western Reserve University, Cornell University, Duke University, Massachusetts Institute of Technology, Northwestern University, Rice University, University of Pittsburgh, and Vanderbilt University) across six different engineering departments (civil, chemical, mechanical, materials, biomedical, and electrical). Contribution: This paper reveals how an analysis of gender balance of faculty representation on doctoral committees can help advance an institution's understanding of the level to which collaboration with female colleagues may be occurring, thereby providing insight to the climate for women. Findings: A potential gender imbalance does exist in select cases. In aggregate, the percentage of female engineering faculty on dissertation committees compared to within each university revealed a disparity of less than 6% points. Recommendations for Practitioners: Examining how well represented female engineering faculty are on dissertation committees can be an important measure of levels of collaboration within an institution and of how well women are being integrated into the existing culture. Recommendation for Researchers: More in-depth research, including a study of correlation with other relevant indicators, may reveal additional insight to why gender bias exists on doctoral committees and how to lessen its occurrence. Impact on Society: The results of this study may increase awareness of gender bias and encourage faculty to be more inclusive and collaborative, particularly with their female colleagues, and as a result may help improve the climate for women faculty in engineering. Future Research: This study opens a discussion about the potential for gender imbalance and bias within an institution, particularly with respect to collaboration and inclusion. Future work may explore other indicators beyond doctoral committee representation.

Bing graduated from the Medical Faculty at Erasmus University in Rotterdam, The Netherlands in 1988. He then completed a PhD in Medical Sciences (University of Calgary), internship (University of Regina) and surgical residency (University of Western Ontario) and post-residency clinical fellowships (University of Toronto and Harvard University) followed by a research post-doctoral fellowship (Department of Cell Biology, University of Toronto). Bing has been with the Roth | McFarlane Hand and Upper Limb Centre at St. Joseph’s Health Centre since 1998. He is a Professor of Surgery and Medical Biophysics at Western University. His clinical practice focuses on hand and wrist surgery, microsurgical reconstruction and complex wound reconstruction, with a particular clinical and research interest in patients with Dupuytren’s contracture. He is also interested in other fibrosing conditions, such as hypertrophic scarring. Bing was a Canadian Society for Clinical Investigation (CSCI) Member of Council 2004-2011and CSCI President 2009-2011.

The downturn of the global economy requires universities worldwide to do more with fewer resources. These conditions have presented an opportunity for two universities, the University of the Western Cape and the University of Missouri-St. Louis, to collaborate on a research course offered to postgraduate students. The purpose of this article is to outline the overall administration, management and structure of an innovative research programme between two countries. The aim is also to share the experiences and challenges of this research partnership, to explain how the parties involved navigated policies, to demonstrate what expertise the two educational institutions gained from the collaboration and to recount the benefits received by students and faculty from working internationally.

AbstractPolitical scientists hail from large, research-intensive universities like the Ohio State University, regional comprehensive schools like Western Kentucky University, and small teaching-intensive institutions like Mars Hill College. Despite this diversity, most studies of the political science discipline overlook the contributions of individuals from non-Ph.D. departments. To address this oversight, we compare the publishing rates of scholars with four types of affiliations: non-Ph.D. departments, Ph.D. departments, non-U.S. departments, and nonacademic institutions. We focus particularly on whether faculty from non-Ph.D. departments publish in different types of journals than faculty from other departments, and whether the institutional affiliations of editorial board members corresponds to the institutional affiliations of published authors. We find that people from non-Ph.D. departments represent 16% of the authors in our sample of political science journals, and their contributions are particularly noteworthy in certain types of journals. We also demonstrate that the institutions represented on editorial boards generally do not reflect the institutional affiliations of the authors who publish in these journals.

The 50th Assistententagung, the annual meeting of public law assistants, convened this year in Greifswald. Greifswald is not only home to academic institutions, but also has a long legal history and is the host city of both the State Constitutional Court and the Highest Court of Administrative Law in the state of Mecklenburg-Western Pomerania. The meeting's aim was to facilitate an exchange between postdoctoral and doctoral candidates on questions relating to public law. Until 1959, the assistants in public law, who are usually conducting doctoral or post-doctoral studies, had been admitted to the annual meeting of public law professors. Assistants could benefit from professors' wealth of experience, including how to structure lectures and how to answer difficult questions, through participation in the Public Law Professors' Meeting. With the exclusion of non-professors from the annual Staatsrechtslehrertagung in the 1950s, assistants no longer had a forum to learn how to perform as academics. This exclusion resulted in the beginning of the annual meeting of German-speaking public law assistants in 1961 in Hamburg, to which not only postdoctoral candidates, but also doctoral candidates were welcomed. The meeting served as both a training course and an opportunity for academic exchange. And it was therefore in accordance with tradition that Jörg Scharrer, who hosted the first panel, had to ask the dean of the law faculty at Greifswald University, Prof. Dr. Axel Beater, to leave the building before opening the first session.

The purpose of the present study was to determine whether students’ views of mentors have changed as a function of the increased number of faculty members conducting research and the inclusion of undergraduate students in faculty mentors’ research teams, using reports from current students. The participants were 227 undergraduate, master’s, and doctoral students at two large, Western public universities located in the United States. One institution was a research-intensive university and the other was not. Students were asked to complete a questionnaire about whether they had a mentor, the characteristics of their mentors, and their perceptions of their mentors. The findings indicated that 28.5% of undergraduates and 95% of graduate students had mentors. Undergraduate students were significantly more likely to choose mentors for being inspiring instructors, and graduate students were significantly more likely to choose mentors because of interest in their research. The most important characteristic of both good and bad mentors was personality. Students at all levels perceived their mentors as very interested in their futures. Mentor satisfaction was high among students at all levels. The findings are encouraging, and they provide evidence that psychology has adapted well to the increased number of faculty conducting research and to the inclusion of undergraduate students in research.

The purpose of the doctoral education process is to create and legitimize scholarly researchers. This transformation, from student to scholar, is widely discussed in the literature. However, recent rapid changes in university culture have resulted in less time for supervision, stricter completion deadlines, and a greater focus on efficiency and productivity. This has had an impact on this transition process, and this impact has not been widely studied. The aim of this article is to understand the consequences of the current trends for PhD students and the education of PhD students in general. The article is based on interviews with 14 international students from two different research programs at the Faculty of Engineering and Science at Aalborg University in Denmark. The case of international PhD students in a western setting is singled out as a challenging case for becoming a legitimate scholar, since they face the additional challenge of becoming socialised into their new foreign setting. Overall, the study concludes that the transition process of doctoral students is affected by the way different supervisors deal with current university trends and how PhD students fit or do not fit into their knowledge production practices. The study identifies matches or mismatches in a knowledge production perspective, quality of contact, and degree of independence of the PhD student as factors that influence whether a transition process can be marked as sound, troublesome, or lacking. Finally, the study identifies an overall risk of neglecting the more interdependent types of international PhD students. Suggestions are given as how to address this risk.

Purpose Women remain underrepresented in academic STEM, especially at the highest ranks. While much attention has focused on early-career attrition, mid-career advancement is still largely understudied and undocumented. The purpose of this paper is to analyze gender differences in advancement to full professor within academic STEM at a mid-size public doctoral university in the western USA, before and after the National Science Foundation (NSF)-ADVANCE Program (2003–2008). Design/methodology/approach Using faculty demographics and promotion data between 2008 and 2014, combined with faculty responses to two waves of a climate survey, the magnitude and longevity of the impact of ADVANCE on mid-career faculty advancement across gender is evaluated. Findings This study documents increased representation of women in all ranks within the STEM colleges, including that of full professor due to ADVANCE efforts. It also demonstrates the role of greater gender awareness and formalization of procedures in reducing the variability in the time as associate professor until promotion to full professor for all faculty members, while also shrinking gender disparities in career attainment. As a result of the codification of the post-tenure review timeline toward promotion, more recently hired faculty are promoted more swiftly and consistently, irrespective of gender. Post-ADVANCE, both male and female faculty members express a greater understanding of and confidence in the promotion process and no longer see it as either a hurdle or source of gender inequality in upward career mobility. Research limitations/implications While data were collected at a single university, demographics and career experiences by women mirror those at other research universities. This study shows that within a given institution-specific governance structure, long-lasting effects on faculty career trajectories can be achieved, by focusing efforts on creating greater transparency in expectations and necessary steps toward promotion, by reducing barriers to information flown, by standardizing and codifying the promotion process, and by actively engaging administrators as collaborators and change agents in the transformation process. Originality/value This study addresses mid-career dynamics and potential mechanisms that explain gender gaps in the promotion to full professor, a largely understudied aspect of gender disparities in career attainment within STEM. It shows how institutional policy changes, intended to alleviate gender disparities, can benefit the career trajectories of all faculty members. Specifically, this study highlights the crucial role of codifying procedures and responsibilities in neutralizing subjectivity and inconsistencies in promotion outcomes due to varying departmental climates.

Purpose This paper aims to explore the development narrative and usage of environmental sustainability tours available at universities and takes an in-depth look into the Western Kentucky University (WKU) Green Tour. Design/methodology/approach Questionnaires and interviews were conducted with sustainability leaders involved in tours at their university to discover how they were developed and used. An assessment of the WKU Green Tour used surveys and pre- and post-tests to determine the reach of the tour to the campus population, student learning and faculty use. Findings There is a lack of data on sustainability tours, making it difficult to design new tours and validate their status as an essential tool. In the case of WKU, the need for data was confirmed, as current practices that were assumed to be effective proved ineffective. Multiple suggestions for improved tours are provided. Research limitations/implications The case study used in this paper is not representative of all university sustainability tours as they can vary widely. Given the lack of research on the subject, especially quantitative research, it is a valuable study. Practical implications Though sustainability tours are touted as a valuable tool for all campuses, more data are needed to validate this claim. Data suggest the tours are effective tools for increasing knowledge, but there is need for further assessment of tours and how they can be used to create a sustainably literate campus. Originality/value This study is the first to assess sustainability tours using mixed-methods.

The Vilnius period in Iwo Jaworski’s lifeThe Vilnius period in Iwo Jaworski’s life, from 1922 until 1939, was one of the most important periods in his life. It began when he became Chair of History of Law in Western Europe at the Stefan Batory University in 1922. It was also associated with the formation of the Faculty of Law and Social Sciences at the University. In 1927 Iwo Jaworski obtained his post-doctoral degree habilitation and in 1932 he was made professor. In his research he focused on political and legal questions connected with the French Revolution as well as legal questions concerning the Grand Duchy of Lithuania. In addition to conducting research, he was also active in popularising science, and was an outstanding teacher, whose lectures and seminars were very popular among students. That he was trusted by those around him is evidenced by his participation in several collegiate bodies at the university and the fact that he supervised several student organisations. The Vilnius period was also extremely important in his private life. It was in Vilnius that he started a family and despite the fact that he moved several times, his home was a place of social gatherings of many of his friends including people who, like himself, found themselves in Wrocław after the war. Interludes in his life in Vilnius were provided by military training courses which he was called to attend. Die Vilniusser Zeit im Leben von Iwo JaworskiDie Vilniusser Zeit im Leben von Iwo Jaworski, also die Jahre 1922-1939, gehört zu den wichtigsten Perioden seines Lebens. Diese begann, als er im Jahre 1922 auf den Lehrstuhl für Geschichte des Rechts in Westeuropa an der Stefan-Batory-Universität berufen wurde. Sie war auch mit der Errichtung der Fakultät für Recht und Sozialwissenschaften an dieser Universität verbunden. In diesem Zeitraum, im Jahre 1927, habilitierte sich Iwo Jaworski und im Jahre 1932 erwarb er den Professorentitel. Den Schwerpunkt seines wissenschaftlichen Werkes bildeten die verfassungsrechtlichen Fragen bezogen auf die Französische Revolution und die rechtliche Problematik betreffend das Großfürstentum Litauen. Neben der Arbeit als Wissenschaftler beschäftigte sich Iwo Jaworski auch aktiv mit der Förderung der Wissenschaft. Er war dabei ein ausgezeichneter Didaktiker und seine Vorträge und Seminare erfreuten sich großer Beliebtheit bei den Studenten. Ein Zeichen des Vertrauens ihm gegenüber war seine Beteiligung an kollegialen Organen der Universität und sachliche Leitung einiger Studentenorganisationen. Die Zeit in Vilnius war auch für sein privates Leben wichtig. Dort hat Iwo Jaworski seine Familie gegründet und seine Wohnung, trotz einiger Umzüge, diente stets als ein Treffpunkt für viele mit ihm befreundete Personen darunter diejenige, die, ähnlich wie er, nach dem Zweiten Weltkrieg nach Wrocław kamen. Die Vilniusser Zeit unterbrachen gelegentliche militärische Schulungen, die er zu absolvieren hatte.

Ivan Ivanovich Grekov (1867-1934) – an outstanding Russian surgeon, a talented organizer and teacher, doctor of medical science (1901), Professor (1915), honorary Chairman of the Surgical society N.I.Pirogov (1920), chief editor scientific medical journal "Vestnik of surgery and border areas" (1922-1934), Chairman of the XVI all-Russian Congress of surgeons (1924), the chief doctor of Obukhovskaya hospital (1927-1934), honored scientist of the RSFSR (1932).
 I.I. Grekov was born on 5 (17) March, 1867, on a farm Tomilino Bogucharsky district, Voronezh province. In 1876 he entered and in 1885 graduated from Novocherkassk men's gymnasium, and was admitted to the Moscow University. In 1890 for participation in student riots Ivan was expelled from the University, but later continued her studies at the medical faculty of Yuryev University, and in 1894 he was awarded the title of doctor.
 In 1895 I.I.Grekov worked in the Obukhov hospital in St. Petersburg: first – supernumerary resident since 1905 head of the surgical Department, from 1927 to 1934 – the chief physician. In 1901 he defended his doctoral thesis: "Materials for the issue of bone defects of the skull and their treatment." In 1903 I. I. Grekov performs world's first successful suturing wounds of the heart. I. I. Grekov for the first time in Russia performed the intraoperative dissection of the cavity of the heart, pankreatectomia, one of the first made expeditious treatment of the stomach the methods of Kocher, Billroth–I and Billroth–II operation to create an artificial esophagus by the method of Roux–Herzen, has developed a technique tamponade of the abdominal cavity, restoration of the cruciate ligaments of the knee joint broad fascia of the thigh; method of resection of the sigmoid and descending colon intestines (Greek I and Greek II). In 1915, Smith was elected Professor of the hospital surgery chair of the Psychoneurological Institute (from 1930 – 2nd Leningrad medical Institute). From 1918 to 1924 I. I. Grekov was Chairman, and in 1920 Honorary Chairman of the Surgical society N.I. Pirogov. In 1922, on the initiative of I. I. Grekov was resumed publication of the journal "Vestnik of surgery and border areas", whose editor he was from 1922 to 1934. In 1924, Ivan was unanimously elected President of the XVI Congress of Russian surgeons; in 1925, 1927 and 1929 – the Chairman of the congresses of surgeons of North Caucasus. In 1932, I. I. Grekov was awarded the title of honored scientist of the RSFSR.
 I.I. Grekov died 11 Feb 1934 and was buried at the Communist platform of the Alexander Nevsky Lavra.
 I.I. Grekov is the author of over 150 scientific works, devoted to problems of thoracic, cardiovascular, vascular, and emergency surgery, surgical infection. In memory of I. I. Grekov since 1934, the journal "Vestnik of surgery and border areas" was renamed to "Vestnik of surgery named by I.I.Grekova"; on the former Obukhovskaya hospital in 1969, a memorial plaque; Department of surgery North-Western state medical University named by I.I.Mechnikov, first head and founder of which he was given the name of I.I.Grekov

Petrovsky Boris Vasilievich (1908-2004) - Doctor of Medicine, Professor, Honored Scientist of the RSFSR (1957), Academician of the Russian Academy of Sciences (1966) and RAMS (1957), Minister of Health of the USSR (1965-1980), Director of the All-Union Scientific Center for Surgery Academy of Medical Sciences of the USSR, Hero of Socialist Labor (1968), laureate of Lenin (1960) and State Prizes of the USSR (1971).He was born in 1908 in the city of Essentuki. In the years 1916-1924.He studied at the second stage school in Kislovodsk. After graduating from the Medical Faculty of Moscow State University. M.V. Lomonosov worked as a surgeon in the district hospital, the head of the health center of the plant in Podolsk (1931), the junior doctor of the tank brigade and infirmary in Naro-Fominsk (1932), an intern, an assistant, a senior research fellow at the Moscow Oncology Institute and a clinic general surgery at Moscow State University (since 1938). In 1937 he defended his thesis. In 1938, Mr .. B.V. Petrovsky was given the title of senior research fellow (assistant professor). Boris Vasilievich was the deputy head of the field hospital, the leading surgeon of the Karelian Front (1939-1940), a senior researcher at the Moscow Oncological Institute (1940-1941), assistant professor of general surgery at the 2 nd Moscow Medical Institute. N.I. Pirogov (1941). From the first days of WWII BV. Petrovsky is the leading surgeon of hospitals in the Western, Bryansk and the 2 nd Baltic fronts. In the years 1944-1945. B.V. Petrovsky works as a senior lecturer in the Department of Faculty Surgery of the Military Medical Academy. CM. Kirov in Leningrad. In 1945-1948 years. - Deputy Director for Scientific Research Institute of Clinical and Experimental Surgery of the USSR Academy of Medical Sciences. In 1946 he was the first in the USSR to perform successful operations for esophageal cancer with its one-horn intrathoracic plasty. In 1947, Mr .. B.V. Petrovsky defended his doctoral dissertation. In the years 1948-1949. - Professor of the Department of General Surgery 2nd Moscow Medical Institute. N.I. Pirogov. In 1949-1951 years. B.V. Petrovsky - Director of the Department of Hospital Surgery, Head of the 3rd Surgical Clinic of the University of Budapest. In the years 1951-1956. - Head of the Department of Faculty Surgery of the 2 nd Moscow Medical Institute. N.I. Pirogov. In 1953 he was elected a corresponding member of the Academy of Medical Sciences of the USSR. In the years 1953-1965. - Chief Surgeon of the 4th Main Directorate of the Ministry of Health of the USSR. Since 1955, B.V. Petrovsky - deputy chairman, since 1965 - chairman of the All-Union Scientific Society of Surgeons. Since 1956 - Head of the Department of Hospital Surgery and Director of the State Hospital Surgical Clinic of the Medical Faculty of the 1 st Moscow Medical Institute. THEM. Sechenov. In 1957, Mr .. B.V. Petrovsky was elected a full member of the Academy of Medical Sciences of the USSR and he was awarded the honorary title of Honored Worker of Science of the RSFSR and Azerbaijan SSR. In 1960 he was awarded the Lenin Prize for the development and implementation of new operations on the heart and large vessels. 1963 - Organizer and Director (1963-1988), since 1989 - Honorary Director of the All-Union Scientific Center of Surgery of the USSR Academy of Medical Sciences All-Union Scientific Center of Surgery of the USSR Academy of Medical Sciences. In 1964, Mr .. B.V. Petrovsky performed the first successful operation for prosthetics of the mitral valve of the heart with a mechanical (seamless) fixation. In 1965, for the first time in the USSR, he successfully performed kidney transplantation to man. In the years 1965-1980. - Minister of Health of the USSR. In 1966 he was elected a full member of the USSR Academy of Sciences. In 1968, B.V. Petrovsky - privedovo-but the title of Hero of Socialist Labor (1968). In 1971 he was awarded the State Prize of the USSR for the development and introduction into clinical practice of kidney transplantation. In 1979 he was chairman of the Scientific Surgical Council under the Presidium of the Academy of Medical Sciences of the USSR. B.V. Petrovsky was a delegate to the XXII, XXIII, XXIV and XXV Congresses of the CPSU (1961, 1966, 1971, 1976), Deputy of the Supreme Soviet of the USSR (1962-1984), candidate member of the Central Committee of the CPSU (1966, 1971, 1976). He died on May 4, 2004, at the 96th year of his life. Buried at the Novodevichy Cemetery in Moscow.B.V. Petrovsky - honorary member of 14 foreign scientific medical societies, honorary doctor of 8 universities. He was awarded 16 orders and 8 medals, including the Orders of the Red Star (1942), Lenin (1961, 1965, 1968, 1978), the Second World War (1943, 1985), the October Revolution (1971), Friendship of Peoples 1993), "For Services to the Fatherland" II degree (1998), St. Andrew the Apostle (2003). Laureate of the Lenin (1960) and State Prizes of the USSR (1971), the International Leonard Bernard Prize (1975), the im. NI Pirogova RAMS (1998), the N.N. Burdenko of the Academy of Medical Sciences of the USSR (1953) and A.N. Bakuleva (2003). B.V. Petrovsky owns more than 500 scientific works, including 40 monographs. He created one of the largest scientific surgical schools (more than 150 doctors of sciences, of which more than 70 are the heads of clinics and large hospitals).

Dr. Derek McLachlin is an assistant professor in the Department of Biochemistry at Western University. He obtained his PhD at Western University for his work on the quatenary structure of E. coli ATP synthase. Dr. McLachlin did his post-doctoral studies at Rockefeller University in New York City, where he analyzed phosphorylated peptides from complex mixtures. Ellen Xu and Cheryl Yip had the chance to interview him to learn more about his research and his time as a professor at Western.

Dr. Carole Creuzenet is an Associate Professor in the Department of Microbiology and Immunology at the University of Western Ontario. A biochemist by training prior to transitioning into Microbiology during her post-doctoral studies at the University of Guelph, Dr. Creuzenet combines these disciplines through studying the mechanisms of the biosynthesis of surface carbohydrates and their role in the virulence of the human pathogens Campylobacter jejuni and Helicobacter pylori. Kathleen Qu, an Academic Affairs Committee Coordinator, interviewed Dr. Creuzenet about her experiences in research and to provide advice for students who wish to pursue research.

This qualitative case study explored the experiences of 12 self-identified well doctoral students at a mid-sized university in the western U.S. Many of the participants' challenges to wellness occurred during the transition to their role as doctoral students as they learned new expectations, academic processes and procedures, and developed relationships with peers and faculty members. Data collection included two individual interviews and the submission of two journal entries. The findings revealed three main themes related to the transition process: (1) transitioning to the academic environment, (2) understanding academic requirements, and (3) stress. Implications for research and practice for administrators, doctoral faculty, and doctoral students are discussed.