A Nontraditional PhD Program in a Traditional World: A Story of Blended Strategies and Students

Autor/inn/en	Nordyke, Shane; Palmer, Daniel; Anderson, William; Braunstein, Rich; Fairholm, Matt
Titel	A Nontraditional PhD Program in a Traditional World: A Story of Blended Strategies and Students
Quelle	In: Journal of Political Science Education, 7 (2011) 3, S.275-294 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
Schlagwörter	Political Science; Doctoral Programs; Blended Learning; Educational Strategies; Program Design; Program Implementation; Student Experience; Teaching Experience; Nontraditional Education; Program Descriptions; Distance Education; Curriculum Design; Delivery Systems; Performance Factors; South Dakota; United States + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Doktorandenprogramm; Lehrstrategie; Programme design; Programmaufbau; Programmplanung; Studienerfahrung; Non-traditional education; Alternative Erziehung; Distance study; Distance learning; Fernunterricht; Lehrplangestaltung; Auslieferung; Leistungsindikator; South-Dakota; USA
Abstract	PhD programs in the United States are increasingly marked by the rising influence of market-oriented dynamics. As a case in point, one of the primary objectives of the new PhD program offered at the University of South Dakota is to deliver a doctoral program through a flexible--or hybrid--format that is accessible to nontraditional as well as traditional students. Currently, no such PhD program in political science exists in the country, but the geography and demographics of South Dakota have encouraged creativity and innovation. This article situates the USD program in the current context of nontraditional doctoral training in the United States and provides a description of the design of USD's PhD program and student and faculty experiences in the implementation of the program. (Contains 15 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10