Faculty Survey 2

Thank you so much for participating in the second round of the Delphi study on the faculty dissertation/ capstone experience. For this round, we have compiled all participants' responses and would like you to indicate how often each item applies to you.

Question Title

* 1. I keep mentees motivated by:

	Never	Rarely	Sometimes	Often	Always
posting weekly announcement	posting weekly announcement Never	posting weekly announcement Rarely	posting weekly announcement Sometimes	posting weekly announcement Often	posting weekly announcement Always
finding ways to collaborate with them	finding ways to collaborate with them Never	finding ways to collaborate with them Rarely	finding ways to collaborate with them Sometimes	finding ways to collaborate with them Often	finding ways to collaborate with them Always
providing timely, actionable feedback that helps them improve	providing timely, actionable feedback that helps them improve Never	providing timely, actionable feedback that helps them improve Rarely	providing timely, actionable feedback that helps them improve Sometimes	providing timely, actionable feedback that helps them improve Often	providing timely, actionable feedback that helps them improve Always
using learner-centered strategies	using learner-centered strategies Never	using learner-centered strategies Rarely	using learner-centered strategies Sometimes	using learner-centered strategies Often	using learner-centered strategies Always
recognizing the individual's reason for acquiring a doctorate	recognizing the individual's reason for acquiring a doctorate Never	recognizing the individual's reason for acquiring a doctorate Rarely	recognizing the individual's reason for acquiring a doctorate Sometimes	recognizing the individual's reason for acquiring a doctorate Often	recognizing the individual's reason for acquiring a doctorate Always
treating mentees as colleagues who are developing skills for scholarly success	treating mentees as colleagues who are developing skills for scholarly success Never	treating mentees as colleagues who are developing skills for scholarly success Rarely	treating mentees as colleagues who are developing skills for scholarly success Sometimes	treating mentees as colleagues who are developing skills for scholarly success Often	treating mentees as colleagues who are developing skills for scholarly success Always
acknowledging challenges and success as a path toward mastery	acknowledging challenges and success as a path toward mastery Never	acknowledging challenges and success as a path toward mastery Rarely	acknowledging challenges and success as a path toward mastery Sometimes	acknowledging challenges and success as a path toward mastery Often	acknowledging challenges and success as a path toward mastery Always
allowing autonomy in their work with accountability	allowing autonomy in their work with accountability Never	allowing autonomy in their work with accountability Rarely	allowing autonomy in their work with accountability Sometimes	allowing autonomy in their work with accountability Often	allowing autonomy in their work with accountability Always
providing flexibility in how we work together and communicate	providing flexibility in how we work together and communicate Never	providing flexibility in how we work together and communicate Rarely	providing flexibility in how we work together and communicate Sometimes	providing flexibility in how we work together and communicate Often	providing flexibility in how we work together and communicate Always
contacting mentees regularly via calls, texts, emails or skype	contacting mentees regularly via calls, texts, emails or skype Never	contacting mentees regularly via calls, texts, emails or skype Rarely	contacting mentees regularly via calls, texts, emails or skype Sometimes	contacting mentees regularly via calls, texts, emails or skype Often	contacting mentees regularly via calls, texts, emails or skype Always
acting as a cheerleader for them	acting as a cheerleader for them Never	acting as a cheerleader for them Rarely	acting as a cheerleader for them Sometimes	acting as a cheerleader for them Often	acting as a cheerleader for them Always
building a positive working relationship with them	building a positive working relationship with them Never	building a positive working relationship with them Rarely	building a positive working relationship with them Sometimes	building a positive working relationship with them Often	building a positive working relationship with them Always

Question Title

* 2. I help my mentees succeed through:

	Never	Rarely	Sometimes	Often	Always
timely, specific, and applicable feedback	timely, specific, and applicable feedback Never	timely, specific, and applicable feedback Rarely	timely, specific, and applicable feedback Sometimes	timely, specific, and applicable feedback Often	timely, specific, and applicable feedback Always
keeping them accountable	keeping them accountable Never	keeping them accountable Rarely	keeping them accountable Sometimes	keeping them accountable Often	keeping them accountable Always
offering specific strategies to succeed	offering specific strategies to succeed Never	offering specific strategies to succeed Rarely	offering specific strategies to succeed Sometimes	offering specific strategies to succeed Often	offering specific strategies to succeed Always
respecting their experience, expertise, and life circumstances	respecting their experience, expertise, and life circumstances Never	respecting their experience, expertise, and life circumstances Rarely	respecting their experience, expertise, and life circumstances Sometimes	respecting their experience, expertise, and life circumstances Often	respecting their experience, expertise, and life circumstances Always
having a consistent objective attitude	having a consistent objective attitude Never	having a consistent objective attitude Rarely	having a consistent objective attitude Sometimes	having a consistent objective attitude Often	having a consistent objective attitude Always
having a good knowledge of resources	having a good knowledge of resources Never	having a good knowledge of resources Rarely	having a good knowledge of resources Sometimes	having a good knowledge of resources Often	having a good knowledge of resources Always
being easily accessible	being easily accessible Never	being easily accessible Rarely	being easily accessible Sometimes	being easily accessible Often	being easily accessible Always
asking probing questions	asking probing questions Never	asking probing questions Rarely	asking probing questions Sometimes	asking probing questions Often	asking probing questions Always
working together as a team	working together as a team Never	working together as a team Rarely	working together as a team Sometimes	working together as a team Often	working together as a team Always
using track changes and comments	using track changes and comments Never	using track changes and comments Rarely	using track changes and comments Sometimes	using track changes and comments Often	using track changes and comments Always

Question Title

* 3. The support practices I used that were the most helpful for my mentees were:

	Never	Rarely	Sometimes	Often	Always
timely and specific feedback on their draft submissions	timely and specific feedback on their draft submissions Never	timely and specific feedback on their draft submissions Rarely	timely and specific feedback on their draft submissions Sometimes	timely and specific feedback on their draft submissions Often	timely and specific feedback on their draft submissions Always
using track changes	using track changes Never	using track changes Rarely	using track changes Sometimes	using track changes Often	using track changes Always
suggesting the multiple supports offered by Walden	suggesting the multiple supports offered by Walden Never	suggesting the multiple supports offered by Walden Rarely	suggesting the multiple supports offered by Walden Sometimes	suggesting the multiple supports offered by Walden Often	suggesting the multiple supports offered by Walden Always
utilizing methodology resources	utilizing methodology resources Never	utilizing methodology resources Rarely	utilizing methodology resources Sometimes	utilizing methodology resources Often	utilizing methodology resources Always
frequent monitoring of the classroom	frequent monitoring of the classroom Never	frequent monitoring of the classroom Rarely	frequent monitoring of the classroom Sometimes	frequent monitoring of the classroom Often	frequent monitoring of the classroom Always
facilitating a group video conference meeting	facilitating a group video conference meeting Never	facilitating a group video conference meeting Rarely	facilitating a group video conference meeting Sometimes	facilitating a group video conference meeting Often	facilitating a group video conference meeting Always
being available to talk to mentees	being available to talk to mentees Never	being available to talk to mentees Rarely	being available to talk to mentees Sometimes	being available to talk to mentees Often	being available to talk to mentees Always
providing positive encouragement	providing positive encouragement Never	providing positive encouragement Rarely	providing positive encouragement Sometimes	providing positive encouragement Often	providing positive encouragement Always

Question Title

* 4. I create a safe space for my mentees through:

	Never	Rarely	Sometimes	Often	Always
communicating both written and oral	communicating both written and oral Never	communicating both written and oral Rarely	communicating both written and oral Sometimes	communicating both written and oral Often	communicating both written and oral Always
the Mentee Cafe	the Mentee Cafe Never	the Mentee Cafe Rarely	the Mentee Cafe Sometimes	the Mentee Cafe Often	the Mentee Cafe Always
treating every mentee with dignity and respect	treating every mentee with dignity and respect Never	treating every mentee with dignity and respect Rarely	treating every mentee with dignity and respect Sometimes	treating every mentee with dignity and respect Often	treating every mentee with dignity and respect Always
considering how their culture might affect how they views things	considering how their culture might affect how they views things Never	considering how their culture might affect how they views things Rarely	considering how their culture might affect how they views things Sometimes	considering how their culture might affect how they views things Often	considering how their culture might affect how they views things Always
being learner-centered	being learner-centered Never	being learner-centered Rarely	being learner-centered Sometimes	being learner-centered Often	being learner-centered Always
working to develop a positive working relationship with them	working to develop a positive working relationship with them Never	working to develop a positive working relationship with them Rarely	working to develop a positive working relationship with them Sometimes	working to develop a positive working relationship with them Often	working to develop a positive working relationship with them Always

Question Title

* 5. I communicate with my mentees:

	Never	Rarely	Sometimes	Often	Always
e-mail	e-mail Never	e-mail Rarely	e-mail Sometimes	e-mail Often	e-mail Always
phone	phone Never	phone Rarely	phone Sometimes	phone Often	phone Always
text	text Never	text Rarely	text Sometimes	text Often	text Always
video conference (e.g., zoom, Collaborate)	video conference (e.g., zoom, Collaborate) Never	video conference (e.g., zoom, Collaborate) Rarely	video conference (e.g., zoom, Collaborate) Sometimes	video conference (e.g., zoom, Collaborate) Often	video conference (e.g., zoom, Collaborate) Always
depending on mentee preference (phone, text, email, chat, digital meetings)	depending on mentee preference (phone, text, email, chat, digital meetings) Never	depending on mentee preference (phone, text, email, chat, digital meetings) Rarely	depending on mentee preference (phone, text, email, chat, digital meetings) Sometimes	depending on mentee preference (phone, text, email, chat, digital meetings) Often	depending on mentee preference (phone, text, email, chat, digital meetings) Always
with Blackboard classroom via announcements and reminders	with Blackboard classroom via announcements and reminders Never	with Blackboard classroom via announcements and reminders Rarely	with Blackboard classroom via announcements and reminders Sometimes	with Blackboard classroom via announcements and reminders Often	with Blackboard classroom via announcements and reminders Always
with the entire cohort	with the entire cohort Never	with the entire cohort Rarely	with the entire cohort Sometimes	with the entire cohort Often	with the entire cohort Always

Question Title

* 6. I use my capstone classroom

	Never	Rarely	Sometimes	Often	Always
to post announcements	to post announcements Never	to post announcements Rarely	to post announcements Sometimes	to post announcements Often	to post announcements Always
to document all communication with mentees	to document all communication with mentees Never	to document all communication with mentees Rarely	to document all communication with mentees Sometimes	to document all communication with mentees Often	to document all communication with mentees Always
to interact with mentees	to interact with mentees Never	to interact with mentees Rarely	to interact with mentees Sometimes	to interact with mentees Often	to interact with mentees Always
to provide feedback	to provide feedback Never	to provide feedback Rarely	to provide feedback Sometimes	to provide feedback Often	to provide feedback Always
to celebrate accomplishments	to celebrate accomplishments Never	to celebrate accomplishments Rarely	to celebrate accomplishments Sometimes	to celebrate accomplishments Often	to celebrate accomplishments Always
to post discussions	to post discussions Never	to post discussions Rarely	to post discussions Sometimes	to post discussions Often	to post discussions Always
for grading	for grading Never	for grading Rarely	for grading Sometimes	for grading Often	for grading Always
to meet through Collaborate	to meet through Collaborate Never	to meet through Collaborate Rarely	to meet through Collaborate Sometimes	to meet through Collaborate Often	to meet through Collaborate Always

Question Title

* 7. Practices that I use to help to improve mentee completion are:

	Never	Rarely	Sometimes	Often	Always
having weekly detailed calls	having weekly detailed calls Never	having weekly detailed calls Rarely	having weekly detailed calls Sometimes	having weekly detailed calls Often	having weekly detailed calls Always
faculty engagement throughout the process	faculty engagement throughout the process Never	faculty engagement throughout the process Rarely	faculty engagement throughout the process Sometimes	faculty engagement throughout the process Often	faculty engagement throughout the process Always
letting the mentees know you care	letting the mentees know you care Never	letting the mentees know you care Rarely	letting the mentees know you care Sometimes	letting the mentees know you care Often	letting the mentees know you care Always
ensuring that comprehensive feedback on drafts is provided	ensuring that comprehensive feedback on drafts is provided Never	ensuring that comprehensive feedback on drafts is provided Rarely	ensuring that comprehensive feedback on drafts is provided Sometimes	ensuring that comprehensive feedback on drafts is provided Often	ensuring that comprehensive feedback on drafts is provided Always
accessibility to committee	accessibility to committee Never	accessibility to committee Rarely	accessibility to committee Sometimes	accessibility to committee Often	accessibility to committee Always

Question Title

* 8. Practices that I use to help to improve mentee completion at the prospectus stage are:

	Never	Rarely	Sometimes	Often	Always
repeated stages/cycles of iterative development	repeated stages/cycles of iterative development Never	repeated stages/cycles of iterative development Rarely	repeated stages/cycles of iterative development Sometimes	repeated stages/cycles of iterative development Often	repeated stages/cycles of iterative development Always
constructive reviews	constructive reviews Never	constructive reviews Rarely	constructive reviews Sometimes	constructive reviews Often	constructive reviews Always
setting timeline goals	setting timeline goals Never	setting timeline goals Rarely	setting timeline goals Sometimes	setting timeline goals Often	setting timeline goals Always
peer review	peer review Never	peer review Rarely	peer review Sometimes	peer review Often	peer review Always
quick, and actionable feedback	quick, and actionable feedback Never	quick, and actionable feedback Rarely	quick, and actionable feedback Sometimes	quick, and actionable feedback Often	quick, and actionable feedback Always
realistic encouragement	realistic encouragement Never	realistic encouragement Rarely	realistic encouragement Sometimes	realistic encouragement Often	realistic encouragement Always
helping mentees find resources	helping mentees find resources Never	helping mentees find resources Rarely	helping mentees find resources Sometimes	helping mentees find resources Often	helping mentees find resources Always

Question Title

* 9. Practices that I use to help to improve mentee completion at the proposal stage are:

	Never	Rarely	Sometimes	Often	Always
peer conversations and reviews	peer conversations and reviews Never	peer conversations and reviews Rarely	peer conversations and reviews Sometimes	peer conversations and reviews Often	peer conversations and reviews Always
relating progress to their goals	relating progress to their goals Never	relating progress to their goals Rarely	relating progress to their goals Sometimes	relating progress to their goals Often	relating progress to their goals Always
continued use of principles established during prospectus stage	continued use of principles established during prospectus stage Never	continued use of principles established during prospectus stage Rarely	continued use of principles established during prospectus stage Sometimes	continued use of principles established during prospectus stage Often	continued use of principles established during prospectus stage Always
developing logic and support for the project	developing logic and support for the project Never	developing logic and support for the project Rarely	developing logic and support for the project Sometimes	developing logic and support for the project Often	developing logic and support for the project Always
use of resources (writing center, methodologists, librarian)	use of resources (writing center, methodologists, librarian) Never	use of resources (writing center, methodologists, librarian) Rarely	use of resources (writing center, methodologists, librarian) Sometimes	use of resources (writing center, methodologists, librarian) Often	use of resources (writing center, methodologists, librarian) Always
use of additional supports as needed (doctoral specialist/ advisor, remedial courses)	use of additional supports as needed (doctoral specialist/ advisor, remedial courses) Never	use of additional supports as needed (doctoral specialist/ advisor, remedial courses) Rarely	use of additional supports as needed (doctoral specialist/ advisor, remedial courses) Sometimes	use of additional supports as needed (doctoral specialist/ advisor, remedial courses) Often	use of additional supports as needed (doctoral specialist/ advisor, remedial courses) Always
preparation for data collection	preparation for data collection Never	preparation for data collection Rarely	preparation for data collection Sometimes	preparation for data collection Often	preparation for data collection Always
timely actionable feedback	timely actionable feedback Never	timely actionable feedback Rarely	timely actionable feedback Sometimes	timely actionable feedback Often	timely actionable feedback Always
realistic encouragement	realistic encouragement Never	realistic encouragement Rarely	realistic encouragement Sometimes	realistic encouragement Often	realistic encouragement Always
offering suggestions and helping mentees when they are stuck	offering suggestions and helping mentees when they are stuck Never	offering suggestions and helping mentees when they are stuck Rarely	offering suggestions and helping mentees when they are stuck Sometimes	offering suggestions and helping mentees when they are stuck Often	offering suggestions and helping mentees when they are stuck Always
ensuring mentees are meeting all the requirements	ensuring mentees are meeting all the requirements Never	ensuring mentees are meeting all the requirements Rarely	ensuring mentees are meeting all the requirements Sometimes	ensuring mentees are meeting all the requirements Often	ensuring mentees are meeting all the requirements Always

Question Title

* 10. Practices that I use to help to improve mentee completion at the final stage are:

	Never	Rarely	Sometimes	Often	Always
encouraging and modeling critical analysis of data	encouraging and modeling critical analysis of data Never	encouraging and modeling critical analysis of data Rarely	encouraging and modeling critical analysis of data Sometimes	encouraging and modeling critical analysis of data Often	encouraging and modeling critical analysis of data Always
expanded interpretation of findings	expanded interpretation of findings Never	expanded interpretation of findings Rarely	expanded interpretation of findings Sometimes	expanded interpretation of findings Often	expanded interpretation of findings Always
expressing confidence in the work done	expressing confidence in the work done Never	expressing confidence in the work done Rarely	expressing confidence in the work done Sometimes	expressing confidence in the work done Often	expressing confidence in the work done Always
discussing possibilities of dissemination of the research	discussing possibilities of dissemination of the research Never	discussing possibilities of dissemination of the research Rarely	discussing possibilities of dissemination of the research Sometimes	discussing possibilities of dissemination of the research Often	discussing possibilities of dissemination of the research Always
constructive feedback	constructive feedback Never	constructive feedback Rarely	constructive feedback Sometimes	constructive feedback Often	constructive feedback Always
breaking down writing into achievable parts	breaking down writing into achievable parts Never	breaking down writing into achievable parts Rarely	breaking down writing into achievable parts Sometimes	breaking down writing into achievable parts Often	breaking down writing into achievable parts Always
having mentees share progress and challenges with peers	having mentees share progress and challenges with peers Never	having mentees share progress and challenges with peers Rarely	having mentees share progress and challenges with peers Sometimes	having mentees share progress and challenges with peers Often	having mentees share progress and challenges with peers Always
checking on mentees' data collection progress	checking on mentees' data collection progress Never	checking on mentees' data collection progress Rarely	checking on mentees' data collection progress Sometimes	checking on mentees' data collection progress Often	checking on mentees' data collection progress Always
checking the raw data for accuracy	checking the raw data for accuracy Never	checking the raw data for accuracy Rarely	checking the raw data for accuracy Sometimes	checking the raw data for accuracy Often	checking the raw data for accuracy Always
reviewing mentees' data analysis with them	reviewing mentees' data analysis with them Never	reviewing mentees' data analysis with them Rarely	reviewing mentees' data analysis with them Sometimes	reviewing mentees' data analysis with them Often	reviewing mentees' data analysis with them Always
helping mentees find the best way to present their data and findings	helping mentees find the best way to present their data and findings Never	helping mentees find the best way to present their data and findings Rarely	helping mentees find the best way to present their data and findings Sometimes	helping mentees find the best way to present their data and findings Often	helping mentees find the best way to present their data and findings Always
making sure mentees use the resources like the Form & Style Guide	making sure mentees use the resources like the Form & Style Guide Never	making sure mentees use the resources like the Form & Style Guide Rarely	making sure mentees use the resources like the Form & Style Guide Sometimes	making sure mentees use the resources like the Form & Style Guide Often	making sure mentees use the resources like the Form & Style Guide Always

Question Title

* 11. I communicate with my mentees during:

	Never	Rarely	Sometimes	Often	Always
all stages of the dissertation	all stages of the dissertation Never	all stages of the dissertation Rarely	all stages of the dissertation Sometimes	all stages of the dissertation Often	all stages of the dissertation Always
the beginning of the dissertation process	the beginning of the dissertation process Never	the beginning of the dissertation process Rarely	the beginning of the dissertation process Sometimes	the beginning of the dissertation process Often	the beginning of the dissertation process Always
the prospectus phase	the prospectus phase Never	the prospectus phase Rarely	the prospectus phase Sometimes	the prospectus phase Often	the prospectus phase Always
the proposal phase	the proposal phase Never	the proposal phase Rarely	the proposal phase Sometimes	the proposal phase Often	the proposal phase Always
the literature review	the literature review Never	the literature review Rarely	the literature review Sometimes	the literature review Often	the literature review Always
the IRB phase	the IRB phase Never	the IRB phase Rarely	the IRB phase Sometimes	the IRB phase Often	the IRB phase Always
the data collection phase	the data collection phase Never	the data collection phase Rarely	the data collection phase Sometimes	the data collection phase Often	the data collection phase Always
the data analysis phase	the data analysis phase Never	the data analysis phase Rarely	the data analysis phase Sometimes	the data analysis phase Often	the data analysis phase Always
development of Chapters 4 & 5	development of Chapters 4 & 5 Never	development of Chapters 4 & 5 Rarely	development of Chapters 4 & 5 Sometimes	development of Chapters 4 & 5 Often	development of Chapters 4 & 5 Always

Question Title

* 12. I influence my mentees by:

	Never	Rarely	Sometimes	Often	Always
reminding them that I have been where they are to ease their stress	reminding them that I have been where they are to ease their stress Never	reminding them that I have been where they are to ease their stress Rarely	reminding them that I have been where they are to ease their stress Sometimes	reminding them that I have been where they are to ease their stress Often	reminding them that I have been where they are to ease their stress Always
motivating them through phone calls	motivating them through phone calls Never	motivating them through phone calls Rarely	motivating them through phone calls Sometimes	motivating them through phone calls Often	motivating them through phone calls Always
being specific of ways in which I believe that their research will contribute to the field	being specific of ways in which I believe that their research will contribute to the field Never	being specific of ways in which I believe that their research will contribute to the field Rarely	being specific of ways in which I believe that their research will contribute to the field Sometimes	being specific of ways in which I believe that their research will contribute to the field Often	being specific of ways in which I believe that their research will contribute to the field Always
validating their own sources of motivation	validating their own sources of motivation Never	validating their own sources of motivation Rarely	validating their own sources of motivation Sometimes	validating their own sources of motivation Often	validating their own sources of motivation Always
reminding them of their goals for their career	reminding them of their goals for their career Never	reminding them of their goals for their career Rarely	reminding them of their goals for their career Sometimes	reminding them of their goals for their career Often	reminding them of their goals for their career Always
providing resources	providing resources Never	providing resources Rarely	providing resources Sometimes	providing resources Often	providing resources Always
discussing different perspectives	discussing different perspectives Never	discussing different perspectives Rarely	discussing different perspectives Sometimes	discussing different perspectives Often	discussing different perspectives Always
listening	listening Never	listening Rarely	listening Sometimes	listening Often	listening Always
not giving up on them	not giving up on them Never	not giving up on them Rarely	not giving up on them Sometimes	not giving up on them Often	not giving up on them Always
showing respect for the individual	showing respect for the individual Never	showing respect for the individual Rarely	showing respect for the individual Sometimes	showing respect for the individual Often	showing respect for the individual Always
reminding them that patience is needed with the review of numerous drafts	reminding them that patience is needed with the review of numerous drafts Never	reminding them that patience is needed with the review of numerous drafts Rarely	reminding them that patience is needed with the review of numerous drafts Sometimes	reminding them that patience is needed with the review of numerous drafts Often	reminding them that patience is needed with the review of numerous drafts Always