DOC705R – Day1

1. DOC705R – Day1 Dr. Tere North

2. Why are we here? • To provide you the framework that will help you succeed in your doctoral program. • Have a rapidly paced, but fun learning opportunity. • Continue developing the ACCESS objectives • (back to this is a minute, but first …)

3. Let’s get started with an Opening Activity

4. An adjective would come before your name, e.g., silly Sally. Your Name & an Adjective Adjective beginning with the first letter of your name that: • Describes you AND • Relates to a factor that either • led you to pursue your doctorate, • describes your current level of preparedness, • is an outcome you anticipate from completing your program, or • describes your life beyond your doctoral program.

5. Your Name & an Adjective • Write that adjective and your name on your name card. • State your name and your adjective and provide a 2-minute explanation of why you chose that particular adjective. • How is your adjective important in pursuing your doctorate.

6. Why This Activity????? • Continued learning is part of the doctoral process and we learn from each other, not just class material. • While completing a doctorate is a lot of hard work, it’s important to still have fun while you’re learning.

7. So Let’s Get Started

8. ACCESS • ACCESS - Advancing Community, Critical Thought, Engagement, Scholarship, and Success • 4 course sequence • DOC700 • LDR711 • DOC705R • RES 709

9. ACCESS Purpose • The mission of the SAS ACCESS sequence is to energize, celebrate, and support emerging scholar-practitioner-leaders’ informed voices as successful critical thinkers, original writers and innovative researchers. Students engage in interdependent doctoral communities through a coherent and interrelated learning design supported by a dedicated cohort of faculty.

10. 6 ACCESS Student Learning Objectives (SLOs) • Students and faculty engage in deepening connections through a dialogic discourse that socializes commitment to the community of scholars, practitioners, and leaders. • Students utilize processes and products of critical thinking, design thinking, and multiple logics to lead, synthesize and innovate within a discipline.

11. 6 ACCESS SLOs – cont’d • The student’s informed voice clearly emerges in original, critical and creative speaking, thinking, writing, and research. • Students analyze and evaluate experiences of cognitive empathy and collaborative learning within the doctoral community.

12. 6 ACCESS SLOs – cont’d • Students develop a credible, iterative self-assessment narrative by integrating resources to improve original, critical and creative speaking, thinking, writing, and research. • Students will demonstrate a foundational use of applicable theory as derived from literature with systematic research methods, designs and analytical procedures to design and conduct meaningful and manageable research.

13. What it all means…. The Course Description This course challenges the student to become a creative leader or problem-solver and to begin the process of personal transformation by questioning assumptions and conventional patterns of thinking. Throughout the course, students demonstrate characteristics of creative and critical thinking in individual and collaborative situations.

14. Application Goal Informed Voice Critical Thinking Creative Thinking Cognitive Narrative Cogent Narrative

15. Short Break (10 minutes) Time to refuel!

16. What Do Our Readings Tell Us ? • “Critically reflective practice is a process of inquiry involving practitioners in trying to discover, and research, the assumptions that frame how they work” (Brookfield, 1998, p. 197).

17. Brookfield’s 4 Lenses • Our Autobiography as a Learner of Practice • Our Learners' Eyes • Our Colleagues' Experiences • Theoretical Literature

18. Divide into Groups Activity Application of Brookfield’s 4 Lenses

19. Your Group • Identify a significant event & consider how it could be viewed through the 4 lenses. • (1) Our Eyes • (2) Our Learners' Eyes (who we influence) • (3) Our Colleagues' Eyes (our peers) • (4) Theoretical Literature Eyes

20. 45 minutes to Work & Prepare a 5-minuteTeamPresentation

21. 5-minuteGroup Presentations Applying the lenses

22. Lunch

23. Personal Reflection Discussion • 2-3 minute “Elevator Speech” • Why are you here? • What do you want to do/be when you grow up?

24. Short Break (10 minutes) Time to refuel!

25. Our Journey aka Dissertation Completion Timeline (part 1)

26. Our Journey (part 1, cont’d)

27. Our Journey (part 1, cont’d)

28. Will You Be Ready?? • Remember our goal • Become a creative leader or problem-solver • See videos • Shift Happens • Who Moved My Cheese? • Did You Know 2028? (If you don’t envision the future, how can you be ready for it?)

29. Home (Hotel) Work

30. Critical Reading: Deconstructing a Text • How do you make the connections – this is critical thinking. Knowing what is said is not enough. • If you remember from SEM700/COM705/DOC700, that would be just summarizing. • To truly understand is to be able to apply to similar, and even different situations. • That is critical analysis. Given A and given B, what can I determine about C?

31. Homework #1 • Critical Reading: Deconstructing a Text Directions & Template • Deconstruct a non-academic, popular press article via template and submit • Bring hardcopy of article with you to Day 2

32. Reflective Journaling • What is reflective journaling? • How might it benefit you as you begin your doctoral program? • How can it be applied to the SPL model and your growth in each of the interrelated areas?

33. Homework #2 • Reflective Journal Template • Write a journal entry, continuing the process of personal or shared exploration from the previous activities • Submit one at the end of each day (before the beginning of the next)

34. Last call to refuel! Time to Work

35. Looking Ahead to Day 2 • Review of your Critical Reading: Deconstructing a Text Assignment • Begin a shift of the course perspective from the individual to the community • READ!! Day 2 Electronic Reserve Readings before beginning of Day 2

36. Wrap Up & Reflection