Proposal Title
Leadership, Value, and Identity Development for Doctoral Student TA's
Abstract
Professor Caroline Heller and advanced doctoral students Tessa Bry and Katina Fontes examine the layers of value they experienced from co-teaching a doctoral seminar on the nature of formal academic inquiry. Together, we look at the pedagogical value of our collaboration as it affected giving writing feedback to new doctoral students, as well as the scholarly value of immersing ourselves in the philosophical concepts that undergird academic research. Questions that drive our project include: How does on learn to give writing feedback to new doctoral students that encourages them rather than undermining their own doctoral identities and confidence? Does the doctoral writing process benefit from an increased practice of advanced doctoral students serving as TA's in their own program? Why is it important to offer advanced doctoral students time and opportunity to return to foundational philosophical readings? Why should all doctoral students be exposed to the philosophies that shape their modes of inquiry? How does working as a collaborative team of professor and advanced doctoral students affirm advanced doctoral students' emerging scholarly and pedagogical identities and sense of philosophical leadership in their program and in their fields of study? How does working as a collaborative team help us to answer these vital questions?
Our intended audience is the doctoral community at Lesley, as well as students interested in entering doctoral work and faculty interested in mentoring doctoral students.
Start Date
28-3-2018 6:40 PM
End Date
28-3-2018 7:30 PM
Presentation Type
Panel
Disciplines
Higher Education and Teaching | Other Teacher Education and Professional Development | Social and Philosophical Foundations of Education | Teacher Education and Professional Development
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Leadership, Value, and Identity Development for Doctoral Student TA's
U-Hall 3-094
Professor Caroline Heller and advanced doctoral students Tessa Bry and Katina Fontes examine the layers of value they experienced from co-teaching a doctoral seminar on the nature of formal academic inquiry. Together, we look at the pedagogical value of our collaboration as it affected giving writing feedback to new doctoral students, as well as the scholarly value of immersing ourselves in the philosophical concepts that undergird academic research. Questions that drive our project include: How does on learn to give writing feedback to new doctoral students that encourages them rather than undermining their own doctoral identities and confidence? Does the doctoral writing process benefit from an increased practice of advanced doctoral students serving as TA's in their own program? Why is it important to offer advanced doctoral students time and opportunity to return to foundational philosophical readings? Why should all doctoral students be exposed to the philosophies that shape their modes of inquiry? How does working as a collaborative team of professor and advanced doctoral students affirm advanced doctoral students' emerging scholarly and pedagogical identities and sense of philosophical leadership in their program and in their fields of study? How does working as a collaborative team help us to answer these vital questions?
Our intended audience is the doctoral community at Lesley, as well as students interested in entering doctoral work and faculty interested in mentoring doctoral students.
