Gerontology Doctoral Training: The Value of Goals, Program Perceptions, and Prior Experience Among Students

Abstract

This study concerns the educational experiences and progression through the doctoral programs of two cohorts of students in 5 of the 6 gerontology doctoral programs within the United States. The project goals include assessments of change and/or stability in projected career trajectories, as well as an assessment of students' perceptions of the program-student fit in terms of curriculum, research experience, and faculty involvement. This paper focuses on the perceptions and expectations of students during their first year. Perceptions of the programs are mostly positive, but areas for improvement are identified. Further investigations of data through the subsequent years identify areas of focus for continued modification and potential improvement of doctoral programs.

Notes

∗Meeting expectations include both personal and programmatic expectations.

This paper is a revised version of a paper presented at the 2005 annual conference of The Gerontological Society of America. This paper is part of the Progressive Experiences of Gerontology Doctoral Students, a collaborative research project conducted by the Graduate Center for Gerontology at the University of Kentucky, Heidi Ewen and Shannon Bowles, coprincipal investigators.