Date
4-17-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
George Johnson
Keywords
formative feedback, dissertation, retention, biomedical, historically black colleges and universities, higher education
Disciplines
Educational Methods | Higher Education
Recommended Citation
Stanford, Shontell M.N., "Alumni Perceptions of Formative Feedback During the Dissertation Process While Pursuing a Doctoral Degree in Biomedical Science at a Historically Black College and University: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5388.
https://digitalcommons.liberty.edu/doctoral/5388
Abstract
The purpose of this phenomenological study is to discover through the perceptions and lived experiences of biomedical research Ph.D. alums who earned their terminal degree at a southern regional Historically Black College and University (HBCU) if the formative feedback they received impacted their dissertation process. Guided by Bandura’s social learning theory and it’s suggestions of how behavior cultivated by a mentor’s actions and feedback changes the mentee’s behavior and can mature into self-efficacy. This study sheds valuable insight through the lenses of this phenomenological qualitative research methodological strategy of one-on-one interviews, questionnaires, and document reviews. The findings not only uncovered that not only was formative feedback impactful to the success of these students but attending the HBCU, contributions from the chair, and learning how to apply the formative feedback all contributed a great deal to the dissertation process.
