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ArKIDS

Arkansas Interdisciplinary Sciences Laboratory

Graduate Training

The ArKIDS Philosophy

The Arkansas Interdisciplinary Sciences (ArKIDS) Laboratory is a teaching laboratory dedicated to mentoring graduate students as they traverse the path from student to professional. Dr. Leen-Feldner is a developmental psychopathologist thus, her research interest and expertise span both experimental and clinical domains. Accordingly, she accepts and mentors students who are interested in pursuing doctoral degrees in either the experimental or clinical training program here at the University of Arkansas.

Training is tailored to the specific career goals of each student; so while all graduates are encouraged to be “integrated scholars,” the particular emphasis across skill domains differs as a function of each student’s objectives. Upon graduation, ArKIDS personnel are expected to have the repertoire necessary to succeed in a competitive academic context, these skills typically revolve around publishing, grant-making, and excellence in teaching and mentoring. It is worth noting that the approach to obtaining these objectives (discussed in more detail below) has been successful; graduate students in the Arkids laboratory regularly publish empirical works, disseminate at conferences, and receive their top choice in terms of clinical internship placement. Also, in terms of grant-making, we have had success in obtaining a National Research Service Award from the National Institutes of Health. This prestigious two-year grant is awarded to graduate students to allow them to receive tailored, cutting-edge research training and undertake a federally funded dissertation project.

At general level, mentoring occurs on a formal and informal basis across all training activities. First, there is a clear emphasis on mastering all aspects of the research process. Specifically, graduate students serve principle roles in 1) conceptualization and literature searches (i.e., “framing the empirical gap”), 2) research design, data collection, and management, and 3) dissemination and publication. Here, increasing freedom is systematically infused into the process in accordance with the student’s developmental progress. For instance, depending on his/her previous experience, a first year student’s research role may be limited to running subjects in an ongoing project. However, responsibilities are gradually increased until students have the opportunity to serve as laboratory research coordinator, a managerial position dedicated to ensuring the smooth operation of all studies currently underway.

In regard to publication, Dr. Leen-Feldner is a strong proponent of including students in the dissemination process. Across the course of a student’s career, this takes the form of co-authoring and first-authoring multiple peer-reviewed journal articles and presenting research in the form of poster and symposia presentations at national conferences. Again, a system is in place to support younger students while gradually withdrawing guidance to facilitate independence. For instance, new graduate students typically co-author an empirical paper in the first semester during which intensive written and verbal feedback is provided. However, older graduate students are expected to take the lead on such papers with very little input in terms of writing style. Overall, the goal is to produce students who are ready for independence in the professional realm.

In regard to teaching and mentoring, graduate students are encouraged to develop a comprehensive teaching repertoire. Great care is taken to balance teaching and research, as both are vital skills for obtaining a job and succeeding as a faculty member. To prepare students for the challenging task of mentoring, a vertical team is employed in the laboratory such that more advanced graduate students mentor younger graduate students while younger graduate students work with undergraduate students, and so forth. For instance, with Dr. Leen-Feldner’s assistance, graduate students working with undergraduates develop and implement a customized plan of study to help students interested in attending graduate school to achieve this goal. As another example, older graduate students demonstrating excellence in writing may have the opportunity to mentor a first-year graduate student through the development and submission of a manuscript.

Finally, something must be said in regard to the art of balancing work and play so that graduate students entering into their first faculty position are able to cultivate a rewarding life experience. To this end, professional development briefings are held on a monthly basis in the local coffee shop. The purpose of these informal meetings is to problem-solve specific professional challenges (e.g., providing constructive criticism) and to discuss the more intangible challenges of succeeding in academia (e.g., managing dual careers).

Overall, graduate students joining the ArKIDS team can expect a warm and supportive atmosphere characterized by an uncompromising dedication to helping students achieve their professional goals and excel upon commencement of their careers.

2007 Kimball Design