Understanding and Developing Programmatic Support for Doctoral Students

Abstract

This article explores what practices doctoral program coordinators engage in toward being helpful to and supportive of prospective and current students. It seeks to provide one set of answers to the larger question of how to make programs in rhetoric, composition, and technical communication stronger, more inclusive, and more resilient. Aimed at the dual audiences of program directors–who may be able to enact or encourage change–and prospective students–to help them think deeply about the importance of “fit”--we seek to explore what sorts of support are currently offered by doctoral programs in the field, as well as how program directors think about that support, assess that support, and aim for future change. We conclude by offering a list of tangible recommendations for both program directors and doctorate-seeking students.