Contents
Quals:
2 papers
1
2
Dissertation proposal June, 2023
| October 2021 | November 2021 | December 2021 | OUTCOME What do you want to have happen by the end of the year ? | January 2022 | February 2022 | March 2022 |
| Show don’t tell | I want everyone on board with my dissertation | |||||
| Everything has its own place | I want all my ducks in a row for the other | |||||
| April 2022 | May 2022 | June 2022 | July 2022 | August 2022 | September 2022 |
| October 2022 | November 2022 | December 2022 | January 2023 | February 2023 | March 2023 |
| April 2023 | May 2023 | June 2023 | July 2023 | August 2023 | September 2023 |
| Dissertation proposal due per grant application | |||||
| Out of time Registrar | |||||
EMA
Participant initiated vs. pop-up.
IRB https://pielsurvey.org/profile/confidentiality/
Ecological Momentary Assessment (EMA) or Experience Sampling Method (ESM).
These methods are recognised as a powerful tool which minimises recall bias and allows detailed study of influences on behaviour.
The importance of being “in the moment” means that web-based surveys are of limited use. The PIEL Survey app receives notifications even when offline and surveys can also be run even when offline.
Implications of EMA / ESM
Can capture how stress fluctuates in real time with a wearable device.
Can explore what is a drain on and promoter of positive well-being on a daily basis.
Distress vs. Eustress (the duration of the stress reponse), Anxity, depressive fellings.
EMA vs. ESM
Return to top ↑
Funding Opportunities
Odds = 6 in 1000 students
Crossing Boundaries Doctoral Research Award
Applications are due by 5:00PM on Friday, December 17, 2021 5:00PM Pacific (PST).
Goal:
For early-phase, scholarly projects that cross disciplines, institutions, and sectors.
The award recognizes students who are using cross-disciplinary and applied
research methodologies and perspectives in their scholarship in innovative, creative, and
compelling ways.
Requirements:
- 16 units toward doctoral degree completed
- On track to submit and defend their dissertation proposal by June, 2023
- One of the following categories:
- Collaborative Scholarship across Two Different Departments or Fields.
- This work should involve one or more collaborators, consultants, or research mentors outside of one’s home academic department.
- Collaborative, Cross-Sector Scholarship with Community, Industry, Non-profit or Governmental Partners. This work should involve one or more cross-sector collaborators, consultants, or research mentors from a non-academic setting. research mentors from a non-academic setting.
- Collaborative Scholarship across Two Different Institutions. This work should involve one or more collaborators, consultants, or research mentors outside of one’s home academic department and institution.
To apply for the 2022 – 2023 Crossing Boundaries Research Award, please visit the
Crossing Boundaries Research Award page for full eligibility and application instructions.
Applications are due by 5:00PM on Friday, December 17, 2021 5:00PM Pacific (PST).
Sincerely,
Crossing Boundaries Research Award Committee
Transdisciplinary Studies Program
Claremont Graduate University
135 East 12th Street | Claremont, CA 91711
transdisciplinary.studies@cgu.edu | (909) 607 – 0724
“Collaborative Scholarship across Two Different Institutions.
This work should involve one or more collaborators, consultants, or research mentors
outside of one’s home academic department and institution.”
Key Papers
Akbar., F. et al. (2021) Physician Stress During Electronic Health Record Inbox Work: In Situ Measurement With Wearable Sensors. doi: 10.2196/24014.
Donaldson, S. IDonaldson, S. I., & Donaldson, S. I. (2021). Examining PERMA+4 and work role performance beyond self-report bias: Insights from multitrait-multimethod analyses. The Journal of Positive Psychology, 1–10. https://doi.org/10.1080/17439760.2021.1975160
Donaldson, S. I., & Donaldson, S. I. (2020). The positive functioning at work scale: Psychometric assessment, validation, and measurement invariance. Journal of Well-Being Assessment, 4(2), 181–215.
Donaldson, S. I., Heshmati, S., Lee, J. Y., & Donaldson, S. I. (2020). Examining building blocks of well-being beyond PERMA and self-report bias. The Journal of Positive Psychology, 1–8. https://doi.org/10.1080/17439760.2020.1818813
Heshmati, S., & Oravecz, Z. (2021). Temporal Dynamics of PERMA Building Blocks and Well-being in Daily Life: An Ecological Momentary Assessment.
Heshmati, S., Oravecz, Z., Brick, T. R., & Roeser, R. W. (2020). Assessing psychological well-being in early adulthood: Empirical evidence for the structure of daily well-being via network analysis. Applied Developmental Science, 1–19. https://doi.org/10.1080/10888691.2020.1766356
Studies using this new measure of well-being
[1]S. Heshmati and Z. Oravecz, “Temporal Dynamics of PERMA Building Blocks and Well-being in Daily Life: An Ecological Momentary Assessment,” 2021.
[1]S. Heshmati, Z. Oravecz, T. R. Brick, and R. W. Roeser, “Assessing psychological well-being in early adulthood: Empirical evidence for the structure of daily well-being via network analysis,” Applied Developmental Science, pp. 1–19, Jun. 2020, doi: 10.1080/10888691.2020.1766356.
https://www.tandfonline.com/doi/full/10.1080/10888691.2020.1766356
S. I. Donaldson and S. I. Donaldson, “Examining PERMA+ 4 and work role performance beyond self-report bias: insights from multitrait-multimethod analyses,” The Journal of Positive Psychology, pp. 1–10, 2021
Request Received. Transaction Number 610722
https://www.tandfonline.com/doi/abs/10.1080/17439760.2020.1818813
Examining building blocks of well-being beyond
PERMA and self-report bias
The Positive Functioning at Work Scale: Psychometric
Assessment, Validation, and Measurement Invariance
https://www.scottdonaldsonphd.com/publication/jwa/JWA.pdf
– A good paper for justification to use mTurk
– Turnover intentions (TIS-6) is negatively correlated with PF-W
Zest in Positive Psychology: Satisfaction in Life and Work (Improv interventions?) (Short form)(Comedy set for cathartic practice) Doing things in spite of fear.
https://positivepsychology.com/zest/
What is a good measure of well-being that can be used as an outcome measure?
I am looking to measure well-bing that can be changed through school level intervention with a good possibility of sustainability beyond the study.
PERMA
Comprehensive Inventory of Thriving (CIT)
PERMA +4 (SD self-report bias organization
SDT
Subjective well being
Tracking Dialectical Behavior Therapy (DBT) ABC PLEASE Mastery Skills
FLOURISHING SCALE
Scale of Positive and Negative Experience (SPANE) — worded specific to school experience
The Subjective Happiness Scale
SATISFACTION WITH LIFE SCALE
Stress (eustress v.s distress)
Personality traits
Anxiety and depression
Positive and negative affect
The bigger, idealistic picture:
I want to change what we consider an indicator of a “good” academic institution, prestige if you will, from academic achievement alone, to include how happy, healthy and prosperous our students and faculty are. What good is success if we are all sick?
A similar shift that helps to frame this effort is the shift from Gross domestic product (GDP) to Gross National Happiness (GNH) OR Gross Domestic Happiness (GDH), that the government of Bhutan enacted to guide their decisions.
Similarly, if well-being was an indicator of institutional prestige it would then be a serious consideration in all the decisions made, and thus would help to create a culture of health in higher-education.
Justification:
Well-being is not a separate goal from academic achievement but one and the same. We have seen evidence from the positive education movement that has provided some convincing evidence that when well-being improves, so does GPA, test scores, and engagement.
There is little to no research of this kind being done in U.S. higher-education institutions but there is a great need for longitudinal studies that explore issues of well-being specific to this population — especially in graduate schools where the the completion rate for PhDs is estimated to be as much as 50 %, which has serious consequences to society and academia.
The Challenge:
How to assess well-bing that can be changed through school level intervention specifically.
There is little unanimous agreement on how well-being should be measured
- Linton, M.-J., Dieppe, P., & Medina-Lara, A. (2016). Review of 99 self-report measures for assessing well-being in adults: Exploring dimensions of well-being and developments over time. BMJ Open, 6(7), e010641. https://doi.org/10.1136/bmjopen-2015-010641
In doing so, how do we avoid the trap of well-bing mandates that limit freedom and this constrict well-being in an unintended way.
How to move away from stand-alone interventions towards embedded approaches.
How to measure improvements in the day to day experiences of students.
The approach:
Self-report survey:
- Pros: The simplest and most resource efficient way to get a population-wide perspective
- Cons: Responses are limited to the questions presented.
Interviews/ focus groups
- Pros: Explores perspectives the researcher may not have thought of
- Cons:
- Smaller sample.
- More resources intensive.
Survey goals:
- To measure change in well-bing status as an outcome measure
- To get a since of what factors CGU contribute to and are a drain on positive well-being from the student’s perspective to be used in community parisiptory interventions such as ABCD.
- To measure the prevalence of perceived fraudulence as an outcome measure.
Indicated intervention – Study 1:
- Impression management groups with Patrick Martin
- Blood draw stress and oxytocin pre-post groups
- Participants develop impression management plans
- Throughout the semester participants get a survey via text to report on moments of PF and how helpful their plan was in-practice.
CDO training and workshops
Office of engagement training and workshops
Faculty training
Survey awareness
Community participatory intervention – Study 2:
- Students form small groups and select an issue to address based on the survey results
- May be department specific or not.
- Implement action on one issue that is likely to have success within one semester
- Assess well-being at the end of the community action.
Administrative intervention – Study 3:
- Work with the office of Institutional Effectiveness, the Institutional Research, to include well-bing questions as part of their regular assessments.
The PERMA-Profiler Measure: A multidimensional measure.
https://www.peggykern.org/uploads/5/6/6/7/56678211/the_perma-profiler_101416.pdf
Blocks separated by pillars of wellbeing dispersed thought the survey or mixed blocks as shown?
Used as an indicator of what people place more importance on at that time rather then a global score of well-being. Designed to be used more for the individual’s reflection then for an institutional indicator.
Category of engagement derived from the concept of flow. Some critics say that respondents do not seem to associate wording in the PERMA-Profiler E = Engagement category with engagement. It focuses on the transcendence of time due to be absorbed in a task. However there are 9 other areas of flow.
E = Engagement
- Challenge-skill balance;
- Action-awareness merging;
- Clear goals;
- Unambiguous feedback;
- Concentration on the task at hand;
- Sense of control;
- Loss of self-consciousness;
- Time transformation; and
- Autotelic experience (Jackson et al., 2008).
Dictionary Definition of well-being
“The state of being happy, healthy, or prosperous” (Well-being. In Merriam-Webster.com dictionary).
When you think about your health, as it relates specifically to your EDUCATIONAL GOALS, what things do you think have the largest NEGATIVE impact on your well-being?
| Text Entry |
When you think about your health, as it relates specifically to your EDUCATIONAL GOALS, what things do you think have the largest POSITIVE impact on your well-being?
| Text Entry |
When you think about your health, as it relates specifically to CAMPUS LIFE, what things do you think have the largest NEGATIVE impact on your well-being?
| Text Entry |
When you think about your health, as it relates specifically to CAMPUS LIFE, what things do you think have the largest NEGATIVE impact on your well-being
| Text Entry |
After reflecting on the above, what is your definition of positive well-being at it relates to life at your college/ university?
When you think of your overall experience at your college/ university in the past month, what top emotions stand out to you? (a list to chose from)
IIn general . . .
Please select the picture that best describes how connected you feel to your school in general.
Please select the picture that best describes how connected you feel to your peers at school in general.
Please select the picture that best describes how connected you feel to your peers at school in general.
Please review the digram below and rate how much you agree with this process explaining your experience with tasks related to your education program.
| Not at all like me | None | Exactly like me | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
Please use the space to explain why you chose this rating.
When you think about your future after graduation . . . what . . . ?
Here I am trying to get a sense of how we are doing as a school to give our students direction for their life after graduation.
Herth Hope Index (HHI; Herth 1992)Footnote3 and the Miller Hope Scale (Miller and Powers 1988). The statements that respondents have to rate in the HHI focus on temporality, the future, positive expectations, readiness and interconnectedness. Example statements include ‘I have a positive outlook towards life’, ‘I have deep inner strength’, and ‘I feel all alone’. Similarly, the Miller Hope Scale focuses on the anticipation of a future good, mutuality, competence, well-being and purpose and includes statements such as “I look forward to an enjoyable future”. Hopelessness is captured by the Beck Hopelessness Scale (Beck et al. 1974), where respondents have to rate statements such as ‘My future seems dark to me’ and ‘I might as well give up because I cannot make things better for myself’. Questions in the Beck Hopelessness Scale centre on feelings about the future, loss of motivation, and future expectations.
Positive expectations are captured using the single-item question ‘What are your expectations for the year to come: will the next twelve months be better, worse or the same when it comes to your standard of living?’
Do you believe you have any power to change your situation?
How to assess well-bing that can be changed through school level intervention specifically.
What is a good measure of well-bing that that can be used as an institutional indicator on a semester. by semester basis?
What is a good way to conduct text based surveys at random periods over the course of a semester to survey partispants.
Prevalence, Predictors, and Treatment of Impostor Syndrome
See Bibtexkey: Bravata_2019
DOI: 10.1007/s11606-019-05364-1
At the Marcy of others vs. being the master of your own destiny
Catastrophizing
Catastrophizing is a cognitive distortion that prompts people to jump to the worst possible conclusion, usually with very limited information or objective reason to despair. When a situation is upsetting, but not necessarily catastrophic, they still feel like they are in the midst of a crisis.
Positive and negative urgency
Impulsivity IGT Isolation
Braking The Silence
Collective Efficacy
Inclusion of self and others
Housing students vs. those who live off campus
Stressor vs. Perceived Stress
Priority to take collective action
Menu of options
Balance of Resources and Challenges
Survey Prep
Alumni Survey: Please Share Your Feedback
Have you had the chance to take our alumni survey? If so, thank you so much. If not, will you? This survey will benefit all alumni and won’t take more than 10 to 15 minutes.
Basically, we would like to know where your career has led you and how your CGU experience contributed to your journey. This information will help us understand how to improve your alumni experience and where adjustments are needed. It may even increase the value of a CGU degree and pave a better road for you and future students.
Reports will not include verbatim responses. Your identity will remain confidential.
Please complete this survey (password: cgu21) by Monday, May 17. In appreciation, we will enter you into a drawing for one of four $100 Amazon gift cards, and you will receive instant access to the below talks from our archives.
Feel free to direct questions about the survey to Teresa Shaw at teresa.shaw@cgu.edu or (909) 607-8135; or about alumni engagement to me at rachel.jimenez@cgu.edu or (909) 607-9226.
Warmly,
Rachel Jimenez
Director of Alumni EngagementClick Here To Take The Survey (Password: cgu21)
As a thank you for taking the survey, you will gain access to these compelling presentations. Links to these presentations will be shared at the end of the survey.
As an alumna/alumnus or graduate of Claremont Graduate University, you are important to our future. This survey will focus on the outcomes of your CGU education, your career path, how CGU contributed to your professional development, your perception of wellness and satisfaction, and how CGU can connect and engage with fellow alumni. This information will help CGU understand the value of its degrees, where adjustments are needed, and how to strengthen our relationship with alumni. Reports will not include verbatim responses – your identity will remain confidential. We ask that you to spend 10-15 minutes sharing your information, and we pledge to make wise use of the feedback. Please complete this survey by Saturday, May 15 to be entered into a drawing for 1 of 4 $100 Amazon gift cards.
You are receiving this survey because you attended CGU at some point. If you did not complete any CGU programs we would still love to hear from you.
Please enter your first and last name in the fields below. Leave the third prompt blank if you did not have a different name while at CGU.
| First Name | |
| Last Name | |
| Previous Name used at CGU, if different from above |
Which degree(s) did you complete at CGU? Please mark all that apply (if you did not complete any program, please enter the last year you attended CGU in the box provided).
Doctorate masters credential certificate, did not complete any [discribe:], Other [discribe:].
Please mark any of the following you have achieved since last attending CGU.
List of choices
If you wish, elaborate on any of the achievements marked above or describe any additional achievements or accolades that may not have appeared on the list above.
Are you employed in the feed you intended?
Which of the following categories best represents the industry sector(s) where you are currently working? Please mark all that apply.
Please select the best description of the primary occupation you currently hold.
The following question can be sensitive to many, as it asks about annual salary. We are asking this question for use at the aggregate level to determine the average salary for someone with your degree. This helps prospective students assess the value of a CGU degree.
Please indicate your annual base salary range.
Less than 30,000 to more than 200,000.
Disgin
Focus groups:
Reps from each school: 8 schools, 8 people, post-coursework to qualify.
Separate school communities designed for current students are located in Sharepoint, and require login with your CGU credentials.
Drucker School of Management
The Drucker community is your one-stop place to find all your academic, career, and student life information. Check back often for Drucker-related announcements, updates, and resources.
School of Arts & Humanities (SAH)
The SAH community pages contain important student information and resources that will prepare you for success as a graduate student at SAH.
School of Community & Global Health (SCGH)
The SCGH community pages allow you to access useful information such as:
Program and degree descriptions
Student organizations
Student resources
Academic instructions and forms
Job, internship and fellowship opportunities
A school calendar
School of Educational Studies (SES)
The SES community pages allow you to access information for current students, such as:
Program and degree information
Academic instructions and forms
Department contacts
Division of Behavioral & Organizational Sciences (DBOS)
Division of Politics & Economics (DPE)
Center for Information Systems & Technology (CISAT)
The CISAT community pages allow you to access useful information such as:
Student resources
Course information
Research lab descriptions
Student FAQ
Institute of Mathematical Sciences (IMS)
The IMS community pages allow you to access useful information such as:
Masters & PhD program information
Graduate math courses
CGU class schedule
Claremont Center for the Mathematical Sciences (with links to 5C math departments)
5C class schedule
Colloquiua and seminars
