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2019 Annual Conference

October 8–11, 2019

St. Louis, MO

Getting to the Finish Line: Fostering Self-Directed Learning and Grit for Doctoral Student Degree Completion

Thursday, October 10, 2019 at 8:00 AM–8:45 AM CDT
Grand B (85)
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Graduate Student Education

Presentation Format Requested

Shared Concurrent Session (Approx. 12 or 20 minutes)

Session Abstract

Completing a doctorate requires more than intellectual abilities; it also requires noncognitive attributes. Two noncognitive factors related to academic success are self-directed learning and grit.  Informed by empirical findings of SDL, grit, and progression toward degree, this session focuses on how faculty can foster SDL and grit among doctoral students.

Target Audience

This session is appropriate for graduate faculty who work with doctoral students, as well as doctoral students who are interested in learning more about fostering grit and self-directed learning. Informed by a recent study examining the relationships among self-directed learning, grit, and progression toward degree among doctoral students, this session will present the implications for practice and the strategies for fostering persistence in doctoral student program progression. Other participants who work with learners in high attrition contexts also may find this session informative and applicable.

Learning Outcomes

Participants who attend this session will be able to:
--> Define and describe Self-Directed Learning and Grit
--> Identify strategies for fostering self-directed learning and grit among doctoral students
--> Formulate first-steps in incorporating strategies into their praxes for fostering self-direction and grittiness among doctoral students

Session Description

Extant literature suggests completing a doctorate requires not just the growth of intellectual and technical skills and abilities, but also progressively developing noncognitive attributes.  Two noncognitive factors with demonstrated relationships with academic outcomes include self-directed learning and grit.  Self-directed learning (SDL) is defined as the process of initiating, maintaining, and evaluating one’s own learning, as well as the individual characteristics – such as control, initiative, self-efficacy, and motivation – of the learner who engages in self-directed learning (Brockett & Hiemstra, 1991; Stockdale, 2003).  Grit, identified as a noncognitive trait by Duckworth, Peterson, Matthews, and Kelly (2007), is defined as “perseverance and passion for long-term goals” (p. 1087). 

This session will begin with a brief overview of the literature of SDL and grit.   Then the presenters will share the findings and implications of a recent empirical study into the relationships of SDL, grit, and doctoral student progression toward degree.  Next, the presenters will connect the findings with resultant strategies. These strategies are designed to foster SDL and grit among doctoral students, with a goal in aiding their persistence toward degree.  Finally, using a gallery walk, participants will have an opportunity to build on the presented strategies their own doctoral students.

Format & Technique

This session begins with the theoretical and conceptual background of self-directed learning and grit, with a brief discussion of the empirical findings of a recent study that examined the relationships among grit, self-directed learning, and progression toward degree.  Next, rooted in the implications of the study, practical strategies for faculty to foster SDL and grit among their doctoral students are presented. Finally, participants will share in a gallery walk for sharing ideas in further identifying strategies for fostering SDL and grit among doctoral students.

Primary Presenter

Gwen Scott Ruttencutter, Valdosta State University
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Additional Presenters

Ralph Brockett, University of Tennessee
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