Home About Michigan Doctoral Experience Study (MDES) Publications Publications Briefs, Articles, Papers, and Presentations Disparities in Perceived Disciplinary Knowledge among New Doctoral Students Flaster, A., Glasener, K.M. and Gonzalez, J.A. (2020), “Disparities in perceived disciplinary knowledge among new doctoral students”, Studies in Graduate and Postdoctoral Education, Vol. 11 No. 2, pp. 215-230. Disparities in Perceived Disciplinary Knowledge among New Doctoral Students Flaster, A., Glasener, K., & Gonzalez, J. (2019, February). “Disparities in perceived disciplinary knowledge among new doctoral students”. Paper presented at the Sociology of Education Association Conference, Monterrey, CA. Using Multiple Approaches to Study the Graduate Student Experience Flaster, A. Feldbaum, M., & Gonzalez, J. (2017, November). “Using multiple approaches to study the graduate student experience”. Invited presentation to the Higher Education Applied research [HEAR] symposium at the University of Michigan, Ann Arbor, MI. Developing Academic Identity—Insights from the Michigan Doctoral Experience Study Flaster, A., & Gonzalez, J. (2019, May). “Developing Academic Identity—Insights from the Michigan Doctoral Experience Study”. Presentation to the Inaugural Rackham Faculty Symposium at the University of Michigan, Ann Arbor, MI. Developmental Trajectories during Doctoral Study: Identifying Heterogeneity in Psychosocial Factor’s Development Clasing-Manquian, P., Kim, H., Haddad, N., & Gonzalez, J. (2022, April). “Developmental trajectories during doctoral study: Identifying heterogeneity in psychosocial factor’s development.” Paper presented at the American Educational Research Association, San Diego, CA. Doctoral Student Development in Time of Crisis: Implications of COVID-19 on Well-Being and Academic Development Kim, H., Haddad, N., Clasing-Manquian, P., & Gonzalez, J. (2021, November). “Doctoral Student Development in Time of Crisis: Implications of COVID-19 on Well-Being and Academic Development.” Paper presented at the Association for the Study of Higher Education, San Juan, Puerto Rico. Transition Points: Well-Being and Disciplinary Identity in the First Years of Doctoral Studies Gonzalez, J. A., Kim, H., & Flaster, A. (2021). Transition points: well-being and disciplinary identity in the first years of doctoral studies. “Studies in Graduate and Postdoctoral Education.” Contact Us Hours: Institutional Research is open Monday through Friday, 8:00 a.m. to 4:30 p.m. The office is closed Saturdays and Sundays and on university holidays. Location 0120 Rackham Building 915 E. Washington St. Ann Arbor, MI 48109-1070 Contact Phone: 734.764.8221 Fax: 734.615.3832 Email: [email protected]
Disparities in Perceived Disciplinary Knowledge among New Doctoral Students Flaster, A., Glasener, K.M. and Gonzalez, J.A. (2020), “Disparities in perceived disciplinary knowledge among new doctoral students”, Studies in Graduate and Postdoctoral Education, Vol. 11 No. 2, pp. 215-230.
Disparities in Perceived Disciplinary Knowledge among New Doctoral Students Flaster, A., Glasener, K., & Gonzalez, J. (2019, February). “Disparities in perceived disciplinary knowledge among new doctoral students”. Paper presented at the Sociology of Education Association Conference, Monterrey, CA.
Using Multiple Approaches to Study the Graduate Student Experience Flaster, A. Feldbaum, M., & Gonzalez, J. (2017, November). “Using multiple approaches to study the graduate student experience”. Invited presentation to the Higher Education Applied research [HEAR] symposium at the University of Michigan, Ann Arbor, MI.
Developing Academic Identity—Insights from the Michigan Doctoral Experience Study Flaster, A., & Gonzalez, J. (2019, May). “Developing Academic Identity—Insights from the Michigan Doctoral Experience Study”. Presentation to the Inaugural Rackham Faculty Symposium at the University of Michigan, Ann Arbor, MI.
Developmental Trajectories during Doctoral Study: Identifying Heterogeneity in Psychosocial Factor’s Development Clasing-Manquian, P., Kim, H., Haddad, N., & Gonzalez, J. (2022, April). “Developmental trajectories during doctoral study: Identifying heterogeneity in psychosocial factor’s development.” Paper presented at the American Educational Research Association, San Diego, CA.
Doctoral Student Development in Time of Crisis: Implications of COVID-19 on Well-Being and Academic Development Kim, H., Haddad, N., Clasing-Manquian, P., & Gonzalez, J. (2021, November). “Doctoral Student Development in Time of Crisis: Implications of COVID-19 on Well-Being and Academic Development.” Paper presented at the Association for the Study of Higher Education, San Juan, Puerto Rico.
Transition Points: Well-Being and Disciplinary Identity in the First Years of Doctoral Studies Gonzalez, J. A., Kim, H., & Flaster, A. (2021). Transition points: well-being and disciplinary identity in the first years of doctoral studies. “Studies in Graduate and Postdoctoral Education.”
