scholarly journals Recommended practices for doctoral students in navigating and engaging in online courses during COVID ‐19 pandemic: A personal narrative from a doctoral candidate

2021 ◽  
Author(s):  
Muhammad Hassan Bin Afzal
Keyword(s):  
Doctoral Students ◽  
Personal Narrative ◽  
Online Courses ◽  
Doctoral Candidate ◽  
Recommended Practices

INTRODUCTION TO RISK AND SAFETY OF AIR NAVIGATION

2020 ◽  
Author(s):  
Fedja Netjasov
Keyword(s):  
Doctoral Students ◽  
Traffic Engineering ◽  
International Standards ◽  
Air Transport ◽  
Civil Aviation ◽  
Undergraduate Studies ◽  
Recommended Practices ◽  
The University ◽  
Navigation Safety

"Introduction to Risk and Safety of Air Navigation" is an authorized script compiled on the basis of the curriculum of the course "Introduction to Risk and Safety of Air Navigation" which is taught in undergraduate studies at the University of Belgrade - Faculty of Transport and Traffic Engineering. The scripts are primarily intended for students of undergraduate (bachelor) studies at the Department of Air Transport and Traffic at the University of Belgrade - Faculty of Transport and Traffic Engineering. Scripts can be useful to both master's and doctoral students at the University of Belgrade - Faculty of Transport and Traffic Engineering, especially those who have not completed undergraduate studies at the Department of Air Transport and Traffic. They can also be useful to air transport and aeronautical engineers in order to expand and update knowledge in the field of air navigation safety. The material presented in these scripts relates mainly to civil aviation and is largely based on international standards, recommended practices, regulations and documents which deal with issues related to air navigation safety. As these standards, regulations and documents are subject to frequent changes and alterations, users of these scripts are advised to also use the original (updated) documents, which are listed in the references, in order to take into account any changes that have occurred after the release of the scripts.

Training Partners for the Long Haul

2020 ◽  
pp. 81-97
Author(s):  
Kymberly Harris ◽  
Dana D. Sparkman ◽  
Cheryl L. Doran
Keyword(s):  
Doctoral Students ◽  
Peer Groups ◽  
Task Completion ◽  
Writing Groups ◽  
Doctoral Candidate ◽  
Group Members ◽  
Doctoral Candidates ◽  
Task Satisfaction ◽  
Dissertation Process

This chapter seeks to provide the background, benefits, and design of writing groups created to aid doctoral candidates in the completion of the dissertation process. Literature will be used to support the rationale for such groups and will outline the structure that can be used to create and support doctoral students in peer groups by their dissertation chair or facilitator. In this chapter, specific guidelines for the creation of the groups and the role of the chair are outlined, and suggestions for remedying dysfunctional groups or group members. While ultimately the doctoral candidate is responsible for the successful completion and defense of his or her own research, peer groups can be instrumental in promoting task completion and task satisfaction.

scholarly journals 4484 The Entrepreneurship for Biomedicine (E4B) Training Program

2020 ◽  
Vol 4 (s1) ◽  
pp. 68-68
Author(s):  
Jane M. Garbutt ◽  
Joseph Grailer ◽  
Lillie Levin ◽  
Jessica Mozersky ◽  
Antes Schulke ◽  
...  
Keyword(s):  
Training Program ◽  
Doctoral Students ◽  
Online Courses ◽  
Junior Faculty ◽  
Boot Camp ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Capstone Project ◽  
Study Population ◽  
Entrepreneurial Training

OBJECTIVES/GOALS: Regardless of their career choices, today’s biomedical researchers need to blend great science with core skills ininnovation and entrepreneurship (I&E). The objective of this NIH-funded education program was to develop and test a pragmatic training program to teach relevant I&E skills. METHODS/STUDY POPULATION: We used a modified Delphi approach to identify 15 relevant competencies for I&E and the essential topics to include in the program. Learner interviews identified preferences for online training programs (short, high-quality audio-visual content, ability to self-navigate, peer and instructor interactions). The inaugural program included 7 short, online courses that addressed how to identify and validate opportunities for innovation, sell your innovation to diverse audiences, assess its ethical consequences, work in teams, and develop resilience as an innovator. It also included mentor support, a team-based capstone project, and an optional in-person boot camp. RESULTS/ANTICIPATED RESULTS: 51 students enrolled and 41 participants from 9 institutions completed the program, including pre- and post-doctoral students and junior faculty. They organized into 10 teams to complete the capstone project, with 6 teams pitching their innovation to fellow students and mentors at the boot camp. Students rated satisfaction with courses highly overall, with 79% stating they would be disappointed if the program was no longer available. Preliminary results suggest participants increased their knowledge about and ability to perform tasks taught throughout the program. Suggestions for improvement included providing more practical advice and real-world examples to complement educational videos. DISCUSSION/SIGNIFICANCE OF IMPACT: The inaugural E4B program was well received and effective in increasing I&E skills. Improvements will include increased opportunity for mentor interactions and for advanced entrepreneurial training. The program is open for biomedical research trainees from all institutions with a CTSA award.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

“I Know I’m Unlovable”

2012 ◽  
Vol 18 (3) ◽  
pp. 247-255 ◽  
Author(s):  
Andrew F. Herrmann
Keyword(s):  
Academic Success ◽  
Job Search ◽  
Personal Narrative ◽  
Assistant Professor ◽  
The Self ◽  
Good Work ◽  
Tenure Track ◽  
Technologies Of The Self ◽  
Doctoral Candidate ◽  
Academic Discourses

Failure, according to the academic canonical narrative, is anything other than a tenure-track professorship. The academic job hunt is fraught with unknowns: a time of fear, hope, and despair. This personal narrative follows the author’s three-year journey from doctoral candidate, to visiting assistant professor, to the unemployment line. Using a layered account and through a Foucauldian lens the author examines the academic success narrative, delving into the emotional bipolarity during the job search, and the use technologies of the self. It concludes with a reexamination of academic discourses and the canonical narrative of academic success as well as an appeal to continue to do good work.

scholarly journals The Manuscript Dissertation: A Means of Increasing Competitive Edge for Tenure-track Faculty Positions

10.28945/4093 ◽  
2018 ◽  
Vol 13 ◽  
pp. 273-292 ◽  
Author(s):  
Sydney Freeman Jr.
Keyword(s):  
Doctoral Students ◽  
Opportunity To Learn ◽  
Future Research ◽  
Tenure Track ◽  
High Quality Research ◽  
Competitive Edge ◽  
Tenure Track Faculty ◽  
Doctoral Candidate ◽  
Peer Reviewers ◽  
Academic Job Market

Aim/Purpose: The traditional doctoral dissertation is the first major research project that is led by doctoral students, but it does not necessarily prepare them to publish shorter articles in journals. The manuscript dissertation provides a way for doctoral students to establish themselves as researchers while gaining the experience of developing peer-reviewed manuscripts before graduation, thus enhancing career opportunities as tenure-track faculty. Background: This paper demonstrates how the manuscript dissertation can be employed to increase doctoral student publications before graduation. Methodology: This article uses autoethnography to describe the process and results of writing a manuscript dissertation. Contribution: This paper contrasts dissertation styles, explaining the benefits and challenges of the manuscript dissertation option in particular. Findings: I found that it was important to have an influential and established dissertation chair, develop credibility by displaying competence and clear goals, being curious about what you don’t know may be an asset and to be humble and comfortable with sharing what you don’t know. I also discuss the personal benefits I gained from developing a manuscript dissertation including producing refereed articles earlier, committee members serve as peer-reviewers of your chapters and gaining the opportunity to learn and master multiple methodological approaches. I also shared the challenges I encountered during my dissertation process which included, committee members not being familiar with and not being willing to invest the time to support me in developing the manuscript dissertation, the timeframe for completion of my dissertation was extended, and balancing my responsibilities as a doctoral candidate. I also discussed challenges that I had not experienced but still could be an issue for others utilizing this style of dissertation including, insuring the cohesion of publications and having the copyediting support. Recommendations for Practitioners: Dissertation advisors and chairs should consider recommending the manuscript dissertation to doctoral students interested in gaining the experience of developing peer-reviewed manuscripts and becoming tenure-track faculty. Recommendation for Researchers: Doctoral students interested in becoming tenure-track faculty should consider the manuscript dissertation option as a means of producing publications before graduation, thus increasing competitive edge in the academic job market. Impact on Society: Publication before graduation will help young scholars to produce high-quality research earlier in their academic careers. Future Research: Future research should examine the prevalence of the manuscript dissertation, allowing researchers to determine where and how commonly it is used.

scholarly journals The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership

10.28945/3882 ◽  
2017 ◽  
Vol 12 ◽  
pp. 219-249 ◽  
Author(s):  
Jason D Flora
Keyword(s):  
Best Practices ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Lived Experiences ◽  
Doctoral Education ◽  
Research Process ◽  
Essential Elements ◽  
Future Research ◽  
Transformative Power ◽  
Doctoral Candidate

Aim/Purpose: Much has been written in academia about the meaningful relationship between doctoral students and their respective dissertation chairs. However, an often-overlooked benefit of the dissertation research process as a whole is its potential to professionally and personally transform the capacities of all concerned – the doctoral candidate, mentor/major professor, and committee. Background: From the exclusive perspective of the doctoral Chair/mentor, this qualitative study explores the potentially transformative power of the dissertation process as it relates to scholarly leadership. Methodology: In order to most accurately address the study’s research questions and to best capture the lived experiences of 4 purposefully selected doctoral chairs, each with varying degrees of dissertation guidance experience, the study was inten-tionally designed to leverage the phenomenological method. Data was collected through a series of in-person and phone interviews (each co-researcher was interviewed 3 times) and subsequently coded to determine emerging themes and categories relative to the co-researchers’ lived experiences as doctoral mentors. Contribution: Specific findings about what scholarly leadership means relative to doctoral student/mentor interactions, including how this pivotal relationship can be enhanced, support and contribute to current global higher education literature calling for increased understanding of and accountability within doctoral education as a whole. Such will further inform and enhance current mentoring best practices of graduate and undergraduate students alike. Findings: As a rich experiential education and learning opportunity, the essence of scholarly leadership features four essential elements: acting with authenticity, facilitating growth or change, holding vision, and acknowledging deficiency. Recommendations for Practitioners: It is recommended that practitioners of doctoral education, particularly at the dissertation Chair/mentor level, as well as institutionally, first genuinely value the results of this study, and, in turn, authentically and consistently implement such best practices in order to meaningfully enhance the quality of the overall doctoral experience. Recommendation for Researchers: Implicit below Impact on Society: Implementation of the study’s findings likewise has the potential to positively actualize the lives of doctoral mentors/major professors in their roles as educators, scholars, and life-long learners. Future Research: Further research is necessary to determine the relationship between scholarly research and each of its attendant essential elements: authenticity, facilitative behavior, vision, and deficiency.

Retention of University Teachers and Doctoral Students in UNIPS Pedagogical Online Courses

2020 ◽  
pp. 503-523
Author(s):  
Samuli Laato ◽  
Heidi Salmento ◽  
Emilia Lipponen ◽  
Henna Vilppu ◽  
Mari Murtonen ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Courses ◽  
University Teachers

scholarly journals In Search of Pedagogies for Teaching Qualitative Research Online: A Vygotskian Approach

2017 ◽  
Vol 2 (3) ◽  
pp. 60
Author(s):  
Maja Miskovic ◽  
Elena Lyutykh
Keyword(s):  
Qualitative Research ◽  
Online Education ◽  
Doctoral Students ◽  
Liberal Arts ◽  
Online Courses ◽  
The United States ◽  
Leadership Studies ◽  
Liberal Arts University ◽  
Constructivist Approaches ◽  
Do So

Little has been said on how to teach qualitative research in general and more recently on how to do so in online courses. Drawing on the cultural-historical theory of Lev Vygotsky and his followers, we engage with theoretical tenets that inform a design of an online qualitative research course in a private liberal arts university in the United States with large enrollments of doctoral students in leadership studies. Though examination of constructivist approaches to online education that are integrated within our classroom practices, we highlight unique challenges of teaching qualitative research online and offer insights to inform instructors of similar courses with intent to continue an important conversation about complexities of teaching qualitative research.

Traversing Doctoral Borderlands : Black doctoral students’ experiences of identity construction in South Africa

2021 ◽  
Author(s):  
◽  
Rudo Fortunate Hwami
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Holistic Approach ◽  
Student Experiences ◽  
Doctoral Studies ◽  
Doctoral Candidate ◽  
Intellectual Identity ◽  
Ideological Transition ◽  
Borderlands Theory

Doctoral studies are described as a process of formation and becoming. This is an in-between space between unknowing and knowing, within and without the ivory tower of academia. In this in-between space the doctoral candidate takes the role of a novice and apprentice unlearning the student/unknowing past and learning to become a professional in academia. This project utilises the borderlands theory to understand the experiences of doctoral students as they undergo the process of becoming and intellectual identity formation. Whilst ‘journey’ and other metaphors that have been used to understand doctoral student experiences capture the process of becoming as a progression through the liminal stages – proposal, literature review, context, writing, reading etc. These stages presuppose temporality of being leading to stasis/completion. I argue that such conceptualisation of doctoral studies, although useful, depict one side of the story and provide a limited, monolithic, and homogenising understanding of the spatial configurations of doctoral space and intellectual identity formation. The dominant discourses of doctoral conceived and perceived space, liminal stages and understanding of doctoral student experiences, mask the more latent and intimate liminal stages of intellectual identity formation. Drawing from borderlands theory, I firstly argue for a holistic approach to understanding the spatiality of doctorate studies. Secondly, I argue that liminality is an everyday process integral to human existence where one is always in a state of ideological transition. An important state of liminality is the awareness of ‘Self’ in perpetual motion, caught between two worlds dominated/dominator and two ideologies of oppression/resistance. If this side of liminality is not made visible, institutional spaces, such as the doctorate, privileged with the power to disseminate and position onto-epistemologies as universal can be used to reproduce and reinforce exclusionary onto-epistemologies that subsequently impact intellectual identity formation. Using Lefebvre’s (1991) rhythmanalysis method, I use student experiences not as mere data for analysis, but as an act of envisioning, reinventing and coknowledge production to propose borderlands as a new metaphor to study doctoral spatial realities and the experiences of the students that traverse through it.

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