Your proposal has been accepted at The Qualitative Report's 12th Annual Conference (TQR2021), which will now be held virtually on January 12th through 15th, 2021. Congratulations!

Your proposal has been accepted at The Qualitative Report's 12th Annual Conference (TQR2021), which will now be held virtually on January 12th through 15th, 2021. Congratulations!

Your proposal has been accepted at The Qualitative Report's 12th Annual Conference (TQR2021), which will now be held virtually on January 12th through 15th, 2021. Congratulations!
 
In January 2020, Dr. Rheanna Reed, Dr. Alice V. Edwards, and Dr. Louise Underdahl's CDS Alumni Collaborative Project team launched student needs research, "College of Doctoral Studies Students’ Perceptions of Dissertation Preparedness: A Mixed Methods Case Study." The purpose of this mixed methods case study is to identify factors contributing to doctoral student attrition. Existing literature suggests the quality of student-faculty relationships may be the strongest predictor of student learning success. In this qualitative research supported by quantitative data, student evaluations of dissertation and research courses will be analyzed to better understand how course content and faculty interaction contribute to students' dissertation preparedness in an online University in southwest United States.  Results will benefit university administration by identifying strategies to promote students' persistence, retention, completion, and graduation.
 
On September 14, 2020, the team received the good news:
 
We are pleased to notify you that your proposal "Students’ Perceptions of Dissertation Preparedness: A Mixed Methods Case Study" has been accepted for 25-minute paper presentation at The Qualitative Report's 12th Annual Conference (TQR2021), which will now be held virtually on January 12th through 15th, 2021. Congratulations!
 
 
In November 2017, the Mental Health and Psychological Well-being Research team received IRB approval for "Stress Management Techniques Used by Faculty in the Asynchronous Learning Environment."  Led by Barbara Kennedy, LCSW, team members include Mary Jo Brinkman, PhD, Kelechi Mezu, OD, OD DRPH, Mary Robbins PhD, Holly N. Sawyer, PhD, and Louise Underdahl, PhD, MPA, MSLS.  The online teaching environment is characterized by complexities such as maintaining proficiency with organizational and technology changes, class management, perceptions of isolation, and classroom performance review.  The purpose of this qualitative descriptive case study is to identify stress management techniques used by online faculty to mitigate stressors associated with teaching in the asynchronous online learning environment.  Findings may help faculty and academic leadership optimize stress appraisal and develop effective interventions.
 
On September 14, 2020, the team received the good news:
 
We are pleased to notify you that your proposal "Strengthening Scholarship Through Qualitative Research:  Faculty Stress Management in Asynchronous Learning Environments" has been accepted at The Qualitative Report's 12th Annual Conference (TQR2021), which will now be held virtually on January 12th through 15th, 2021. Congratulations!
 
The Center for Educational and Instructional Technology Research is proud to support hese CEITR affiliates' scholarship success!
 

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