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Browsing by Subject "Graduate"

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    Designing a Model Food Systems Graduate Degree Program
    (2022-07) Dryke, Jessica
    We live in a Global Society where our business and cultures are connected across communities, countries, sectors, and disciplines. That means problems are more complex than can be addressed with a single tiered approach. In a society where communities are interconnected and interdependent across local and global markets, problems do not have simple solutions and fall under the category of wicked problems. These problems require evolving multidisciplinary collaboration across sectors, disciplines, and cultures to find solutions through continual adaptation to changes in society. Issues like food waste, food insecurity, sustainability and climate change are wicked problems that need multi-pronged approaches that appreciate multi-disciplinary problems. Since wicked problems occur on a systems scale, understanding the functionality of systems is imperative. Right now, there are few professionals trained in systems that can tackle these wicked problems within our food system. A shift in higher education over the years towards specialization, linear thinking, and reductionist approaches has not only contributed the shift away from systems understanding but has also contributed to a skills shortage gap in employees entering the workforce. The shortage includes skills such as communication, building collaborative relationships, systems thinking, problem solving, interdisciplinary work, and facilitation. This thesis is based on Participatory Action Research that combines action, practice, theory, and reflection to identify problems and potential solutions within the University of Minnesota graduate system. An anthropological approach used observations, qualitative data collection, and conversations with people of differing views to understand the issues within the current academic system from the perspective of fellow students, administrators, faculty, staff, alumni, and other professionals outside the university system. This methodology and write-up further recognize and support the value of the human influence on research design and interpretation while utilizing the first-person experience. This project highlights the need for training of food systems students and young professionals to support the relevancy and impact of the nutrition discipline, in recognition of the absence of nutrition and food science in food system discussions and activities, while advocating for multidisciplinary training through the creation of a model Food Systems Graduate degree program. This complementary approach allows reductionist thinking to confluence with systems thinking to promote more wholistic training for graduate students. This Graduate degree program further supports flexibility to promote self-efficacy and interest for students, cohort-based experiential learning, and expanded levels of mentorship beyond faculty-student interaction through alumni involvement. The all-encompassing contribution of human influence, different sectors, disciplines, culture, socio-economic, and political perspectives are essential to an inclusive, holistic, and comprehensive education program, based on systems approaches. The Twin Cities is rich in food-related resources to support this Food Systems Graduate degree program. The University of Minnesota has a unique opportunity to tackle the skills shortage gap along with the decline in student motivation, given the breadth, depth, and scope of the food system to gain student interest. To achieve this goal nutrition needs to be reinserted into the food system through dialogue and action by coherently connecting all three intellectual traditions of nutrition (Biological, behavioral, ecological) based on our food system, through situational analysis and design. The all-encompassing contribution of human influence, different sectors, disciplines, culture, socio-economic, and political perspectives are essential to an inclusive, holistic, and comprehensive education program, based on systems approaches.
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    How Faculty Assessments of Degree Completion Likelihood Shape their Advising Relationship with Doctoral Students
    (2016-08) Kalke, Nancy
    Abstract The issue of doctoral student attrition has been recognized in the literature since the middle of the 20th Century. Although not always described as a problem, and with a change in attribution of the reasons from primarily that of the student to more of an institutional responsibility, the attrition of doctoral students remains at only slightly less than half. Especially concerning is why students, who have successfully passed all their courses and the preliminary examinations that promote them to a doctoral candidate in the final phase of the doctoral program, fail to complete. This qualitative study explored perspectives from 18 tenured members of the graduate faculty from four U. S. doctorate-granting institutions with very high research activity located in the general Midwestern regions that had graduated more than 50 doctorate recipients in one or major fields of the social sciences, focused on their assessment that a particular student will complete his/her degree after passing the preliminary exam and becoming a candidate for the Ph. D. (what is commonly also referred to as “All But Dissertation” (ABD). Two models, Girves and Wemmerus’ (1988) degree progression model, and Tinto’s (1993) three-stage model on doctoral student retention, provided the foundation for the conceptual framework for the study. The results of the study show that a diversity of themes was found that characterized each of the four advisee types and differentially shaped the advising relationship. One of the main salient findings of this study concerned those advisees seen as being “at risk” of non-completion. The descriptions of their “extra efforts,” in some cases, extraordinary time and effort, contribute to the body of literature reviewed that falls into the category of multi-level (institutional, departmental, and individual) approaches that can be taken to propel doctoral students over the finishing line. The implications for practice from the findings of this study may be helpful to faculty advisors, doctoral students, and department administrators.