Doctoral Student Experiences in Biological Sciences Laboratory Rotations

Authors

Michelle A. Maher, University of Missouri-Kansas CityFollow
Annie M. Wofford, University of California, Los AngelesFollow
Josipa Roska, University of VirginiaFollow
David F. Feldon, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Studies in Graduate and Postdoctoral Education

Volume

10

Issue

1

Publisher

Emerald Publishing Limited

Publication Date

2019

Award Number

NSF, Division of Graduate Education 1760894

Funder

NSF, Division of Graduate Education

First Page

69

Last Page

82

Abstract

Purpose

The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students.

Design/methodology/approach

Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences.

Findings

The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated.

Originality/value

While rotations are considered a signature pedagogy in the laboratory sciences, students’ experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.

Comments

Free, publicly-accessible full text available through agency link on April 3, 2020.

Recommended Citation

Maher, M. A., Wofford, A. M., Roksa, J., & Feldon, D. F. (2019). Doctoral student experiences in biological sciences laboratory rotations. Studies in Graduate and Postdoctoral Education, 10(1), 69–82. https://doi.org/10.1108/SGPE-02-2019-050