Becoming the Researcher Within: An Experiential Peer-Review Model for Scholar Identity Development in Online PhD Programs
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| Title: | Becoming the Researcher Within: An Experiential Peer-Review Model for Scholar Identity Development in Online PhD Programs |
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| Language: | English |
| Authors: | Kyle Znamenak, Laura Holyoke, Tracey Hargett, Deanna Bakken, Jordan Krusko, Stacey Vakanski, Melissa Hamilton |
| Source: | American Association for Adult and Continuing Education. 2025. |
| Availability: | American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Evaluation, Online Courses, Doctoral Students, Doctoral Programs, College Faculty, Mentors, Self Esteem, Self Concept, Experiential Learning, Student Research, Program Effectiveness |
| Abstract: | Using a collective autoethnographic approach, we explored how an experiential peer-review process embedded in a PhD research course fostered our confidence and scholarly identity as online PhD students and faculty. Our research team consisted of five doctoral students and two faculty mentors engaged in a semester-long project of peer-reviewing manuscripts submitted to a national academic conference. Team members engaged in reflective journaling using guided prompts and participated in group interviews. Findings highlight a progression from impostor syndrome to scholarly confidence, identity development through collaborative mentorship, and the value of community in academic socialization. Experiential learning through authentic academic engagement offers transformative potential for online PhD students and faculty. [For the full proceedings, see ED680798.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680831 |
| Database: | ERIC |
| Abstract: | Using a collective autoethnographic approach, we explored how an experiential peer-review process embedded in a PhD research course fostered our confidence and scholarly identity as online PhD students and faculty. Our research team consisted of five doctoral students and two faculty mentors engaged in a semester-long project of peer-reviewing manuscripts submitted to a national academic conference. Team members engaged in reflective journaling using guided prompts and participated in group interviews. Findings highlight a progression from impostor syndrome to scholarly confidence, identity development through collaborative mentorship, and the value of community in academic socialization. Experiential learning through authentic academic engagement offers transformative potential for online PhD students and faculty. [For the full proceedings, see ED680798.] |
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