Professional Seminar: Valuing a One-Credit Course through the Lens of Doctoral Students

Autor/inn/en	Bhandari, Naina A.; MacDonald, Beth L.; Martin, Jenny M.; Modena, Amanda; Simmons, Jamie M.; Turner, Windi D.; Asselin, Susan
Titel	Professional Seminar: Valuing a One-Credit Course through the Lens of Doctoral Students
Quelle	In: International Journal of Teaching and Learning in Higher Education, 25 (2013) 3, S.346-357 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Seminars; College Credits; Doctoral Programs; Graduate Students; Research Universities; Course Content; Student Attitudes; Program Effectiveness; Theories; Professional Identity; Communities of Practice; Personal Narratives; Coding; Opportunities; College Faculty; Teacher Student Relationship; Barriers; Self Esteem; Student Interests; Student Motivation; Participatory Research; Qualitative Research + Suchen Sie Ihr Suchwort? Seminar; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungseinrichtung; Kursprogramm; Schülerverhalten; Theory; Theorie; Community; Erlebniserzählung; Codierung; Programmierung; Möglichkeit; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Studieninteresse; Schulische Motivation; Forschungstätigkeit; Qualitative Forschung
Abstract	Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years' worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1 professor to 7 students on average. Assignments expose students to professional jobs in academia, resources available on campus, grant writing procedures, and facilitate the trajectory and purpose of the doctoral process. The purpose of this study is to investigate doctoral students' narratives on the value they hold for seminar. Findings indicate an overarching theme of value among 5 categories: opportunities, cohort, departmental support, overcoming obstacles, and vested interest. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10