Digital Stories to Promote Reflection and Community in Doctoral Education

Autor/inn/en	Hoggan, Chad; Militello, Matthew
Titel	Digital Stories to Promote Reflection and Community in Doctoral Education
Quelle	In: Journal of Continuing Higher Education, 63 (2015) 2, S.119-125 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2015.1042954
Schlagwörter	Reflection; Doctoral Programs; Graduate Students; Group Membership; Educational Research; Educational Policy; Extracurricular Activities; Seminars; Intervention; Multimedia Instruction; Multimedia Materials; Personal Narratives; Story Telling + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppenzugehörigkeit; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Außerunterrichtliche Aktivität; Seminar; Multimediales Lernen; Erlebniserzählung
Abstract	One of the biggest challenges in doctoral education is creating an intellectual community such that students can not only engage with their field and its pressing challenges, but can also learn how to become scholars with all the social norms, epistemologies, and ways of being and interacting in the specific community of one's discipline. This type of learning extends beyond the intellectual understandings of one's field and requires an ongoing social engagement with both novices and experienced scholars. Fostering an intellectual community takes an intentional effort that often runs counter to prevailing norms and practices of academia. This article describes a purposeful strategy which fosters reflection and community building with a newly matriculated cohort of PhD students enrolled in an educational research and policy program. Three faculty members agreed to the department head's request to create and facilitate a year-long extracurricular professional seminar--a series of coordinated monthly activities. This article describes one part of this intervention wherein faculty and new doctoral students met regularly to engage in an extended reflective activity. Examples of student work are provided. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01