EDITORIAL Is It Educative? The Importance of Reviewers' Feedback

2016 ◽  
Vol 4 (2) ◽  
pp. 122-125 ◽  
Keyword(s):  
Doctoral Students ◽  
Graduate Student ◽  
Academic Writing ◽  
Faculty Members ◽  
Grad School

Given a scale from 1 to 10, where 1 is the lowest point and 10 is the highest, how do you rate yourself as a writer? I recently asked this question of a group of doctoral students. What do you suppose their answers were? How would you answer that question? Predictably, their ratings ranged from 3 to 6, with several explaining that writing has always been a struggle and a few sharing that they thought they were decent writers until they began grad school. It is noteworthy that no one, including the faculty members in the room, rated themselves a 10. All of us considered academic writing as something we are still trying to master. I shared that as a graduate student I too would have likely rated myself on the low end of the scale and that it has been a long journey to developing a productive relationship with the process of writing academic papers.

scholarly journals 8. New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences

2012 ◽  
Vol 5 ◽  
pp. 44
Author(s):  
Shannon Ann Gadbois ◽  
Elizabeth Graham
Keyword(s):  
Doctoral Students ◽  
Graduate Student ◽  
Graduate School ◽  
Faculty Perceptions ◽  
School Experiences ◽  
Early Career ◽  
Faculty Members ◽  
New Faculty ◽  
Supervisory Relationships ◽  
Doctoral Candidates

This study examined new faculty members’ perceptions and approaches to student supervision and mentoring as related to their own experiences as doctoral students.  Previous research has examined the graduate student-supervisor/mentor relationship but has yet to examine its impact on subsequent graduate student practices when they enter academic positions.  Fourteen Canadian faculty members participated in a study on the experiences and expectations of doctoral candidates and early career academics. As a group, these new faculty members perceived that ideally a supervisor would also be a mentor.  They perceived that a mentor shares professional and personal experience, functions as a ‘sounding board,’ provides guidance and advice, and helps prepare students for the work they are currently doing and for their career responsibilities in the future.  A majority of these new faculty members reported that their graduate supervisors were not their only mentor or did not function as a mentor.  Furthermore, all participants reported that they consciously made an effort to include mentorship as part of their supervisory role. These findings indicated that graduate students’ own experiences of being supervised and/or mentored informed approaches with their own students. This research shows the apparent value in studying the influences of these important graduate school relationships and demonstrates the way in which our perspectives on supervisory relationships may influence subsequent practice.

scholarly journals Get a Room! How Writing Groups Aid the Development of Junior Academics’ Writing Practice and Writer Identity

2020 ◽  
Vol 10 (1) ◽  
pp. 59-74
Author(s):  
Jenny Mattsson ◽  
Emma-Karin Brandin ◽  
Ann-Kristin Hult
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Structured Interview ◽  
Writing Groups ◽  
Writer Identity ◽  
Main Research ◽  
Writing Group ◽  
Key Characteristics ◽  
The University ◽  
Writing Practice

The present study revisits writing retreat participants who have spontaneously formed writing groups before or after attending a retreat hosted by the Unit for Academic Language at the University of Gothenburg, Sweden. All in all, 11 doctoral students and 1 post doc were interviewed using a semi-structured interview model. The answers were thematically analysed based on Murray’s (2014) concept of coherence in writing groups as well as parts of Aitchison and Lee’s (2006) key characteristics of writing groups. The two main research questions posed concern (i) whether the informants have changed their writing practice and/or the way they think and feel about writing since joining a writing group, and (ii) whether possible changes have aided the development of their identity as academic writers. Results show that the informants have indeed changed central aspects of their writing practice and that this in turn has positively influenced how they now think and feel about writing. This has to some extent contributed to the informants’ development of their writer identity; however, the present study also sheds light on the fact that more needs to be done at departmental levels across the university to make academic writing visible.

scholarly journals Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

10.28945/2347 ◽  
2016 ◽  
Vol 11 ◽  
pp. 015-034 ◽  
Author(s):  
Meghan J. Pifer ◽  
Vicki L. Baker
Keyword(s):  
Literature Review ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Multiple Stakeholders ◽  
Program Administrators ◽  
The Past ◽  
Theory To Practice ◽  
Apply Theory ◽  
Recommendations For Practice

Studies of doctoral education have included an interest not only in processes, structures, and outcomes, but also in students’ experiences. There are often useful recommendations for practice within individual examinations of the doctoral experience, yet there remains a need to strengthen the application of lessons from research to the behaviors of students and others engaged in the doctoral process. This paper is the first to synthesize research about doctoral education with the particular aim of informing practical strategies for multiple stakeholders. In this article, we summarize findings from a literature review of the scholarship about doctoral education from the past 15 years in a stage-based overview of the challenges of doctoral education. Our aim is to apply theory to practice through the systematic consideration of how research about doctoral education can best inform students and those who support them in the doctoral journey. We first present an overview of the major stages of doctoral education and related challenges identified in the research. We then consider key findings of that research to offer recommendations for doctoral students, faculty members, and administrators within and across stages.

scholarly journals THE DEVELOPMENT OF ORAL COMPOTENCY THROUGH DIDACTIC DEMONSTRATIONS BY DOCTORAL STUDENTS

2020 ◽  
pp. 496-502
Author(s):  
S. Taubaeva ◽  
◽  
S. Imanbaeva ◽  
Zh. Baltabaeva ◽  
◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Public Speaking ◽  
Postgraduate Education ◽  
Design Experiment ◽  
Academic Reading ◽  
The Past ◽  
Scientific Report ◽  
The Republic ◽  
Pedagogical Research

The academic literacy among students development problem, which includes academic reading, academic writing, and academic performance, becomes relevant in the Republic of Kazakhstan, in the system of higher and postgraduate education. PhD students in the field of pedagogy study the basic discipline "Pedagogy Philosophy and Methodology". This discipline is designed to educate them in public speaking to an audience with their search and experiment results throughout their studies. For a speech to the audience, students prepare a scientific report. Report (scientific), researcher public presentation, which is a summary of his scientific search results, design, experiment. The purpose, structure and content of the discipline allows the teacher to systematize didactic presentations in six areas and use them in lectures and seminars. Over the past ten years, these presentations have contributed to the deeper understanding and assimilation by PhD students of the pedagogy philosophical and methodological foundations, and the pedagogical research methodological tools.

scholarly journals PhD Students Learning the Process of Academic Writing: The Role of the Rhetorical Rectangle

2021 ◽  
Vol 31 ◽  
pp. 136-162
Author(s):  
Beverly FitzPatrick ◽  
Mike Chong ◽  
James Tuff ◽  
Sana Jamil ◽  
Khalid Al Hariri ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Personal Narratives ◽  
Formal Group ◽  
Scholarly Writing ◽  
Group Discussions ◽  
Writing Group ◽  
Second Year ◽  
Doctoral Writing

PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

University Students’ Self-Motivated Blogging and Development of Study Skills and Research Skills

2010 ◽  
pp. 149-179 ◽  
Author(s):  
Shailey Minocha ◽  
Lucinda Kerawalla
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Time Management ◽  
Study Skills ◽  
Online Community ◽  
Thinking Skills ◽  
University Education ◽  
Structured Interviews ◽  
Research Skills ◽  
Academic Events

This chapter presents and analyzes an empirically grounded investigation into the self-motivated course-related blogging activities of undergraduate and Master’s-level students, and research-related blogging of doctoral students. It focuses on how blogging may help students to develop their study skills and research skills. Analysis of students’ blogs and semi-structured interviews with the participants shows that writing in the public domain can encourage networking, commitment to goals, articulation of research ideas, development of confidence in writing, and facilitation of critical and reflective thinking skills. The blog can be a useful repository of ideas and resources, and can be a public platform for the synthesis of ideas. Blogging can facilitate the creation and membership of an online community where academic events are flagged, resources are shared, research is advertised, and ideas and comments are exchanged. The authors conclude with a discussion of the ways in which blogging can support the development of key study and research skills, such as time management, academic writing, and effective communication. It is hoped that the findings will help in guiding students, educators, and institutions considering the use of blogging in university education.

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