Dr. Jacqueline Jones
Associate Professor
Nursing
University of Colorado Denver
Campus Box C-288-19 Bldg P28
13120 E. 19th Ave.
Education 2 North, Room 4216
Aurora, Colorado 80045 USA
303-724-2929
Jacqueline.Jones@ucdenver.edu
Pedagogy of doctoral (PhD) coursework- How best to walk alongside and enlarge their thinking in the context of the ‘Formation of Scholars’ (Walker, Golde , Jones, Bueschel & Hutchings 2008).
Using a qualitative case study approach I want to explore how my emerging framework for doctoral (PhD) course teaching drawing on the Carnegie Formation of Scholars 2008 text is experienced and how my use of this framework facilitates learning, and learning moments (Light 2001) for approximately 6-10 PhD nursing course students. If the process of becoming a ‘Doctor of Philosophy’ is engaging in the formation of becoming a scholar (Walker et al 2008), with blended – online courses undertaken as part of that preparation, how can these attributes be most effectively developed? What is the ‘goodness’ of taking this approach to facilitating learning? Does it have any impact on student learning? If so how, what, why and for what purpose? In the context of learning spaces online I would agree that research writing and the production of knowledge is ‘textual’ such that language ‘does not “reflect” social reality, but produces meaning and creates social reality’ (Richardson 1998: 936; Jones & Borbasi 2006). Individual students engage in a ‘community of scholars’ as part of their ‘learning relations’ (Haythornthwaite 2008). As a facilitator of that learning it requires a re-visioning of the ‘relationship between knowledge and assessment’ (Suellen 2008) and peer learning where peer learning is theorized and situated within a notion of communities of research practice (Boud & Lee 2005: 501).
Boud, D. & Lee, A. 2005 '"Peer learning" as pedagogic discourse for research education', Studies in Higher Education, Vol. 30, No. 5, pp. 501-16.
Haythornthwaite, C 2008 Learning relations and networks in web-based communities International Journal of Web Based Communities 4, 2, 26, 140-158 (19)
Jones J & Borbasi S 2003 Interpretive research: Weaving a phenomenological text in Clare J, & Hamilton H, (Eds) Writing Research: Transforming Data Into Text Elsevier Health Sciences, Melbourne
Light RJ 2001 Making the most of college. Students speak their minds, Harvard University Press.
Richardson, L. 1998 ‘Writing: A Method of Enquiry’, in Denzin, N.K. & Lincoln, Y., Handbook of Qualitative Research, Sage, Thousand Oaks, CA.
Suellen S 2008 Beyond social constructivist perspectives on assessment: the centring of knowledge Teaching in Higher Education, 13, 5, 595-608(11)
Walker GE, Golde CM, Jones L, Bueschel AC, Hutchings P 2008 The Formation of Scholars. Rethinking doctoral education for the twenty first century, The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass.