Doctoral Studies Seminar and Workshop
My first residency lasted five days, from December 11-16, 2013. It was held at the main campus in Phoenix, Arizona. The instructor for the residency was Lilia Santiague, Ph.D.
As an orientation to doctoral learning, this course challenges learners to engage in a transformational learning process by positioning themselves within their cultural context, the emerging doctoral community, and the larger field of interest. Learners will develop their critical consciousness as scholars, practitioners, and leaders. Class activities will include critical reading and writing, dialogic interaction, reflexive practice and collaborative projects. As an outcome of the course, learners will refine their disposition toward the doctoral process and develop theoretical models and practical skills to succeed in the program.
- Determine the purpose, meaning, and nature of the doctorate (Ph.D.).
- Describe socialization, language, community, and stewardship necessary in becoming a scholar.
- Discuss tools for dissertation success including activities, online resources, and rating criteria.
- Examine scientific references in social research using critical and creative processes.
- Propose plans for future educational success.
Topics for the 5 days include:
- Becoming a Ph.D.
- The Ph.D. Journey and the Importance of Critical Reading and Writing
- Developing a Scholarly Community
- Engaging in Research and the Dissertation Process
- Stewardship in the Scholarly Community
My biggest challenge was keeping up with the pace of the program. There was a lot of information presented and covered in 5 days. There was just one text; however there were a number of journal articles listed as required reading for each day of the program. There were many late nights in the hotel working on papers and presentations. Overall, I think I averaged 3-5 hours of sleep per night. We went from 8am until 5pm for the first four days and on the last day we were let out an hour earlier–4pm.
We were required to write a pre-residency paper of not more than 1,000 words that needed to be posted to our individual forums by 8am on the first day of class (12/11). Unfortunately, I had not yet learned to read through the materials thoroughly so I found out about the paper during dinner the night before. Fortunately for me, it was not too involved and I successfully posted it on time.
There were many successes. The greatest of these was meeting my cohort face-to-face. We became community. I have established friendships that I hope will last not only the duration of the program but long afterwards. I think I mentioned that in EDU/711 I had attempted to reach out to my cohort unsuccessfully. Perhaps now that we have established this community, support will be more forthcoming.
During the residency we were introduced to a number of guest speakers who shared knowledge of the dissertation process, the comprehensive examination, and the oral examination. We had another speaker who not only presented but explained some of the many resources available to UOPX students. I was already impressed with the library but after this presentation, I am in awe. It is an excellent resource.
Some of the skills and information I learned include situatedness, deconstructing text, models of thinking, and constructing meaning from multiple sources. I have learned that I need to get more organized about my work so that I can readily find information later as I begin writing the dissertation.
I successfully completed the residency earning an A and 3 credits. My current GPA is 3.71 with 58 remaining credits.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Wellington, J. Bathmaker, A., Hunt, C., McCulloch, G., & Sikes, P. (2005). Succeeding with your doctorate. Thousand Oaks, CA: SAGE Publications.
Day 1 Journal Readings
Brookfield, S. (1998, Fall). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), p. 197.
Collins, C. (2001, May). Developing critical consciousness: A personal reflection. The Canadian Journal for the Study of Adult Education, 15(1), p. 88.
Lee, C. J. (2009). The experience of nurse faculty members enrolled in doctoral study. International Journal of Doctoral Studies, 4, p. 59.
Magolda, M. B. B. (1998, Spring). Developing self-authorship in graduate school. New Directions for Higher Eduction, (101), p. 41.
Day 2 Journal Readings
Ayers, M. (2002, Fall). Leadership, shared meaning, and semantics. etCetera, 59(3), p. 287.
Cunliff, A. L. (2004, August). On becoming a critically reflexive practitioner. Journal Of Management Education, 28(4), p. 407.
Elder, L. & Paul, R. (2004, Spring). Critical Thinking…and the art of close reading. (Part II). Journal of Developmental Education, 27(3), p. 36.
Elder, L. & Paul, R. (2004, Winter). Critical thinking…and the art of close reading. (Part IV). Journal of Developmental Education, 28(2), p. 36.
Payne, B. K., & Gainey, R. R. (2003, Spring). Understanding and developing controversial issues in college courses. College Teaching, 51(2), p. 52.
Paul, R., & Elder, L. (2003, Winter). Critical thinking…and the art of close reading. (Part I). Journal of Developmental Education, 27(2), p. 36.
Paul, R., & Elder, L. (2004, Fall). Critical thinking…and the art of close reading. (Part III). Journal of Developmental Education, 28(1), p. 36.
Roberts, C. (1998, July/August). Can we talk? The Journal for Quality and Participation, 21(4), p. 24.
Tsui, L. (2002, November/December). Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies. Journal of Higher Education, 73(6), p. 740.
Day 3 Journal Readings
Bowers, R. (2005, Winter). Freire (with Bakhtin) and the dialogic classroom seminar. Alberta Journal of Educational Research, 51(4), p. 368.
Cunliff, A. L. (2002, March). Reflexive dialogical practice in management learning. Management Learning, 33(1), p. 35.
Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2007). Supporting polyphonic collaborative learning. E-Service Journal, 6(1), p. 59.
Wikeley, F., & Muschamp, Y. (2004, May). Pedagogical implications of working with doctoral students at a distance. Distance Education, 25(1), p. 125.
Ziegler, M., Paulus, T., & Woodside, M. (2006). Creating a climate of engagement in a blended learning environment. Journal of Interactive Learning Research, 17(3), p. 295.
Day 5 Journal Readings
Brown, S. C., & Gillis, M. A. (1999, April). Using reflective thinking to develop personal professional philosophies. Journal of Nursing Education, 38(4), p. 171.